Computer-based testing for young learners
“When I met confident nine -year-old Florin, he was tickled pink: ‘I graduated from Cambridge!’ ( rough translation from Romanian). Taking the Cambridge English: Young Learners test has certainly made him feel valuable, by giving him the written evidence that he is a good student. For young learners, especially for those who are not among the very best in their class, passing an internationally recognised examination, such as Cambridge English: Young Learners , is a proof of success.” Catalina Cocan Winner of Dr Peter Hargreaves Scholarship, 2014
The Cambridge English: Young Learners test ... • ‘made him feel valuable’ • gave ‘evidence that he is a good student’ • ‘is a proof of success’
Overview • pedagogical changes in education and assessment • skills needed by young learners today • positive impact of assessment and testing on young learners • how Cambridge English: Young Learners tests meet changing needs
The pedagogical changes in education and assessment
Education in the past
Education today
Education today • students learn from a variety of sources: • textbooks • online resources • interactive whiteboard • video, etc. • classroom layout • students learn through inquiry • communicative approach
Learning and assessment can take place anywhere
Assessment has changed in schools Extract from UK Government Assessment for Learning Strategy : • learning objectives made explicit and shared with pupils • peer and self-assessment used • pupils engaged in their learning and given immediate feedback Is this similar in your country?
Assessment for learning
Skills needed by young learners today
CEFR Can Do statements Speaking (A2) In social and travel contexts, users at this level can ask for goods in shops where goods are on display, and order a meal in a restaurant if dishes are either displayed or illustrated on the menu. They can book a hotel room (face-to-face) and ask simple questions of a host family.
Skills needed by young learners today CEFR Can Do statements Listening & Speaking (A2/Flyers) CAN make and respond to invitations, suggestions, apologies and requests. CAN arrange with friends to do something or play together.
Piaget’s four stages of cognitive development A: sensorimotor sensory experiences – physical birth to 2 actions years B: pre- beginning to represent the world AGE? operational in words and images, moving towards symbolic thinking C: concrete logical reasoning about concrete operational events begins; child can classify objects into sets D: formal abstract reasoning and logic; operational hypothetical thought
Piaget’s four stages of cognitive development A: sensorimotor sensory experiences – physical birth to 2 actions years 2 – 7 years B: pre- beginning to represent the world operational in words and images, moving towards symbolic thinking C: concrete logical reasoning about concrete AGE? operational events begins; child can classify objects into sets D: formal abstract reasoning and logic; operational hypothetical thought
Piaget’s four stages of cognitive development A: sensorimotor sensory experiences – physical birth to 2 actions years 2 – 7 years B: pre- beginning to represent the world operational in words and images, moving towards symbolic thinking 7 – 11 years C: concrete logical reasoning about concrete operational events begins; child can classify objects into sets D: formal abstract reasoning and logic; AGE? operational hypothetical thought
Piaget’s four stages of cognitive development A: sensorimotor sensory experiences – physical birth to 2 actions years 2 – 7 years B: pre- beginning to represent the world operational in words and images, moving towards symbolic thinking 7 – 11 years C: concrete logical reasoning about concrete operational events begins; child can classify objects into sets D: formal abstract reasoning and logic; 11 years operational hypothetical thought onwards
Cambridge English: Young Learners tests
Test design • current approaches to curriculum design and pedagogy for young learners
Test design • current approaches to curriculum design and pedagogy for young learners • children’s cognitive and first language development
Test design • current approaches to curriculum design and pedagogy for young learners • children’s cognitive and first language development • potential influence of test methods
Test design • current approaches to curriculum design and pedagogy for young learners • children’s cognitive and first language development • potential influence of test methods • probable variation between different first language
Paper-based vs. computer-based A. test content B. task types C. number of questions and tasks D. overall timing of papers E. marking F. level of difficulty G. results H. purpose
What’s different? • navigation: arrows and light bulbs • test functionality: • adjustable sound volume • on-screen keyboard • enlargeable graphics • on-screen timer • simplified device-neutral rubrics
Graphics
Test Format –what’s new? • response mechanisms
Test Format –what’s new? • response mechanisms
Test Format –what’s new? • response mechanisms
Test Format –what’s new?
Test Format –what’s new?
Test Format –what’s new?
Test Format –what’s new?
Test Format –what’s new?
Test Format –what’s new?
Test Format –what’s new?
Test Format –what’s new?
Computer-based or face-to-face Speaking test • same 1:1 ratio • same examiner script • same visual prompts • same timings
What do pupils think?
Candidate feedback Cambridge English: Flyers Hong Kong ‘I enjoyed taking the test on the computer because it was easy to use.’ (Taylor Holly Nor Chen) ‘I liked the Speaking test the most.’ (Adam Chris Wong) ‘Yes, because I can use the computer to do the test which I think it’s not bored.’ (Cheuk Long Ngan)
Candidate feedback Cambridge English: Flyers Hong Kong ‘Speaking – It’s fun/special – I can say to the computer.’ ‘I enjoyed taking the test because it was easy and fun and helped my english .’ ‘Yes, because it is not easy and not too hard, it just right.’ ‘Because I learnd new things.’
Candidate feedback Cambridge English: Starters Hong Kong Computer Observer comment • very funny ‘They seemed really eager • I like compewter and keen in speaking to the • relax using computer, computer – spoke freely and followed instructions well.’ real human nervous
Candidate feedback Cambridge English: Movers/Flyers, Mexico Natalia Moreno Trejo, Cambridge English: Flyers trial candidate, age 12, Mexico Jose Daniel Hurtado Bravo, Cambridge English: Flyers trial candidate, age 12, Mexico
A positive impact ‘I graduated from Cambridge!’
A positive impact ‘I graduated from Cambridge!’ Stoneman (2006) finds that the commitment of students to language learning and test preparation is influenced by their perception of the status of the exam. An exam with little perceived status or usefulness is less likely to effect changes upon the students’ approach to language learning or their test preparation.
Further information Teacher Professional Development 27 and 29 April 2015 University of Cambridge Cambridge English Language Assessment 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0)1223 553997 Fax: +44 (0)1223 553621 Email: helpdesk@cambridgeenglish.org Keep up to date with what’ s new via the Cambridge English Language Assessment website: www.cambridgeenglish.org For information on Cambridge English webinars for teachers: www.cambridgeenglish.org/webinars
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