EL İ F KANTARCIO Ğ LU FOIA-12 APRIL, 2019
OVERVIEW • TEST SPECIFICATIONS • CONSTRUCTING LISTENING TESTS • SCORING DECISIONS – SOME CONSIDERATIONS • A REVIEW OF TASK TYPES • THE USE OF THE CEFR
LISTENING • SAID TO BE THE MOST DIFFICULT SKILL TO LEARN AND TEACH? BUT • MOST WIDELY USED ONE
TEST SPECIFICATIONS
CONTEXT VALIDITY (WEIR, 2005)
TEST TAKERS? COGNITIVE PROCESSES? SCORING?
WEIR, 2005
PURPOSE • MEASURING AT A SINGLE LEVEL OF PROFICIENCY? • EASIER TO SAMPLE FROM THE TARGET LEVEL COMPETENCIES/OPERATIONS • MEASURING AT MULTIPLE LEVELS OF PROFICIENCY? • SAMPLING DECISIONS MORE CRITICAL
TEXT DIFFICULTY IN READING VS. TEXT DIFFICULTY IN LISTENING? • NOT POSSIBLE TO LOOK BACK AT THE TEXT • PACE AS A WHOLE • LENGTH • LINGUISTIC DIFFICULTY • TOPIC FAMILIARITY • INTERACTION BETWEEN SPEAKERS, IF ANY • ABSTRACTNESS • MONOLOGUE? DIALOGUE? CONVERSATION • LENGTH OF UTTERANCES AMONG MORE THAN 2 PEOPLE? • VOICES? • INFORMATION DENSITY AND COMPLEXITY • CLEAR ROLES? MOTHER AND CHILD? 2 • REDUNDANCY CLASSMATES? • REPETITION • TIME AND CONTEXT/SETTING • EXEMPLIFICATION • PLAYED ONCE? TWICE?
CONSTRUCTING LISTENING TESTS
TEXT CONSTRUCTION ITEM CONSTRUCTION • REFLECTING REAL LIFE TASKS AS MUCH AS • ITEMS FROM RECORDED TEXT NOT THE POSSIBLE SCRIPT • BACKGROUND NOISE • TEXT MAPS • SCRIPTED OR SEMI-SCRIPTED • KEEP ITEMS SUFFICIENTLY FAR APART • AVOID PASSAGES ORIGINALLY INTENDED • QUESTIONS SHOULD NOT BE ANSWERED FOR READING FROM GENERAL KNOWLEDGE • INSTRUCTIONS PRINTED AND RECORDED • LEXICAL OVERLAP • RECORDING QUALITY • VISUAL INPUT? • SOME TOPIC RELATED INFORMATION AT THE BEGINNING OF THE TEST
WHICH STAGE TAKES PLACE FIRST? Text construction Item construction
WHICH STAGE TAKES PLACE FIRST? Item construction Text construction
Text Item Item Text
SCORING
SCORING • PENALISING LEARNERS FOR SPELLING AND GRAMMAR IN LISTENING • WEIGHTING – EQUAL POINTS FOR ALL QUESTIONS? • STUDENTS SHOULD UNDERSTAND HOW THEIR TESTS WILL BE SCORED? • PRIOR TO THE TEST • DURING THE TEST • NUMBER OF CORRECT RESPONSES SHOULD BE LIMITED FOR A GIVEN QUESTION • MAKES MARKING EASIER AND FAIR • WHAT ARE YOU MEASURING?
TASK TYPES
TASK TYPES • MC • READING LOAD?!?! • T/F • READING LOAD?!?! • THE TRUE/FALSE/NOT GIVEN • SUITABLE AS A LISTENING TASK?
TASK TYPES • GAP-FILL • WRITING LOAD?!?! • THE NUMBER OF WORDS EXPECTED NEEDS TO BE SHARED WITH THE STUDENTS • SPELLING • WORDS SPELT OUT • GRAMMAR MARKING BECOMES MORE SUBJECTIVE • SENTENCE COMPLETION • CLEAR CONTEXT • ONE OR A LIMITED NUMBER OF CORRECT ANSWERS
THE USE OF THE CEFR
PROGRESSION OF PROFICIENCY IN CEFR (FIELD, 2019
THE DUTCH CEFR CONSTRUCT PROJECT (ALDERSON ET AL. 2006) THE AIM IS • TO DEVELOP A TOOL TO HELP DESCRIBE THE CONSTRUCT OF READING AND LISTENING UNDERLYING TEST ITEMS, TASKS, AND WHOLE TESTS IN RELATION TO THE CEFR • CHARACTERISTICS OF THE INPUT TEXT • CHARACTERISTICS OF THE ITEM IT WAS PUBLISHED BEFORE THE CEFR CV WAS RELEASED • THE GRID
B1 I CAN UNDERSTAND THE MAIN POINTS OF SCRIPT CLEAR STANDARD SPEECH ON FAMILIAR • SPEECH ON FAMILIAR MATTERS MATTERS REGULARLY ENCOUNTERED IN WORK, • FACTUAL INFORMATION SCHOOL, LEISURE, ETC. I CAN UNDERSTAND THE MAIN POINT OF MANY RADIO OR TV • MAIN MESSAGES REPEATED PROGRAMS ON CURRENT AFFAIRS OR TOPICS • PROGRAMS IN THE MEDIA OF PERSONAL OR PROFESSIONAL INTEREST WHEN THE DELIVERY IS RELATIVELY SLOW AND OPERATIONS CLEAR. • MAIN IDEAS / MESSAGES RECORDING • RELATIVELY SLOW AND CLEAR STANDARD SPEECH
B2 SCRIPT I CAN UNDERSTAND EXTENDED • ANY SPEECH ON REASONABLY FAMILIAR TOPICS, INCLUDING SPEECH AND LECTURES AND FOLLOW EXTENDED SPEECH • COMPLEX ARGUMENTS EVEN COMPLEX LINES OF ARGUMENT • LECTURES PROVIDED THAT THE TOPIC IS • PROGRAMS IN THE MEDIA AND FILMS REASONABLY FAMILIAR. I CAN OPERATIONS UNDERSTAND MOST TV NEWS AND • MAIN IDEAS AND SPECIFIC INFORMATION • COMPLEX IDEAS AND LANGUAGE CURRENT AFFAIRS PROGRAMMES. I • SPEAKER’S VIEWPOINTS AND ATTITUDES CAN UNDERSTAND THE MAJORITY OF RECORDING FILMS IN STANDARD DIALECT. • STANDARD DIALECT • IDIOMATIC USAGE • REASONABLY NOISY ENVIRONMENTS
REFERENCES • ALDERSON ET AL. (2006). ANALYSING TESTS OF READING AND LISTENING IN RELATION TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE: THE EXPERIENCE OF THE DUTCH CEFR CONSTRUCT PROJECT. LANGUAGE ASSESSMENT QUARTERLY, 31(1) 3-10. • FIELD, J. (2008). LISTENING IN THE LANGUAGE CLASSROOM. CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS. • WEIR, C. (2005). LANGUAGE TESTING AND VALIDATION: AN EVIDENCE-BASED APPROACH. OXFORD: PALGRAVE. • FIELD, J. (2019). RETHINKING THE SECOND LANGUAGE LISTENING TESTS FROM THEORY TO PRACTICE. BRITISH COUNCIL MONOGRAPHS 2. SOUTH YORKSHIRE: EQUINOX PUBLISHING LTD.
THANK YOU
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