Esami di linguainferno o paradiso?

Claudia Beccheroni

GLI ESAMI NON FINISCONO MAI.....

......E COMINCIANO MOLTO PRESTO

INFERNO O PARADISO?

DIPENDE DALLE ESPERIENZE

REASONS FOR TESTING 

ENTRY PROGRESSACHIEVEMENTPROFICIENCYDIAGNOSTIC

HOW?  INTERNI > ESTERNI VALUTAZIONE A NORMA > A

CRITERIO DIRETTA > INDIRETTA DISCRETE ITEMS >LANGUAGE AS A WHOLE

WHAT? ABILITA’ ISOLATE > ABILITA’ INTEGRATE LINGUA GEN/ ESP / EAP CONOSCENZA REGOLE CONTENUTI - MATERIE OTHER SKILLS PERFOMED WITH THE LANGUAGE

QUANTO TEMPO PASSIAMO A VALUTARE O

A ESSERE VALUTATI?

MISURARE .....FORMARE...

QUESTO E’ IL DILEMMA

KEY POINTS  

VALIDITA’AFFIDABILITA’PRATICABILITA’WASHBACK-’EFFETTO

ONDA’- RIFLUSSO

VALIDITY L’ESAME TESTA CIO’ CHE DESIDERIAMO O CHE SI PROPONE DI VALUTARE?

TRICKY QUESTION(Face-Content-Construct)

RELIABILITYValidity versus ReliabilityALWAYS A STRUGGLE

IL FAUT CHOISIR

Reliability

Piloting of items-formats

Syllabus

Marking scheme

Standardisation- Monitoring

E IL FAMOSO RIFLUSSO?WASHBACK, ovvero

THE EFFECT OF TESTING ON TEACHING AND LEARNING

NEGATIVE WASHBACK allargare il GAP tra insegnamento e

valutazione TEACH TO THE TEST valutare tramite tasks artificiali

NEGATIVE WASHBACK

Esperienza negativaBadly designed test-exam(difficoltà, chiarezza, formato, contenuti, tempo)Ansia Auto stima

BENEFICIAL WASHBACK

INSEGNARE E VALUTARE LA LINGUA SECONDO LO STESSO APPROCCIO E TRAMITE

TASKS E CONTENUTI CHE RISPECCHIANO L’USO REALE

DELLA LINGUA

BENEFICIAL WASHBACK

VALUTARE LE ABILITA’ CHE VOGLIAMO INCORAGGIARE

PROVIDE A POSITIVE EXPERIENCE

THERE IS A TENDENCY TO TEST WHAT IS EASIER TO TEST RATHER THAN WHAT IS MOST IMPORTANT BEFORE WE DECIDE THAT WE CANNOT AFFORD TO TEST IN A WAY THAT WILL PROMOTE BENEFICIAL WASHBACK, WE HAVE TO ASK OURSELVES : “WHAT WILL BE THE COST OF NOT ACHIEVING BENEFICIAL WASHBACK?” Charles Alderson

The Learner’s active involvement in the Trinity exams: a step towards motivation and learner’s autonomy LEARNER AUTONOMY LEARNER PARTICIPATION   LEARNER NEEDS 

 

THE PREPARED TOPIC AND TEXT

Incoraggiano l’autonomia, il coinvolgimento, l’interesse

Offrono agli studenti l’opportunità di mostrare le loro abilità linguistiche

Are a practice of real-life communication skills

VIDEO OF GRADE 6

ATMOSFERA

ESPERIENZA POSITIVA O NEGATIVA?

COINVOLGIMENTO DEL CANDIDATO

MISURAZIONE O FORMAZIONE?

I.S.E (esame di abilità integrate)

portfolio of reality-based tasks – use of IT

Completing forms /q’nnaires

Writing articles, reports, memos

Creative and imaginative writing

Writing personal or business letters

Making notes

Obiettivi della ricerca

Verificare l’effetto dell’esame Trinity su

motivazione dello studente

processi di apprendimento

processi di insegnamento

The respondents

•Number of Teachers 756

•Number of students 21,640

•Mat. average age 15,210

•Mat. Average Trinity grade4,166

•Failure rate stated by teachers 4,38 %

•Undergrading yes 165 no 547

•Curricular 52% extracurricular 48%

Effect on teaching

English more spoken in class

no 22%

yes78%

Effect on assessment:methods and timing

Better and more frequent assessment of audio-oral skills

no13%

yes87%

Effect on learning

The students who prepared the exam learnt faster

no37%

yes63%

The students who prepared for the exam learnt more

no17%

yes83%

Effect on learning

Sts were more motivated

no6%

yes94%

The students self-esteem as speakers of english increased after the exam

same

7%

yes92%

no1%

Stressful experience?

•For the teacher : 29% yes

Administration burden

Lack of published materials

Grading

Test of their own work

Anxious experience

For the student : 20% yes

Period cohinciding with state exams

Novelty

Italian ‘scare’ of exams

Pressure

Strengths

Friendly board

•Examiners from the UK

•No need for exam passing techniques

•Multiple grading within the group

•Test of language

Pass rate in percentages 2001

CEF Level Italy Rest of the World A1 97 98A2 95 97B1 92 96B2 90 94C1 89 91C2 79 90

 Totale 94 97