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John M. Norris
University of Hawai´i
Task-Based Language Teaching 2005
This Powerpoint presentation is copyrighted by John M. Norris
© September 23, 2005
Citation information:Norris, J. M. (2005, September). The essential roles of assessment, measurement, and evaluation in task-based language teaching. Plenary address presented at the First International Conference on Task-Based Language Teaching, University of Leuven, Belgium (September 23, 2005).
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What time is it in Leuven?
What time is it in Hawaii?
“Here and Now” condition
“There and… ” condition
Now
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What is the time difference between Leuven & Hawaii?
Leuven
- Hawaii
= 12hrs
Task condition for presentation =
“Here _and There_ and Now”
measurement,
The essential roles of
assessment,
and evaluation
in task-based language teaching
TBLT 2005: What’s at stake?
???LanguageEducation
???
Does it work? for
whom, when, why?
What’s it worth? to whom, when,
why?
How does it work? for whom,
when, why?
Can it be improved? by whom, when,
why?
TBLT 2005: What’s at stake?
…another L2 teaching method bandwagon…
The critics say…
…cognitive-interactionist SLA hegemony…
…won’t work with _____ learners…
…not possible in _____ program settings…
…too much task, not enough language…
…not happening in practice…
TBLT
Setting the record straight:TBLT at work
TARGET LANGUAGE
S
EnglishDutch
French
Czech
Chinese
Arabic
Ukranian
Japanese
Russian
Spanish
Korean
German
Setting the record straight:TBLT at work
PROGRAM TYPES
SecondLanguage
ForeignLanguage
VocationalEducation
GeneralEducation
LocalInnovation
SmallClasses
NationalEd. Policy
SpecialPurposes
Adult
Child
UniversityRequirement
LargeClasses
BeginningLearners
AdvancedLearners
Face-to-Face
Online
Setting the record straight:TBLT foundations
“All genuine education terminates in discipline, but it proceeds by engaging the mind in activities worthwhile for their own sake.”
Dewey (1933), pp. 86-87
Setting the record straight:TBLT foundations
“This discussion rejects the doctrine that students should first learn passively, and then, having learned, should apply knowledge. […] In fact, the applications are part of the knowledge. For the very meaning of things known is wrapped up in their relationships beyond themselves. Thus, unapplied knowledge is knowledge shorn of its meaning.”
Whitehead, 1947, pp. 218-
219
Setting the record straight:TBLT foundations
“For starters, this means having students do tasks, or at least meaningful simulations, that experts do in the various disciplines. Second, it means teaching them to think in ways that experts do when they perform these tasks.” Sternberg
(2003), p. 5
Setting the record straight:Other task-based domains
Medical school
Nursing
Curriculum by design
Successful intelligence
Environmental studies
Social workTask-Based
Practice
Music education
Setting the record straight:So what is TBLT?
Task-BasedLanguageTeaching
Rationales and Principles
Education
Philosophy
Psychology SLA
Language teaching
Sociopolitical values
L2 Education ProgramsLearner
needs
Assessment
CurriculumInstructio
n
Teacher development
Evaluation
Materials
The potential of task-based practice:One example
William Reid
Reid. W. J. (1992). Task strategies: An empirical approach to social work practice. New York: Columbia University Press.Social work problems: truancy, aging, delinquency, substance abuse, family health
Task-CenteredPractice
Empirical Justification
Empirical Implementation
Theory Learning, behavior,
cognition
ResearchPsychosocial change,
Problem solving
EvaluationCase work practice,
Intervention outcomes
Needs Identify, agree,
prioritize
Action Plan, rehearse,
attempt, feedback
Assessment Task accomplishment,
Problem change
Development
Practitioner-friendly methods
Improvement
Field-tested
findings
The potential of task-based practice:One example
The potential of task-based practice:One example
“Assessment, process, and outcome data are systematically collected in each case by means of structured recording guidelines. Continuing research is used to improve the model.”
(Reid, 1992, p. 132).
Development
Improvement
Field-testing
“[Reid] was the single most significant figure in social work research”
Shaw (2004) p. 113
The potential of task-based practice:One example
Task-Based Language Teaching:
A(nother) method for
language teaching.
The potential of task-based practice:TBLT
Task-Based Language Teaching:
A(nother) method for
language education practice.
The potential of task-based practice:TBLT
Task-Based Language Teaching:
An empirical approach to
language education practice.
The potential of task-based practice:TBLT
AssessmentMeasurement
Evaluation
The Role of Measurement in TBLT
Interpreting research constructs…
…to understand task-based learning
Measurement in TBLT:Responding to research purposes
What is measurement?
…trustworthy definition, elicitation, observation, analysis, and
interpretation of research constructs…
Measurement in TBLT:Responding to research purposes
Measurement should… Illuminate task-based learning…L2 dvlpmt. in task, over tasks
Noticing, integrating, automatizing
Proficiency, motivation, aptitude
Timing, sequencing, embedding TBI
FonF, modeling, feedback
Reliable reporting of TBL variables
Synthesis of how TBL works
•Define clear learning outcomes
•Identify specific learning processes
•Clarify learner individual differences
•Indicate effects of context features
•Articulate instructional processes
•Enable communication of findings
•Foster accumulation of knowledge
Measurement in TBLT:Responding to research purposes
“Perhaps the best recommendation would be that, with research in this area still developing techniques and understandings, the role of A/L work will be to offer suggestions for relevant variables and the standardization of operationalizations of variables…”
Tavakoli & Skehan, 2005, p. 273
In short…
TBLT
Theory/research
•Constructs
•Learner variables
•Setting variables
•Learning process
•Instruction process
•Learning outcomes
Practice
Empirical
Measurement
Measurement in TBLT:Responding to research purposes
How does TBLT work, for whom, when, why?
Measurement in TBLT:Problems of practice
Interpreting research constructsNo construct definition
Little standardization
Missing measures
No attention to reliability
Impoverished analyses
Insufficient reportingUnderstanding task-based
learning
1. Inaccurate interpretation oftask-related variables
2. Massive over-generalizationof measurement ‘findings’
3. Minimal meaning for scope, scale, setting of
task-based practice
Task characteristic
Accuracy Complexity
Fluency
Familiarity + 0 +
Dialogic v. Monologic
+ + -
Structure + 0 +
Outcomes 0 + 0
Transformations (planning)
0 + 0
Task influence on L2 performance
(adapted from: Skehan, 2001)
Measurement in TBLT:Problems of practice
Task characteristic
Accuracy Complexity
Fluency
Familiarity + 0 +
Dialogic v. Monologic
+ + -
Structure + 0 +
Outcomes 0 + 0
Transformations (planning)
0 + 0
Task influence on L2 performance
(adapted from: Skehan, 2001)
Measurement in TBLT:Problems of practice
“…giving learners the opportunity to plan before a task is done consistently produces greater complexity of language…”
(Skehan, 2003, pp. 395-96)
Measurement in TBLT:Problems of practice
“To sum up, both modality and group condition affected complexity at the level of syntax…”
(Ellis & Yuan, 2005, p. 184)
Measurement in TBLT:Problems of practice
Task conditionPlanning
L2 performance outcomeComplexification
Modality?writing/speaking
Complexity?Subordination Complexity?
Other measures
Scope of measure?duration/timing
Planning?Focus, structure, pressure
Learner proficiency?“L-H”, “N-I-A”, “450-600”
Task features?
Type, difficulty, form, mono-
dialogic, interlocutors
?
Measurement in TBLT:Problems of practice
Task condition+ strategic planning
L2 performance outcomeComplexification
Complexity?Clauses per C-Unit
Learner proficiency?TOEFL: 427-670
Elder & Iwashita (2005)
XX
X
Measurement in TBLT:Problems of practice
Task condition+ strategic planning
L2 performance outcomeComplexification
Complexity?Words/T-Unit
Clauses per T-UnitTotal Subordination
Learner proficiency?TOEFL: 420-480TOEFL: 510-580TOEFL: 560-610
Kawauichi (2005)
Measurement in TBLT:An empirical approach to practice
In what ways are what kinds of planning associated with what kinds of L2 performance for what kinds of L2 users under what conditions…and why?
Measurement in TBLT:An empirical approach to practice
“...descriptive longitudinal studies which establish norms of performance for particular processes and phenomena in L2 acquisition…”
Norris & Ortega, 2003, p. 738
“…attempting to ‘measure’ acquisition without a sound descriptive basis for meaningful differences in particular acquisition-related behaviors would be akin to timing a runner’s performance over a mile without knowing how many times around the track a mile happens to be…”
Measurement in TBLT:An empirical approach to practice
Georgetown University German Department:
“Syntactic complexity development in task-based writing”
Longitudinal (23) + Cross-sectional (329)
Extended and extemporaneouswriting tasks
Multiple measures, includingMultiple measures of SC
End-of-curricular levelsAcross 4 years
Syntactic complexity in curriculum-embedded writing assessment: LONGITUDINAL
Global compexification
Phrasal elaboration
Subordination
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MLTU
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0.6
0.8
1.0
1.2
1.4
1.6
1.8
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CTU
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MLC
Syntactic complexity in curriculum-embedded writing assessment: CROSS-SECTIONAL
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18.0
MLTU
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1.0
1.2
1.4
1.6
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CTU
0.0
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7.0
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MLC
Global compexification
Subordination
Phrasal elaboration
Measurement in TBLT:An empirical approach to practice
Implications for measuring syntactic
complexity in task-based research
1. Syntactic complexity is multi-faceted; so, measures are multivariate
2. Complexification is a long-term developmental process, best understood in situ
3. At different learner proficiency/curricular levels, complexification occurs in distinct ways
Synthesis of research findings
on syntactic complexity
See: Ortega (2000, 2003)
In short…
TBLTin situ
Theory/research
•Constructs
•Learner variables
•Setting variables
•Learning process
•Instruction process
•Learning outcomes
Practice
Empirical
Measurement
Measurement in TBLT:Responding to research purposes
How does TBLT work, for whom, when, why?
The Role of Assessment in TBLT
Informing decisions and actions…
…to enable task-based learning
Assessment in TBLT:Responding to educative purposes
What is assessment?
…the use of tests and other procedures for gathering trustworthy information about learners and making decisions
and taking actions on the basis of that information, in support of teaching and
learning…
Assessment in TBLT:Responding to educative purposes
•Ensure learner-relevant instruction
•Support classroom teaching
•Motivate and focus learners
•Target clear learning outcomes
•Identify learning gaps
•Transform curriculum
•Counter imposed testing practice
•Foster range of learning outcomes
•Certify valued accomplishments
Educative assessment should… Enable task-based learning…Needs analysis, intake procedures
Feedback on TB pedagogy effects
Interesting, meaningful tests
Genre, task performance expectation
Feedback on task performance
Process-product articulation
Internal TBA v. external mandate
Language + content + task abilities
Profile individual abilities in L2 use
Assessment in TBLT:Responding to educative purposes
“In other words, by focusing on task-based assessment—here writing—faculty faced their own assumptions about long-term development in instructed L2 learning and appropriate learning outcomes at particular stages in that sequence.”
Byrnes (2002), p. 428
Assessment in TBLT:Responding to educative purposes
“…the quality of task completion gave teachers a good understanding of what students did and did not know—often, a better understanding than most tests could provide.”
Leaver & Kaplan (2004), p. 52
Assessment in TBLT:Responding to educative purposes
“Focusing on what one can do instead of the competencies one has yields a more direct link with language performance that can be observed in the real world.”
Gysen & van Avermaet (2005), p. 51
Assessment in TBLT:Responding to educative purposes
In short…
TBLT
Implementation
•Curriculum
•Instruction
•Materials
•Learners
•Teachers
•Outcomes
•ETC.
Practice
Empirical
Assessment
Does TBLT work, and how can we enable it?
Assessment in TBLT:Problems of practice
Tensions in “how to” assess…L2 competence v. task ability
Extrapolation v. prediction
Construct v. consequence
Control v. understand
Prescribe v. respond
Enabling task-based learning
1. Irrelevant for many educative uses in classrooms/programs
2. Ignorant of interconnectionsbetween language and task/genre/content
3. Irresponsible to alignment ofassessment with C&I
4. Incompatible with values and goals of task-based education
Dichotomy v. multiplicity
Assessment in TBLT:Problems of practice
“…the inferences we want to make are about underlying ‘language ability’ or ‘capacity for language use’ or ‘ability for use’…”
Bachman (2002), p. 454
“… assessments can have many different functions. What is appropriate for one assessment purpose may be inappropriate for another…”
Council of Europe (2001), p. 180
Advanced intercultural evaluation: An online
French course
Starkey & Osler (2001)
Common European Framework: Language+
Pluriculturalism, Anti-racism
Online advanced French learning objectives:
•Language development•Social/cultural awareness•Intercultural evaluation
Online advanced French teacher assessments (writing feedback):
•Language development•Social/cultural awareness•Intercultural evaluation
Assessment in TBLT:Problems of practice
Assessment in TBLT:Problems of practice
“… is not for the test designer to decide or prescribe. Rather, it should be the test users and stakeholders who inform exactly what needs to be done in the name of language assessment, and it is up to us to enable them to do so.”
Norris (2002), p. 344
“1. The intended use(s) for task-based assessment within the language programme must be specified…”
Long & Norris (2000), p. 600
Assessment in TBLT:An empirical approach to practice
Specifying intended assessment use
From: Norris (2000)
Assessment in TBLT:Examples in practice, Specification process
Specifying intended uses for assessment in the Georgetown University German Department
Clarifying the purposes for assessment, from classroom- to program-level, by…
Investigating existing assessment practices (via interviews, surveys, observations)
Establishing consensus on the roles to be played by assessment (via meetings, workshops, negotiation among intended users/stakeholders)
Assessment in TBLT:Examples in practice, Specification products
Intended assessment use specificationAssessment
policiesUse specsfor all tests
Priorities forDevelopment
AssessmentConstraints
Quizzes
Exams
Performance
Internal
External
Time
Money
Ethics
Training
Unknowns
(Urgent!)
Placement
Learning outcomes
External Accountability
Developing
Implementing
Articulating
Communicating
Evaluating
Assessment in TBLT:Examples in practice, Use specification
Intended useWho: Teachers, curriculum
developers, researchersWhat: Learner written
task/genre performance abilities at the end of each curricular level
Why: Understanding student achievement of targeted task abilities for improvement of C&I
Impact: Feasible (revised?) curricular expectations supported by effective (improved?) pedagogy
Constraints Explicitness of curricular
expectations Availability/agreement of
‘prototypical’ performance tasks by curricular level
Competing uses for assessment (feedback)
End-of-semester timing Learner investment,
understanding of task expectations
Task versus content
Task-based writing assessment
Task
Content
L conventions
L focus
Assignment 1Assignment 2
Process writing4-6 tasks persemester
Assignment 3Assignment 4
PrototypicalPerformance
WritingTask:Level ILevel IILevel IIILevel IV
Curricular level/genre learning expectations
Feedback loop
Explicit criteria
Assessment in TBLT:Examples in practice, Instruments
Assessment in TBLT:Examples in practice, Impact
1. Curriculum: much greater specificity in learning objectives and articulation, overall and for each level/semester
2. Courses: revised/improved pedagogic focus, consistency
3. Teachers: greater awareness of learner abilities and learning trajectories, enhanced clarity of grading/feedback purpose
4. Learners: enhanced understanding of learning targets & expectations, supportive role of assessment
5. Assessment: clearer articulation with C&I, development of similar assessment systems (e.g., speaking tasks)
6. Program: explicit statement of valued learning outcomes in the form of genres, tasks, content, and language
Assessment in TBLT:Responding to educative purposes
In short…
TBLTin situ
Implementation
•Curriculum
•Instruction
•Materials
•Learners
•Teachers
•Outcomes
•ETC.
Practice
Empirical
Assessment
Does TBLT work, and how can we enable it?
The Role of Evaluation in TBLT
Articulating empirical practice…
…to improve task-based education
…with practical value
Evaluation in TBLT:Responding to program purposes
What is evaluation?
…gathering trustworthy information about program elements in order to
understand, demonstrate, and improve program value…
In short…
TBLTin situ
Society
•Values
•Needs
•Resources
•Stakeholders
•Funders
•Educators
•ETC.
Practice
Empirical
Evaluation
What is TBLT worth, and how can we
improve it?
Evaluation in TBLT:Responding to program purposes
Evaluation in TBLT:Responding to program purposes
“Given the checkered history of prescriptions for language teaching, the likelihood that all 10 TBLT MPs will turn out to have been well founded is minimal. Thus, designers … who draw upon these or other sources should build careful evaluation components into their delivery systems.”
Doughty & Long (2003), p. 68“In contrast to the extensive research into tasks…there have been no more than a handful of evaluations of task-based teaching”
Ellis (2003), p. 323
Evaluation in TBLT:Problems of practice
Nunan (1989)Crookes & Gass (1993)
Willis (1996)Skehan (1998)
Lee (2000)Bygate, Skehan, & Swain (2001)
Ellis (2003)Leaver & Willis (2004)
Nunan (2005)
Overview books on TBLT…
…with chapters on program
evaluation…
Ellis (2003)
Evaluation in TBLT:Problems of practice
Bangalore Project Evaluation:
•Task-base program•Large-scale effort•External evaluator
(see Beretta, 1990a, 1990b; Beretta & Davies,
1985)
Crisis of conscienceEvaluation practice?Evaluation purpose?Evaluation impact?
Theory v. practice???
Evaluation in TBLT:An empirical approach to practice
Patton (1996)
Utilization-focused
Evaluation
Intended uses
Intended users
Questions + Methods
UnderstandImproveEducate
Demonstrate worthHold accountable
Test theoryEmpower
TeachersAdministrators
Curriculum writersLearners
Parents/publicResearchers
FundersValues clarification
ImplementationProcess-productExperimentation
Synthesis
Evaluation in TBLT:Examples in practice
Norris (2004)
Evaluation of a US college German FL
assessment program
Van den Branden (to appear)
Evaluation of task-basedteacher development
in Flanders
Assessment, measurement, andEvaluation in TBLT: Essential roles
TBLTin situ
MeasurementTheory,
ResearchAssessment
Imple-mentation
Evalu
ati
on
Society, Value
EMPIRICAL PRACTICE
http://www2.hawaii.edu/~jnorris
See link at: www.tblt.org
For more information:Contact me
See you in Hawaii for TBLT
2007!
http://www2.hawaii.edu/~jnorris
See link at: www.tblt.org
REFERENCES
Please see the following web site for a complete pdf file of references and resources from this presentation:
http://www2.hawaii.edu/~jnorris/TBLT%20references.pdf