Testing English Standards in Austria

Transcription

1 Testing English Standards in Austria Bildungsstandards : Aims and Purposes E8-Testing: Aims and Purposes The Story So Far Research Perspectives

2 Objectives CEF curriculum objectives

3 CEF Global Scale

4 C2 C1 B2 B1 A2 A1 OVERALL READING COMPREHENSION Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non-literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections. Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low frequency idioms. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension. Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

5 READING FOR ORIENTATION C2 As B2 C1 As B2 Can scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of B2 news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different B1 texts in order to fulfil a specific task. Can find and understand relevant information in everyday material, such as letters, brochures and short official documents. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables. Can locate specific information in lists and isolate the information required (e.g. use the Yellow Pages to A2 find a service or tradesman). Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings. Can recognise familiar names, words and very basic phrases on A1 simple notices in the most common everyday situations.

6 READING FOR INFORMATION AND ARGUMENT C2 As C1 C1 B2 B1 A2 A1 Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. Can obtain information, ideas and opinions from highly specialised sources within his/her field. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail. Can recognise significant points in straightforward newspaper articles on familiar subjects. Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events. Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.

7 READING CORRESPONDENCE C2 As C1 C1 Can understand any correspondence given the occasional use of a dictionary. B2 B1 Can read correspondence relating to his/her field of interest and readily grasp the essential meaning. Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend. A2 Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics. Can understand short simple personal letters. A1 Can understand short, simple messages on postcards.

8 READING INSTRUCTIONS C2 As C1 Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to C1 his/her own area of speciality, provided he/she can reread difficult sections. Can understand lengthy, complex instructions in his field, including B2 details on conditions and warnings, provided he/she can reread difficult sections. Can understand clearly written, straightforward instructions for a B1 piece of equipment. Can understand regulations, for example safety, when expressed in simple language. A2 Can understand simple instructions on equipment encountered in everyday life such as a public telephone. A1 Can follow short, simple written directions (e.g. to go from X to Y).

9 Deskriptoren zu den sprachlichen Fertigkeiten

10 OVERALL LISTENING COMPREHENSION Has no difficulty in understanding any kind of spoken language, whether C2 live or broadcast, delivered at fast native speed. Can understand enough to follow extended speech on abstract and complex topics beyond his/her own field, though he/she may need to confirm occasional details, especially if the accent is unfamiliar. Can C1 recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influences the ability to understand. B2 Can understand the main ideas of propositionally and linguistically complex speech on both concrete and abstract topics delivered in a standard dialect, including technical discussions in his/her field of specialisation. Can follow extended speech and complex lines of argument provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit markers. Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally B1 familiar accent. Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives. Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated. A2 Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated. Can follow speech which is very slow and carefully articulated, with long A1 pauses for him/her to assimilate meaning.

11 LISTENING AS A MEMBER OF A LIVE AUDIENCE C2 Can follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology. C1 Can follow most lectures, discussions and debates with relative ease. B2 B1 Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. Can follow in outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech. A2 No descriptor available A1 No descriptor available

12 LISTENING TO ANNOUNCEMENTS AND INSTRUCTIONS C2 As C1 Can extract specific information from poor quality, audibly distorted public announcements, e.g. in a station, sports stadium etc. Can C1 understand complex technical information, such as operating instructions, specifications for familiar products and services. Can understand announcements and messages on concrete and abstract B2 topics spoken in standard dialect at normal speed. Can understand simple technical information, such as operating B1 instructions for everyday equipment. Can follow detailed directions. Can catch the main point in short, clear, simple messages and A2 announcements. Can understand simple directions relating to how to get from X to Y, by foot or public transport. Can understand instructions addressed carefully and slowly to him/her A1 and follow short, simple directions.

13 LISTENING TO AUDIO MEDIA AND RECORDINGS C2 As C1 Can understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer C1 points of detail including implicit attitudes and relationships between speakers. Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information B2 content. Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker s mood, tone etc. Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech. B1 Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. Can understand and extract the essential information from short, A2 recorded passages dealing with predictable everyday matters which are delivered slowly and clearly. A1 No descriptor available

14 UNDERSTANDING CONVERSATION BETWEEN NATIVE SPEAKERS C2 As C1 Can easily follow complex interactions between third parties in group C1 discussion and debate, even on abstract, complex unfamiliar topics. Can keep up with an animated conversation between native speakers. B2 Can with some effort catch much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native speakers who do not modify their language in any way. Can generally follow the main points of extended discussion around B1 him/her, provided speech is clearly articulated in standard dialect. Can generally identify the topic of discussion around him/her, when it A2 is conducted slowly and clearly. A1 No descriptor available

15 Deskriptoren zu den sprachlichen Fertigkeiten

16 E8 Testing: Aims and Purposes Diagnosing strengths and weaknesses Linking the tests to the CEF Describing pupils levels of competence in terms of the CEF

17 Language Testing Centre professional test development research in Language Testing and Evaluation pre- and in-service teacher training in Language Testing and Evaluation conferences and workshops in Language Testing and Evaluation

18 E8 Standards Testing Purpose of the test -system monitoring - linking outcomes to CEF Bases for test specifications -Curriculum - CEF Item writing Item writer training Formulation of test specifcations Item screening and editing Item archiving Pilot tests construction

19 E8 Standards Testing Piloting Analysis of pilot test data Item screening based on statistical results Administration of final test (E-DAY) Compilation of final tests, including creating instructions for test administration

20 Future Analysis of final test data Interpretation of test data Issuing information and recommendations to stakeholders Planning procedure for testing writing in 2007 and speaking In 2008

21 Reading Strategies Expeditious Reading Careful Reading

22 Expeditious Reading skimming / reading for gist identifying text type identifying text topic identifying text purpose scanning / reading for detail finding specific details

23 Careful Reading Understanding the text Understanding explicitly stated main ideas Locating, identifying, comparing facts, opinions, definitions Understanding the logical organisation of text Understanding cohesive relationships Making propositional inferences Understanding lexis Predicting the meaning of words from context

24 Listening Strategies Direct meaning comprehension Inferred meaning comprehension Contributory meaning comprehension

25 Direct Meaning Comprehension Listening for gist Listening for main idea(s) or important information and / or distinguishing that from supporting detail or examples. This includes distinguishing fact from opinion when clearly marked. Listening for specific information, including recall of important details. This includes understanding directions and instructions.

26 Inferred Meaning Comprehension Making inferences and deductions Determining a speaker s attitude or intention towards a listener or a topic Relating utterances to their social and situational contexts Recognising the communicative function of utterances Deducing meaning of unfamiliar words from context

27 Contributory Meaning Comprehension Understanding phonological features

28 Item Location Table Listening Short items Half-long tasks Final test - Listening Version Form1a Lang08 Brock09 Hosp10 Hafner11 Brock10 Greif02 Gritsch13 Gritsch14 Greif03 Hosp07 Crane07_01 Crane07_02 Crane07_03 Crane07_04 Crane07_05 Form2a Lang08 Brock09 Hosp10 Hafner11 Brock10 Greif06 Lang10 Gritsch10 Crane09 Brock11 Gritsch09_01 Gritsch09_02 Gritsch09_03 Gritsch09_04 Gritsch09_ Isak15_01 Isak15_02 Isak15_03 Isak15_04 Isak15_ Hafner14_01 Hafner14_02 Hafner14_03 Hafner14_04 Hafner14_05

29 Item Location Table Reading Form1 (E1) Form2 (E2) Form3 (H1) Form4 (H2) Short items Hosp01 Brock03 Hafner04 Fuchs04 Hafner05 Brock04 Isak24 Hafner02 Brock05 Lang Fuchs05 Fuchs03 Isak20 Gritsch03 Isak22 Hafner04 Brock03 Hosp01 Fuchs04 Hafner Hosp01 Brock03 Hafner04 Fuchs04 Hafner05 Lang05 Crane01 Isak21 Gritsch01 Hafner Fuchs02 Brock02 Greif06 Lang06 Brock01 Hafner04 Brock03 Hosp01 Fuchs04 Hafner05 Halflong tasks Brock06_01 Brock06_02 Brock06_03 Brock06_04 Brock06_05 Gritsch06_01 Gritsch06_02 Gritsch06_03 Gritsch06_04 Gritsch06_ Gritsch07_01 Grisch07_02 Gritsch07_03 Gritsch07_04 Gritsch07_05 Lang13_01 Lang13_02 Lang13_03 Lang13_04 Lang13_05 Long tasks Fuchs01_01 Fuchs01_ Isak25_01 Isak25_10

30 Structure of Item archive Criteria ID Item writer s name What item Text source If applicable: copyright permission Text form Text type Strategy tested Information 1=phonological items; 2=short; 3=semi-long; 4=long e.g. Internet address or text books 1=descriptive; 2=narrative; 3=expository; 4=argumentative; 5=instructive; 6=literary e.g.1.1 listening for gist 1.1 identifying text type Topic e.g. clothing Domain 1=public; 2=personal; 3=educational; 4=occupational Authenticity 1=authentic; 2=adapted; 3=especially produced for test Input text length / transcript length in words Length of sound recordings in seconds Vocabulary of input text 1=frequent words throughout; 2=some rare words; 3=many infrequent (difficult) words Grammar of input text 1=simple; 2=some complex constructions; 3=rather complex grammar throughout Estimated CEF level of item 1=A1; 2=A2; 3=B1; 4=B2 Date of submission Item type Multiple choice Item WORD document Test version pilot test Solution WORD document Measure

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32 Research Perspectives Reasons for item difficulty Systematic differences among strategies? Prediction of item difficulty Dimensionality Are the two skills of equal difficulty? Is Reading uni- or multidimensional? Is Listening uni- or multidimensional? Are receptive skills uni- or multidimensional? Linkage to CEF Familiarisation Specification Standardisation Validation

33 The Klagenfurt Linking Project Recruit a group of interested practising teachers ( linkers ) Familiarise them with relevant aspects of the CEF Make them rate our items in terms of CEF (sub)levels Calibrate items on the basis of this rating Calibrate items on the basis of pupil performance Correlate the two logit values (indicates validity of claim of linkage and forms a basis for setting pass marks)

34 Sample Item