changing how we think of assessment, june 2014, pearson morning for language school teachers
TRANSCRIPT
Changing how we think of assessment
Pearson Morning for Language School TeachersJune, 2014
Brian Engquist
Looking for that teachable moment Focusing
on exam strategy
Time constraints
Correcting/feedback Exam
practice
Genuine individual language needs
Different student goals Planning
your next move
An exam course
Blended Learning
Generic MyEnglishLabs for Exams
Videos
Practice tests (with tips, hints and feedback)
Mock test (with feedback only)
Low stakes assessment for learning.
How do we measure progress?
C2 Mastery
Proficient User
C1 Operational eff.
B2 Vantage
Independent User
B1 Threshold
A2 Waystage
Basic User
A1 Breakthrough
LOGIT ALTE LEVELS CEFR2.80 3.90 Mastery C21.74 2.80 Operational eff. C10.72 1.74 Vantage Plus B2+-0.26 0.72 Vantage B2-1.23 -0.26 Threshold Plus B1+-2.21 -1.23 Threshold B1-3.23 -2.21 Waystage Plus A2+-4.29 -3.23 Waystage A2-5.39 -4.29 Breakthrough A1
-5.39 ‘Tourist’
CEFR
15
Global Scale of English90
10
To remedy the shortcomings of the CEFR we created a scale which more accurately reflects its origins:●It has a new way of looking at what it means to be “at a level”●It offers a finer more granular scale●It starts well below A1●It goes from 10 to 90: nobody starts at true zero and nobody is perfect●It gives us actionable data around can do descriptors
CEFR
C2
C1
B2
B1
A2
A1
The Global Scale of English correlations
CEFR and original aims – Why was it developed?
the identification of needsthe determination of objectivesthe definition of contentthe selection or creation of materialthe establishment of teaching/learning programmesthe teaching and learning methods employedevaluation, testing and assessment
To take action. To find teachable moments.
Progress is NOT…
19
Is course agnostic
Is low stakes (not an end in itself but the beginning of a conversation and action plan)
Provides actionable data around can do statements
Is a completely adaptive test - adjusts to each individual leaner so no two test experiences are ever the same (eliminates ability to copy).
Uses fully automated computer marking for all four skills (including the productive skills - speaking and writing) which is more objective than human scorers (.97 reliability)
Provides 7 marks: Global, 4 skills, plus a grammar and vocabulary mark in seconds
Is reported on the Global Scale of English with correlations to other internationally recognized frameworks like CEFR.
Homepage
21
Course page
22
Activity page
23
Gradebook: teacher overview
24
Gradebook: teacher view by student and skill
25
Gradebook: teacher view by test
26
Gradebook: student overview
27
Diagnostics: Teacher view by student and test
28
Diagnostics: Individual student report by skill
29
Diagnostics: Individual student report by “can do” descriptors
30
Is course agnostic
Is low stakes (not an end in itself but the beginning of a conversation and action plan)
Provides actionable data around can do statements
Is a completely adaptive test - adjusts to each individual leaner so no two test experiences are ever the same (eliminates ability to copy).
Uses fully automated computer marking for all four skills (including the productive skills - speaking and writing) which is more objective than human scorers (.97 reliability)
Provides 7 marks: Global, 4 skills, plus a grammar and vocabulary mark in seconds
Is reported on the Global Scale of English with correlations to other internationally recognized frameworks like CEFR.
