use of cce in english classrooms

In the present age, we need to impart language education in a way that learners find meaningful and beneficial. The learners will be convinced of the benefits if they are able to use the target language (here, English as a second language) to communicate successfully. One of the ways of enriching

language education is to use assessment in an ongoing form and capture learner growth. This assessment form, most often, would require learners to use the target language in an array of real life contexts with reference to specific language skills such as reading and writing.

Continuity in use of the target language through ongoing assessment procedures can assure learners of an immediate language gain. Let us try to understand how this language gain might take place with the help of an example. Imagine two instances of language use through two types of language assessments: in one, learners in the secondary level are asked to perform on a timed, objective item-based, short language test; in the other the same group is asked to perform on an extended language assessment in class where they have to read a text on the pros and cons of using social networking sites for present

age communication. After having read the text, the learners would have to express their opinion on the same topic in a group. This assessment will not be strictly timed and can span over a few lessons interspersed with teacher’s assessment and feedback, learners’ opinion on the group discussions and so on. To evaluate the degree of usefulness of these two types of language assessments, we can pose the following questions: In which context is language use going to be more? Where is language production going to happen in a relatively easeful and less anxious manner? Which assessment mode are the learners likely to find more useful? The answers to all the three questions will undoubtedly be pointed to the second case of assessment. So, from this short example we can suggest that when language assessment is done in an ongoing and communicative manner, it requires learners

Use of CCE in English classroomsLina Mukhopadhyay

56 TEACHER PLUS, MAY-JUNE 2012

to use language for real life communication and promotes learner-centeredness. Such an assessment mode can therefore prove to be highly meaningful and motivate learners to perform better. This in turn can increase the reliability and validity of the assessment tool and its effective use in the language classroom.

In this article, we discuss the scope and significance of using an ongoing mode of language assessment termed as continuous and comprehensive evaluation (CCE) in Indian schools that follow the Central Board of Secondary Education (CBSE) curriculum. Thereafter, we present an example of an integrative theme based language assessment that can be used for CCE purposes in class. This test-type can be used to advance learning, provide constructive feedback and inform the teaching-learning process. We conclude by drawing implications of using the CCE model in the classroom context and the factors that teachers need to follow to use it beneficially both for themselves as well as their learners. This discussion, I hope, will help language teachers, particularly at the secondary level, understand the significance of using the CCE model and better equip them to apply the model in a reliable and efficient manner.

The CCE model and its scope of useThe CCE model is based on the philosophy of ongoing assessment and was initiated by the recommendations of the examinations reform of NCERT and the National focus group in India (2005). The underlying philosophy of CCE is to support language learning in a learner-centered manner in secondary schools that follow the CBSE curriculum. In this model, both formative (during instruction) and summative (end of unit/end of term) assessments are taken into account. This assessment model is supposed to give a clear and balanced estimate of a child’s language learning capacity and growth in two domains: one is academic or scholastic growth and the second is growth in affective skills that fall under the rubric of co-scholastic education. So teachers need to take the various levels of cognitive skills and knowledge into consideration from the Bloom’s taxonomy, both original and

revised (1956, 2002) along with affective factors to evaluate learner performance in the target language.

However, for language teachers to successfully follow the basic tenets of CCE in the classroom and to produce a desired set of benefits is neither easy nor straightforward. It is dependent on certain conditions like – (a) prior awareness of the scope of this mode of evaluation, (b) proper training in how to use this model such that it produces beneficial washback and inform the teaching/ learning context, and (c) a sound knowledge of how to validate the assessment instrument and design sound rubrics for evaluation. Employed successfully, this assessment mode can empower learners to take note of their level(s) of performance in English and help them reflect on how to further the language learning process. Hence, a lot of care and attention has to be given to design and validate assessment instruments that can be used effectively within the CCE model.

Using the CCE model in the secondary classroomLet us first look at how a language teacher can employ the CCE model in the classroom. Of the many options available for use in the CCE mode of assessment (e.g., examinations, assignments, quizzes, projects, debates, elocution, group discussion, club activities, experiments and research, CCE Manual, p,.66: 2010), teachers can choose an integrative language test to check for learning in a unit. In such a test type, learners will have to use the target language in terms of the language functions, skills and elements taught in that particular unit. Imagine a group of learners in eighth grade have to read a unit on travel in their English course book. This unit might have one or two prose pieces followed by some comprehension questions, grammar, vocabulary tasks and some free writing or speaking tasks. To test development of the language skills and functions taught in the unit, a teacher can use a combination of one receptive and one productive skill at least, to design an integrative theme based test. The teacher can select one or two new texts on travel to ensure that it is not a content assessment but application of skills learnt in the unit while solving the tasks given in the integrative test. The teacher can announce in her class that a text on Goa, a favorite tourist destination for many Indians and foreign travellers, will be given and the learners will be asked to do a number of activities around the topic of travel. The test can begin with a speaking activity, a pair/group activity followed by a listening task and a couple of writing tasks. The full test is provided in Appendix I below. In the test, all the items/tasks are linked to the theme of travel, specifically a trip to Goa. The items are a mix of open-ended responses (speaking and writing section), and limited supply type responses (listening section). So this is an example of a test where language skills and elements (grammar and vocabulary) are tested in an integrative manner and hence termed as an integrative language test. Also, note that learners are required to produce the target language both orally and in the written form and therefore use the language to communicate for authentic purposes. Hence, this test is also an

57TEACHER PLUS, MAY-JUNE 2012

example of ‘performance based assessment’ (McNamara, 2000) as opposed to demonstrating knowledge of the target language through traditional pencil and paper, short, objective type tests.

In evaluating learner performance on this integrative test, the teacher can use two modes of assessment: teacher assessment and self/peer assessment. For this dual model of assessment to be successful, the teacher has to first suitably construct evaluation rubrics pertaining to each task (refer to Appendix II and III). Note that the rubric for open-ended answers in the speaking section (Table 3) and in the writing section, a journal entry (Table 4a) and a letter writing task (Table 4b) are all designed keeping in mind the integral features of language required in each of these text-types. To practice self and or peer assessment in class, the teacher has to train the learners to use the rubrics appropriately and trial it within a small group. Finally the rubric can be used for formal evaluation of the entire group. After the assessment is over, the teacher can take individual feedback on the process of self and or peer assessment and the nature of tasks in terms of their usefulness and levels of difficulty. Extensive feedback has to be provided on two fronts: one is, learners’ performance in the test and second, their ability to assess peers or themselves. In addition to this, the teacher needs to reflect on the entire process of test design, nature of learner performance and the effectiveness of using assessment rubrics. This will help her/him decide which aspects in the test to retain and which ones to be modified for future use. In sum, if the teacher is able to follow all the steps in designing an integrative theme based test and in creating sound evaluation rubrics in a methodical manner, then the assessment can create a huge scope for genuine language learning.

In the next section we look at another important feature of practicing the CCE model in class, namely designing rubrics/checklists for practicing self and peer assessment. Creation of meaningful rubrics or checklists can have multiple benefits: first, the process of evaluation will be more learner-centered and will facilitate meaningful and durable language learning; second, the learners will become more aware of the process of evaluation and take responsibility of their own learning process; and lastly, it will give teachers an estimate of the learners’ growth from two/three sources – the teacher’s assessment and self and or peer assessment. This will make the evaluation more balanced as the teacher would have practiced ‘data triangulation’ (Fulcher, 2010).

Designing criteria for self-assessmentIn designing criteria for self-assessment, a language teacher has to pose questions in such a way that the learners reflect on their performance under three categories: (a) knowledge of language; (b) level of cognitive knowledge used; and (c) use of affective strategies. While the first category will be to test knowledge of language as required in the task, the second and third categories will be to identify the level of learning in the cognitive and affective domains explicated by the famous educationist Leonard Bloom in his Educational Taxonomy (1956) and later revised by his students Lorin Anderson and David Krathwohl (2002). Determination of cognitive and affective levels in a test item will make teachers understand the relative degree of difficulty in items and account for differential success across items in a test.

Given below is an open ended language task and an example of self-assessment checklist that can be used to evaluate learner performance. In this list, questions 1 to 5 are linked to cognitive skills, questions 6 to 9 to knowledge of language, and questions 10 and 11 to affective factors.


Table 1: Using self-assessment checklist for a speaking taskTask(speaking: group activity)

Use of critical thinking features

Checklist for Self assessment

Read the text and express your opinion on benefits and challenges of travelling to new places. Discuss your opinion with your group members. As you express your viewpoint note the level and quality of your performance. Use the self-assessment criteria questions to assess your performance. (Your teacher will also be assessing you simultaneously.)

Content: relevance, clarity

1. Have I* been adequately able to understand the content/main idea of the text?

2. Have I been able to give an opinion on the text clearly?3. Have I given at least three points/ideas to support my opinion?4. Have I been able to reasonably explain my opinion with

examples?

Organization: logic 5. Have I been able to organize my thoughts clearly?

Grammar: breadth, accuracy

6. Have I used a range of grammatical structures in my responses?7. Have I used all of the structures correctly?

Vocabulary: breadth, accuracy

8. Have I used a variety of words?9. Are my use of words mostly accurate?

Affective factors: value, receive and respond

10. Have I effectively valued and accepted others’ opinion?11. Have I participated in the discussion by responding to/

reacting to others’ viewpoints?

*The same questions can be used for peer/teacher assessment by changing I to he/she/name of the student assessed.

ConclusionIn sum this article has demonstrated how a language teacher can adopt the CCE model in class in a step-wise manner with the example of an integrative theme base language test. This test type will help learners perform in the target language and experience small language gains thereof. It will also make them aware of the process and degree of their language learning by practicing self/peer assessment. This in turn will make them more independent as learners and they will become more involved in the learning process. The tasks demands are likely to make them practice higher order reasoning skills as enumerated in Bloom’s taxonomy. Learning to use a tripartite knowledge structure – linguistic knowledge, cognitive and affective skills – will help learners to prosper not only in the classroom but also in real life circumstances. If language teachers closely follow the crucial steps in designing integrative theme base language tests and develop sound assessment rubrics, then the CCE model can be effectively used in English classrooms. This evaluation model will then continue to foster language learning that is meaningful and of an enduring kind.

Appendix IA sample assessment: integrative, formative and theme based

I. SPEAKING: Discuss the following questions in groups of three. 1. Have you ever made trips to new places? If yes, then mention names of one or two such places. 2. Think of the necessary things required to make a trip to a new place. Discuss in groups of 2/3 and list them down. Also

give reasons as to why you will require those things and when will you need to use them.

II. LISTENING: Listen to the following short description on Goa and make notes.

Goa and its villagesSituated in India’s West region, Goa is a state that was a former Portuguese colony. It has a rich cultural history. It has a unique mix of native and Portuguese cultures and architecture that attracts an estimated 2.5 million visitors each year. However, Goa’s heart is in its villages. Goa is home to a number of villages worth visiting like Assolna, Britona, Cortalim, Shiroda and others. Prominent Goan architect, Gerard Da Cunha, has argued that, unlike others, Goans don’t live in the cities. They mostly live in the villages and they travel to work. Not surprisingly, it’s the villages of Goa, which hold out both charm and character. Take an aimless ride on a relaxed evening or a languid morning. Living in Goa can be tough and slow, but holidaying there is just fine. You can surprise yourself about the charms of the Goan village!

Unlike urban areas, the villages tend to be neat and clean, friendly and even good value-for-money. Except maybe in those areas where there are a lot of tourists already. From every village you could find something unusual. So don’t miss going to some of the villages in Goa while you are there!


Fill in the blanks with appropriate words/phrases from the text. Use your notes to complete this task.Previously Goa was a __________ (1) colony. At present it has a special blend of _____ (2) cultures. They are __________________________ (3). One of the special features of Goa is its _________ (4) where most Goans live and they __________ (5) to work. As a visitor you can be allured by the living in these non urban areas in Goa because_____________________________ (6) (give any two reasons).

III. WRITING: a. Journal entry Write a short journal entry on what you expect to do while in Goa. Use your imagination and the information you heard

in the last task to write your answer. Use the following questions to write your answer. Do not write answers to these questions in a linear order but use them to write two cohesive paragraphs of about 300 words.

i. What do you expect to see and do when you visit Goa? List them. Why will you want to do these things? ii. What kind of experiences do you think you will have while visiting Goa with your friends and teachers?

b. Letter writing Write a letter to your parents explaining that an educational trip to Goa will be organized from the school and that you

need their permission to make this trip. In the letter, mention details about what you will do in the trip and what will you need for the trip. Refer to your notes in questions 2 and 4 to write the letter.

Appendix IITable 2: Test paper specifications and answer key

Sections Item type Areas tested

Sub skills/sub elements

tested

Cognitive domain skills

Knowledge levels

Affective skills/life

skillsAnswer

I.1, 2

Open ended response type

Speaking provide factual information, discuss ideas in mini groups

remembering, analyzing

factual, procedural

Valuing Open ended (see rubric in Table 3 below)

II Limited response, supply type

Listening listen for specific information and answer factual qs.

remembering, understanding

factual – 1. Portugese2. two3. native and Portugese4. villages5. travel6. (any two) affordable, charming, relaxing, neat and clean, get to meet friendly people

IIIa. Open ended response type

Writing: Journal entry: writing about personal experience

informing, describing, justifying

remembering, analysisng, creating

factual, procedural

Valuing See rubric in Table 4a

IIIb. Open ended response type

Writing: letter writing, social

informing, asking for permission and some things required

creating factual, procedural

See rubric in Table 4b


Appendix IIIEvaluation Criteria

Table 3: Criteria for assessing speaking (for use of the teacher)

Features 5excellent

4good

3average

2needs improvement

1not satisfactory

Content: number of ideas given, explanation given, use of appropriate language functions – give/get information, explain, ask for and give clarification

Organization: clear, logical

Use of language (grammar & vocabulary):

(range + accurate use of vocabulary and structures)

Pronunciation, tone, voice

Affective factors: (listen to others, respond & value others’ opinion, present one’s view clearly and agree/disagree politely)

Overall

Table 4a: Criterion for evaluating journal entry

Content Organization Grammar Vocabulary

Use appropriate language functions (provide information-add details about Goa, explain with details, justify one’s choice)

Use appropriate ideas to express what to anticipate in terms of experience (good/bad/funny/horrible)

Paragraph development

Links between ideas (paragraphs, sentences)

Range of structures

Well formed structures

Range of vocabulary

Context appropriate vocabulary

Table 4b: Criterion for evaluating (informal) letter writing task

Content Organization Grammar Vocabulary

Use appropriate language functions (inform, ask for permission, explain with details)

Use appropriate ideas related to an educational trip

Add details of the place (Goa) in particular

Format of letter (informal letter)

+Paragraph development

Links between ideas (paragraphs, sentences)

Range of structures

Well formed structures

Range of vocabulary

Context appropriate vocabulary

_______________________________________________________________________________________________________________________________ReferencesBrown, H. D., & Abeywickrama, P. (2010). Principles of language assessment. In Language Assessment: Principles and classroom practices (2nd Ed.) (pp. 25-51). White Plains, NY: Pearson Education.

Brown, J. D. (2005). Chapter 3: Developing good quality language test items. Testing in language programs: A comprehensive guide to English language assessment (pp. 41-65). New York: McGraw-Hill.

Cohen, A. (1994). Assessing reading comprehension. In Assessing language ability in the classroom (2nd ed.). Boston, MA: Heinle & Heinle.

Fulcher, G. (2010). Testing and teaching. In Practical language testing. London: Hodder Education.

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Joshi, V. (2010). Continuous and Comprehensive Evaluation: Manual for Teachers, Classes VI to VIII. CBSE, India: Delhi.

Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory into practice, 41.

McNamara, T. (2000). Second language performance assessment. New York: Longman.

Position Paper, National Focus Group on Teaching of English (2006). NCERT: Delhi

The author is an Assistant Professor in the Department of Testing and Evaluation, The English and Foreign Languages University, Hyderabad. She can be reached at <[email protected]>.


use of cce in english classrooms

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