Esami di lingua
inferno o paradiso?
Claudia Beccheroni
GLI ESAMI NON FINISCONO MAI.....
......E COMINCIANO MOLTO PRESTO
INFERNO O PARADISO?
DIPENDE DALLE ESPERIENZE
REASONS FOR TESTING
ENTRY
PROGRESS
ACHIEVEMENT
PROFICIENCY
DIAGNOSTIC
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)
RELIABILITY
Validity versus Reliability
ALWAYS 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 negativa
Badly 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 grade
4,166
• 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%
yes
78%
Effect on assessment:
methods and timing
Better and more frequent
assessment of audio-oral skills
no
13%
yes
87%
Effect on learning
The students who prepared the
exam learnt faster
no
37%
yes
63%
Effect on learning
The students who prepared for the exam learnt
more
no
17%
yes
83%
Sts were more motivated
no
6%
yes
94%
The students self-esteem as speakers of english
increasedsameafter the exam
7%
no
1%
yes
92%
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
A1
A2
B1
B2
C1
C2
Italy
97
95
92
90
89
79
Totale
94
Rest of the World
98
97
96
94
91
90
97