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 LESAME 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 LUSO REALE DELLA LINGUA

BENEFICIAL WASHBACK VALUTARE LE ABILITA CHE VOGLIAMO INCORAGGIARE PROVIDE APOSITIVE 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 Learners active involvement in the Trinity exams: a step towards motivation and learners autonomy LEARNER AUTONOMY LEARNER PARTICIPATION LEARNER NEEDS

THE PREPARED TOPIC AND TEXT Incoraggiano lautonomia, il coinvolgimento, linteresse Offrono agli studenti lopportunità 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 /qnnaires Writing articles, reports, memos Creative and imaginative writing Writing personal or business letters Making notes

Obiettivi della ricerca Verificare leffetto dellesame Trinity su motivazione dello studente processi di apprendimento processi di insegnamento

The respondents Number of Teachers 756 Number of students21,640 Mat. average age 15,210 Mat. Average Trinity grade4,166 Failure rate stated by teachers 4,38 % Undergrading yes 165 no 547 Curricular 52% extracurricular 48%

Effect on teaching

Effect on assessment: methods and timing

Effect on learning

Sts were more motivated

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 ItalyRest of the World A19798 A29597 B19296 B29094 C18991 C27990 Totale9497