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Designing Web-Based Integrated Tests for Language Teachers
Deniz Gokcora([email protected])
Institute of Intensive EnglishUnion County College
Best Practices Showcase (NJEDge.NET)March 10th, 2006
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Web-Based Test Items (WBTI)
Collection of proficiency-based test items
Four different skill areas ACTFL Guidelines (Novice, Intermediate,
Advanced, Superior) Student-centered Contextulaized Task-based A variety of question formats Total of 170 pedagogical items (exc. J,C,
N)
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Characteristics of a Proficiency-Oriented Classroom
PAIR / GROUP WORK PERSONALIZATION COMMUNICATIVE ACTIVITIES INFORMATION GAP SKILL INTEGRATION TEACHER AS FACILITATOR INTEGRATION OF LANGUAGE AND
CULTURE MEANINGFUL TASKS AUTHENTIC MATERIALS CONTEXTUALIZATION PRIMARILY TARGET LANGUAGE USE
(From collaborative work at the Defense Language Institute.)
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What kinds of reading objectives do you have for your students?
guessing vocabulary from context skimming information getting the main ideas noting the discourse markers (however,
whereas, etc.) predicting what the text is about using
previous knowledge or the title ability to form hypothesis about the text
based on contextual information (inferencing)
Etc.
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Types of Authentic or Modified Texts*
Minimal Texts Reading Skill – to recognize memorized
elements: Numbers, names, street and traffic signs Money denominations, receipts Office/shop designations Addresses Pictures with simple captions Maps
*Adapted from Lee & Musumeci, 1988
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Brief Texts of a Formulaic NatureReading Skill – to skim and scan:
Travel and registration forms Plain and train schedules TV/radio program guides Menus, memos Simple newspaper headlines Table of contents Phone and e-mail messages Ads and notices with limited and basic
vocabulary Tables
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Informational TextsReading Skill – to skim, scan, decode, classify:
Ads and labels Factual accounts of events and people Instructions and directions Descriptions of people, places, and things News reports and summaries Introductory and concluding paragraphs Information transfer Invitations Technical papers
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Attitudinal TextsReading Skill – to infer, guess, hypothesize,
interpret:
Political, social commentary (editorials)
Analyses, apologia Opinion pieces Certain literary texts Biography with critical
interpretation
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Advanced DiscourseReading Skill – to analyze, hypothesize, extend:
Highly individualized argumentation Personalized perspectives on current
events, politics, economics, culture and society, etc.
Philosophical discourse Stream of consciousness and inner
dialogues Unstated assumptions
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Considerations for Establishing Proficiency-Based Tests*
Select texts of different styles (notes, letters, essays, ads, etc.).
Use authentic texts but manipulate the difficulty level of the questions.
In selecting test items, think of authentic tasks. Limit the number of questions per text. Make sure the language of the items is not
difficult to comprehend. Try to use a variety of methods for testing.* From CARLA Assessment Advisor Elana Shohamy
(1985)
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Types of Proficiency-Based Test Formats to Accompany the Texts
Multiple Choice Short-Answer Listing/Classification Matching Note-Taking/Summary Making a diagram or a Table
(transfer of information) Producing a Recall Protocol
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The 3-Step Process of the WBTI
(a) Gateway to Items- VBTI Templates based on ACTFL Guidelines in a variety of skills and levels showing functions, topics, text type
(b) The Items (c) Pedagogical Grids show the item
objectives (processes), contextualization, addressee, etc.
Template----Item---- Pedagogical Grid
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Novice Level Reading
Novice level template (money,#) Example item (Yellow Pages Ads) Example item (Japanese) Example item (Ramada Express) Novice level template (geography) Example item Novice level template (clothing) Example item
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WBTI Pedagogical Grid
ACTFL Topics Item Types Contextualization (meaningful task) Cognitive Processes of items Example grid (novice reading)
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Intermediate Level Reading
Intermediate level template (Rest.) Example Item Example Item (Norwegian) Intermediate level template (health) Example Item
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Advanced & Superior Reading
Advanced Template Example Item Superior Template (abstract topics) Example Item
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Writing Items at Different Levels
Novice template Example Intermediate template Example
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Characteristics of Spoken Texts
Sounds of a language vary (assimilation, elision, etc.)
Accent Suprasegmentals (intonation, stress) Speech rate Hesitations (let me see, umm…) Discourse structure (lectures, compare with
written discourse) Non-verbal signs
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Suitable Texts
Pre-recorded Broadcasting companies The internet Teaching materialsRecording off-air (radio stations, TV)Recording live target-language use Semi-scripted texts Impromptu (unscripted texts) recording -monologues, interactive texts (dialogues,
interviews) , academic texts
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Communicative Testing
Authentic texts (semi-scripted) Communicative purpose (p. 90) Authentic tasks (meaningful)You read an article about a journalist
and listen to a program, notice mistakes in the article, write to the newspaper.
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What equipment to use?
Marantz PMD670 Professional Solid-State Recorder
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Listening Items
Intermediate Level Template Example Item Example questions
Monologues (TV commercials, announcements, voice mail message, descriptions, etc.)
Interactive texts (free discussions, interviews, role plays)
Academic texts, academic lectures
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Some Websites from ESL
Dave Sperling’s ESL Café (http://eslcafe.com/)
Purdue OWL (http://owl.english.purdue.edu/handouts/esl/index.html)
Randall’s ESL Cyber-Listening Lab (http://esl-lab.com)
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Government-related initiatives
GLOSS by DLI (materials and tasks at a variety of ILR levels)
www.lingnet.org
LangNet (need a password from the National Foreign Language Center)
-located at the University of Maryland
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References
Buck, G. (2001). Assessing Listening. Cambridge: CUP.
White, G. (1998). Listening. Oxford: OUP.
ACTFL Proficiency Guidelines in Listening. 1989.