Sharon Hartle, University of Verona, sharon.hartle@univr.it

Factors affecting performance; How do we assess learners? An Overview: University of Verona test

procedure and criteria; What is level: the CEFR and a practical

example of level at work; Continuous task based assessment; Conclusions and one suggested way

forward.

Sharon Hartle, University of Verona, sharon.hartle@univr.it

SUCCESSFUL PERFORMANCE Linguistic competence (lexical, grammatical,

phonological, register); Belief in your own ability; (Zoltan Dörnyei (2001) Confidence and understanding of topic being

discussed/planning time in tests; Supportive environment/Low anxiety levels.

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Think about your own “level of performance” in your L1 or L2, L3 etc in these conditions:

When describing a topic you have not fully understood or have not had time to think about;

When speaking about something specialised with lexis you are not completely familiar with;

When speaking with supportive colleagues about a lesson you have planned;

When describing a memorable event (a holiday, an enjoyable meal) to friends in a relaxed context;

Describing your strengths in a high stakes job interview; Defending an unpopular decision you have made to an

unsupportive audience.

Sharon Hartle, University of Verona, sharon.hartle@univr.it

1 Achievement assessment Proficiency assessment

2 Norm-referencing (NR) Criterion-referencing (CR)

3 Mastery learning CR Continuum CR

4 Continuous assessment Fixed assessment points

5 Formative assessment Summative assessment

6 Direct assessment Indirect assessment

7 Performance assessment Knowledge assessment

8 Subjective assessment Objective assessment

9 Checklist rating Performance rating

10 Impression Guided judgement

11 Holistic assessment Analytic assessment

12 Series assessment Category assessment

13 Assessment by others Self-assessment

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Sharon Hartle, University of Verona, sharon.hartle@univr.it

FORMAT:1. Usually pairs (to ensure in particular interpersonal interaction and a more reassuring environment);2. Raters encouraged to be supportive;TIMING:10 to 20 minutes (level/task related)TASKS: (ALTE Can Do Statements)Level related/ designed to produce realistic performance: Describing a visual prompt (B1) Comparing/contrasting from a visual prompt (B2) Discussing more abstract topics (C1)CRITERIA: Canale and Swain (1981; 1983)According toGrammar: accuracy and range Vocabulary: accuracy, range and appropriacyFluency: includes hesitation and discourse management;Pronunciation: single sounds, intonation, stress;Interactive communication: initiating and responding, turn-taking and negotiation 

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Standardisation is not a democratic process: there is no “your” B2: there is B2 Brian North Barcelona Iatefl Teasig/ Ealta Conference Putting the CEFR to Good Use: October 2010

Sharon Hartle, University of Verona, sharon.hartle@univr.it

" I spoke to my boyfriend about Easter in Poland... He said me that this ..eh... water tradition is very old.

When his grandmother was small...eh was a ... child, they did this. He said it is connect with Christianity."

Grammar and Lexical Resources Discourse Management

Pronunciation Interactive Communication

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Sharon Hartle, University of Verona, sharon.hartle@univr.it

http://www.ciep.fr/publi_evalcert/dvd-productions-orales-cecrl/index.php

1

2

3

Sharon Hartle, University of Verona, sharon.hartle@univr.it

What many teachers already do:•Mark homework; • Occasional or regular short achievement tests. Other suggestions: •checklists/grids; • a series of focused tasks;• formal assessment of coursework;• a portfolio of samples of work, possibly in differing stages of drafting, and/or at different stages in the course.(Taken from the CEFR p. 185)

TASK BASED ASSESSMENT

Realistic performance; Relevant to learners; (YouTube

Monologues) Planning time; Reassuring, supportive environment; Learners are engaged:

Sharon Hartle, University of Verona, sharon.hartle@univr.it

A balance between continuous assessment and formal performance testing

•Oral tests need to be designed with tasks that are candidate relevant and appropriate for the level being tested;•Proficiency needs to be assessed in certification tests;•Raters need to be trained and standardised;•Criteria must also reflect the norm for the particular level;•Level is not a constant;•Ultimately, what this makes me think is that a balance of formal testing and continuous assessment is probably one of the most objective ways of assessing learner performance, if we have to find some way of "measuring the unmeasurable."

Sharon Hartle, University of Verona, sharon.hartle@univr.it

THANK YOU ANDGOODBY

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THANK YOU ANDGOODBY

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Sharon Hartle, University of Verona, sharon.hartle@univr.it

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Zoltan Dornyei

Learner beliefs

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Perception of Identity

Status and hierarchy

Stakes or external consequences

IMPLICATIONS OF SUCCESS OR FAILUREPractical (Blocking your career)Psychological (Lack of belief in yourself as an L2 user)

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Task design should: produce natural discourse be reassuring

Raters should: Be aware of their own beliefs and be able to

modify them to meet the standards Even so we are only seeing one level at one

particular moment in a performance test

Sharon Hartle, University of Verona, sharon.hartle@univr.it

Mixed feelings in my institution Disapproval from External Examining

Boards

Objectivity Performance in oral tests could differ from

the norm. Continual assessment + oral performance

tests probably ensures a fairer assessment

Sharon Hartle, University of Verona, sharon.hartle@univr.it