Sessions / Assessment / Testing
"The world is online: entertainment, communication, and--more recently--a lot of education, and even this conference. Unfortunately, the answers to many questions are online, as well. What is not a Google search away? Teachers, now more than ever, need to be unique and creative in their tasks and assessments so that students are forced to be unique and creative in their submissions. This short presentation will explore the concepts of unGoogleability and radical creativity, give some examples, and show how teachers can add it to their assessments. If teachers can default to creativity, students will learn that some things are not a Google search away and develop the creative problem-solving skills they will inevitably need to navigate the unknown future."
** Part of the Pecha Kucha Extravaganza; each pecha kucha is just under 7 minutes long (20 slides at 20 seconds per slide).
Korean students score at the top of the world in math and science and much lower in English speaking ability. Why? In math class, they have a math test. In science class, they have a science test. In speaking class, they have a grammar test. With videos, transcripts, and data, this presentation describes a test that is easy to give and grade. It both measures and improves speaking ability. Each student gets extensive personal feedback, and teachers get accurate grading and improvement data. In brief: three students of similar ability have a 17-minute conversation. The test is recorded on students’ phones. Students transcribe just what they said on MS Word, in about 90 minutes. MS Word gives their total words spoken and average number of words per utterance. The first test gives their ability; the second test gives their improvement. This is a communicative test, and MS Word measures precisely how much they communicated.
Listening is perhaps the most hidden and inaccessible language process, which makes it hard to investigate precisely. With the introduction of an eye-tracking method in L2 research, access to L2 learners’ cognitive processes during listening comprehension has become more feasible. This study used an eye-tracking method to investigate L2 learners’ cognitive processing during a listening comprehension test where videos were presented as stimuli. Most existing eye-tracking studies looked into learners’ reading processes, particularly the cognitive efforts identified while students read a sentence-level text. Few studies have yet investigated the cognitive process of listening comprehension, particularly with the presence of visual cues provided together with the aural input. A total of 117 EFL learners completed a video-mediated listening comprehension test, and their test scores and eye-movement data were analyzed. Findings show that the candidates in the video listening condition attended to the visual cues significantly more than the stem and answer choices and performed better than the candidates in the audio-only condition. It was also found that the ways of reading the stem and answer choices were not significantly affected by the presence of the visual cues and that the candidates perceived the multimodal input as additional information. In terms of the candidates’ viewing behaviors, longer and more frequent viewing of the answer key options and the PPT slides in the academic lecture videos led to improvements in test scores, while viewing distractors or speakers showed an opposite trend. This study concludes by asserting a need for more work to be carried out on this topic since there is much more variability in listening and multimodal input compared to simple reading or writing.
Technology is rapidly changing language assessment in a number of ways. Brought about at least partially by the pandemic, we at the British Council’s East Asia Assessment Solutions Team have been involved in numerous projects related to technology and language assessment. In this panel discussion, we will discuss the considerations and consequences of the following projects: remote proctoring development, test-taking strategies in automated assessment, the implications of automated assessment on English as a Lingua Franca, visual literacy in an automated environment, summative assessment in an online setting, the impact of affective factors on remote speaking assessment, as well as an evaluation of an automated scoring system for a high-stakes Speaking test. The implications for the classroom, whether digital or face-to-face, will also be discussed.
Panelists: Christopher Redmond, Trevor Breakspear, Sheryl Cooke, Johnathan Cruise, Jan Langeslag, Neil Ryder, William Bayliss, Radosveta Valkova and Jonathan Dixon.
The new reality created by COVID-19 has caused a lot of changes in the educational sphere. The transition from face-to-face to distance teaching was not smooth in Ukraine because distance learning was not a common practice here before, and teachers were unprepared for teaching online. Therefore, we started our qualitative research primarily to get insights into the altered daily routines of teachers. In particular, we were interested in how teachers assessed their students’ performance online. In this paper, we will focus on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications such as Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the digital world.
Integrating TOEIC material in the classroom can be difficult due to varying goals, needs, expectations, and knowledge about the test. This workshop will give basic background about the TOEIC Speaking tasks and show teachers ways to adapt these tasks for use in their communicative classroom as classroom activities and assessment tasks. The presenter will draw on his experience both with ETS and in the classroom to share practical ideas that will give students TOEIC Speaking practice while not straying from the communicative activities that they already do in the classroom. Teachers will leave the workshop with ideas to create tasks that focus on pronunciation and prosody, basic grammar and vocabulary, synthesizing and responding to oral and visual information, and expressing and supporting ideas.