This presentation was delivered as a webinar.  The webinar was organised by British Council Wider Europe and was available in 15 countries across the region

Berry, Vivien

Munro, Sonia

Sheehan, Susan

University of Huddersfield Repository

Assessment: attitudes, practices and needsVivien BerryBritish CouncilSusan Sheehan, Sonia MunroUniversity of Huddersfield1Acknowledgements  We gratefully acknowledge the support of the British Council   The views expressed in this presentation are those of the presenters and do not represent those of the British Council or the University of Huddersfield 2INTRODUCTIONToday’s talk will have 4 sections:1. Introduction to language assessment literacy (LAL)2. Previous research into LAL survey studies mixed-methods and classroom observations3. British Council – University of Huddersfield study4. Findings and conclusions31. INTRODUCTION TO LANGUAGE ASSESSMENT LITERACY (LAL)4What is Language Assessment Literacy? Malone (2011) proposes the following definitions:Assessment literacy is an understanding of the measurement basics related directly to classroom learning; language assessment literacy extends this definition to issues specific to language classrooms 5Components of Assessment LiteracySkills + Knowledge + Principles (Davies 2008) Technical skills Scores and decision-making Language pedagogy Local practices Knowledge of theory Principles and concepts Socio-cultural values Personal beliefs/attitudes6Assessment literacy for teachers involves developing… Skills in identifying and evaluating appropriate assessments for specific purposes within specific contexts Skills in analysing empirical data in order to improve one’s own instructional and assessment practices The knowledge required to assess learners effectively and maximise learning The knowledge and understanding to interpret and apply assessment results in appropriate ways An understanding of the principles and practice of sound assessment The wisdom to be able to integrate assessment and its outcomes into the overall pedagogic process72. RESEARCH INTO LAL: Survey studiesBerry & O’Sullivan (2014); Brown & Bailey (2008); Crusan, Plakans & Gebril (2016); Fulcher (2012); Hasselgreen, Carlsen & Helness (2004); Jin (2010); Malone (2013)8Limitations of survey studies: Respondents to online surveys are probably self-selected as those interested in the topic Responses may reflect what teachers think they should say, rather than what they actually believe  Training needs may be exaggerated in the belief it would appear unprofessional to state they had no interest in a topic Answers may be in the affirmative out of curiosity rather than genuine interest or need to know Interpretation of responses may rely too heavily on quantitative analysis92. RESEARCH INTO LAL: Mixed-methods and classroom observation studiesColby-Kelly & Turner (2007; Gu (2014); Jeong (2014); Lam (2015); Leong (2014); Scarino (2014); Vogt & Tsagari(2014); Xu & Liu (2009); Xu & Carless (2016); Yin (2010)10Limitations of mixed-methods and classroom observation studies: Mixed-methods generally include initial questionnaire/survey responses, often with a follow-up interview Follow-up interviews usually aim to gain further insights into responses to questionnaires/surveys Therefore all limitations of survey studies also apply to mixed-methods studies Responses may be constrained by the questions asked Qualitative aspects of mixed-methods and classroom observation studies are generally very small-scale11BACKGROUND SURVEY OF BRITISH COUNCIL TEACHERS12Survey Sections1. Personal information2. Purposes of assessment3. Classroom focused activities4. General language assessment activities5. Additional language assessment topics13Basic Survey Question:Do you need more training in these activities? Yes, I need more training No, I have adequate training No, it is irrelevant to my job1410 topics most requested for further training:1. Defining assessment criteria2. Writing items for tests3. Developing core skills tests4. Developing basic skills tests5. Developing integrated skills tests6. Developing rating scales7. Establishing the reliability of tests8. Collecting validity evidence for tests9. Evaluating language tests10. Using basic statistics to analyse tests15Additional assessment topics most teachers are interested in: Standard setting Ethical considerations in language testing Washback in the classroom The use of tests in society Principles of educational measurement Affective factors in language testing The effect of local learning cultures16Topics they are NOT interested in: History of language testing Use of advanced statistics Large-scale testing Test administration173. THE BRITISH COUNCIL-UNIVERSITY OF HUDDERSFIELD LAL FOR TEACHERS PROJECT18The Project Multi-method qualitatively orientated study of teacher knowledge of assessment, and training needs. Project aim - to develop  training materials  for teachers which covers 5 areas identified by participants as being of importance.19The Participants EFL teachers working in Europe. Many of the participants also discussed experiences working beyond Europe. Teachers worked in a variety of contexts with students of different ages. The teachers had entered the profession through a variety of routes and had a range of qualifications. 20The Project4 stages of data collection Interviews Observation and interviews Focus group interviews Workshop21Data analysis  The  data analysis  drew on Davies’ (2008) components of assessment literacy: Skills, Knowledge, Principles22The Findings4 main findings presented here today:1. Teachers discussed the lack of training in assessment but felt the topics they had studied were of greater relevance to them in the classroom.2. Teachers used a range of effective assessment practices which they described as part of good teaching, rather than assessment3. Testing was discussed more often than assessment. 4. There was a request for practical ideas and activities.  The teachers did not express an interest in theory. 23The findings 1In discussion teachers acknowledged their lack of training.  “There are so many things that I didn’t have a clue about how to do so I wouldn’t put assessment at the top of the list.” “We were not planning and designing assessments we were planning and delivering lessons.” “We didn’t do it (assessment) in practice on the CELTA” “In most places  testing and assessment is out of the hands of teachers... They are told this is the assessment you are using.”24Findings 2 In observations teachers demonstrated a range of assessment techniques including peer- and self-assessment, explicit sharing of criteria, using test papers for formative assessment and reflection.   Teachers used on-the-fly assessment techniques (McKay, 2006) to respond to students needs and adapt the pace and content of the lesson. In follow up interviews the teachers did not categorise these activities as assessment, but as good teaching. 25Findings 2 “You build up your own ideas of assessment just through experience of what your students are capable of doing.”  “You bring conceptions of how you were tested at school and you apply them to the language classroom.”26The findings 3In discussion the participants tended to discuss testing rather than assessment. “None of my experiences of teaching had any focus on any kind of qualification at the end of it.” “The idea of grading someone isn’t that important.” “You need to understand the exam techniques to prepare students to take exams.”27The findings 4 Here is a range of typical answers in response to questions about the training materials. “We’d like speaking tasks – task and criteria” “We’d like clear criteria for marking speaking and writing” “Examples of level – recording or writings for non-exam classes” “I would have liked more practical elements in my training and assessment – more situation based.”28The materials The presentation now turns to the on-line toolkit. The workshop confirmed the results of the previous rounds of data collection. Theory and guided readings were not requested. 29Topics5 sets of materials: Assessment for Learning,  CEFR and levelness,  Testing Young Learners,  Language testing and assessment for teachers, ResourcesAvailable at: http://www.teachingenglish.org.uk/article/assessment-attitudes-practices-needs30Assessing young learnersA toolkit for teacher developmentLearning outcomes32By the end of this module you will have developed:• an awareness of the characteristics of assessing young learners.• an awareness of research projects which suggest best practice in assessing young learners.• an awareness of some suggestions to try in your practice.Assessing young learners - video33Watch this video, which introduces the topic of assessing young learners.As you watch, answer the following questions:• Young learners are divided into three age groups – what are they?• What are the different ways to assess the three groups?• Why is fun important for all ages? • Watch the video.Commentary34• So, we have seen that young learners can be viewed as being made up of three groups. Each group has its own strengths and challenges. • Fun is important for learners of all ages and we should think very carefully before using assessments created for adults with young learners. Copyright: Matt WrightHow are young learners being assessed?35• How do you assess the young learners you teach?• Make a list of all the ways you assess young learners.  Think about both classroom tests and those created by an external authority. Copyright: Matt WrightReflection task36• Develop an oral assessment task for a group of 7 year old children who have been learning English as foreign language for 1 year.• Think about the following points:• Level of language proficiency• Level of confidence with the language• Topics which have been recently covered in class• How long the task should take• How will the task be marked?• Will the task be completed in groups or individually?• How will the results of the assessment be used? • What scaffolding (support) will the children need to complete the task?• A full report of the project, ‘Assessment: attitudes, practices and needs’, is available on the British Council’s English Agenda website, together with the toolkit resources:• https://englishagenda.britishcouncil.org/research-publications/research-papers37Introducing Language Assessment Barry O’Sullivan and Vivien BerryVideo animations, transcripts, worksheets and  answer keys available at:https://www.britishcouncil.org/exam/aptis/research/projects/assessment-literacyH 38Topics Test Development Assessing Reading Assessing Writing Assessing Listening Assessing Speaking Assessing General Language Proficiency Assessing Young Learners Assessing English for Specific Purposes Validity CEFR and Language Assessment Technology and language Assessment British Council and Assessment39Thank you!Vivien.Berry@britishcouncil.orgS.Sheehan@hud.ac.ukS.Munro@hud.ac.uk40ReferencesBerry, V & O’Sullivan, B (2014) The symbiosis of teachers’ language assessment literacy and learning-oriented outcomes. Paper presented at IATEFL TEASIG Conference, October 2014, Granada, SpainBrown, JD & Bailey KM (2008) Language testing courses: What are they in 2007? Language Testing25(3), 349-384Colby-Kelly, C & Turner, C (2007) AFL research in the L2 classroom and eveidence of usefulness: Taking formative assessment to the next level. The Canadian Modern Language Review, 64(1), 9-37 Crusan, D, Plakans, L and Gebril, A (2016) Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28: 43–56Davies, A. (2008) Textbook trends in teaching language testing. Language Testing, 25(3), 327-347Hasselgreen, A, Carlsen, C and Helness, H (2004)  European Survey of Language Testing and Assessment Needs: General Findings. Available online at www.ealta.eu.org/resources.htm41References (cont.)Jeong, H (2013) Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345–362Jin, Y (2010) The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27(4), 555-584Lam, R. Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 255-276Leong, WS (2014)  Knowing the intentions, meaning and context of classroom assessment: A case study of Singaporean teachers’ conception and practice. Studies in Educational Evaluation, 43, 70–78McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University PressMalone, M.E. (2011) Assessment Literacy for Language Educators. CAL Digest October 2011. Available from www.cal.org42References (cont.)Malone, M.E. (2013) The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329–344Rea-Dickins, P. and Rixon, S. 1999: Assessment of young learners’ English: reasons and means. In Rixon, S. , editor, Young learners of English: some research perspectives. Harlow: Addison Wesley Longman/The British Council , 89-101. Scarino, A (2013) Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327Xu, Y & Carless, D ((2016) ‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education, published online: 29 Aug 2016, 1-13Xu, Y and Liu, Y (2009) Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly,43(3), 492–51343References (cont.) Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402 Yin, M (2010) Understanding classroom language assessment through teacher thinking research. Language Assessment Quarterly, 7(2), 175–194.44

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