TBLT 2007A comprehensive model for speaking and oral

interaction: theoretical en practical implications for the development of task-based

language assessment instrumentsKathelijne Jordens – Sara Gysen – Nele Maddens

Introduction

Project: "To construct instruments for assessing the development of speaking and oral interaction skills of primary school pupils."

Goal:- Signal deficits- Provide tips for extra support- Standardized assessment

Introduction

1. literature theoretical model +

2. official learning goals

PARAMETERS

type tasks

test tasks

Development:

Questions:

Which concepts and parameters in the model should be used for characterizing tasks? What are guidelines to ground this decision?

How did we take into account the official language learning goals?

Selection of parameters

Leading principals to construct an assessment instrument:

1. validity 2. reliability 3. efficiency

Theoretical model

Parameters describing the TASK

Language user - Knowledge of the world - Knowledge of the subject Conversation partner - Knowledge of the world - Knowledge of the subject Relation between those two - Familiar or unfamiliar - Overlap frames of reference Conversation - conversation type (monologue, polylogue) - Subject - Formal/informal - Speech act Level of processing (describing, restructuring, evaluating)

Quality parameters

Quality Parameters

Quality: performance - Relevance and completeness of the message (WHAT is said) - Clearness and organization (HOW pupils are speaking) - Fluency - Articulation - Manner of speaking - Variation and extensiveness language use - Correctness language use: word level / sentence level - Interaction skills in mostly monological situations - Interaction skills in dialogues en polylogues - Attitudes - Ability to manage - Reflection skills - Non-verbal communication

The official learning goals (OLGs)

What and why? 4 language skills Construct, containing ten goals, describing expected

speaking skills at the end of primary school Basis for didactics in class Every school in Flanders Task-based formulated Some parameters are set already (link with model) Link to type en test tasks

Development: 2 steps

1. Construct type tasks in relation to selected learning goals + investigate which parameters in the model we want to select to describe the type task

2. Fill out the parameters in the theoretical model for every test task and corresponding assessment model

Condition for validity

Model – bridge (olg) – test task

Overlap between the model and the official learning goals?

Example of an official learning goal

Official learning goal 2.3:

Pupils can use the appropriate language register when they report to the teacher on a subject, previously discussed at school. (level = describing)

Parameters: Language user: pupil Speech act: to report Conversation partner: teacher Subject: familiar / previously discussed Level: describing

Condition for validity: overlap

Condition for validity: overlap

Language user - Knowledge of the world - Knowledge of the subject Conversation partner - Knowledge of the world - Knowledge of the subject Relation between those two - Familiar or unfamiliar - Overlap frames of reference Conversation - conversation type - Subject - Formal/informal - Speech act Level of processing

Official learning goal 2.3: Pupils can (level = describing) use the appropriate language register when they report to the teacher on a subject, previously discussed at school.

Parameters: Language user: pupil Conversation partner: teacher Subject: familiar / previously

discussed Speech act: to report Level: describing

The olg’s as a guide: constraint or help?

Model – bridge (olg) – test task

Constraint: Only ten Parameter values set already Formulated in a rather strict way

Help: selection of task based types, often frequented at school.

Concrete example

Based on the official learning goals, we extract type tasks, and we characterize them with the parameters of the model.

EXAMPLE

Official learning goal 2.3:

Pupils can (level = describing) use the appropriate language register when they report to the teacher on a subject, previously discussed at school.

Corresponding type task:Pupils can report to the teacher on a subject, previously

discussed at school + PARAMETERS

Parameters describing the type task

Official learning goals: Language user: pupil Level: describing Speech act: to report Conversation partner: teacher Subject: familiar / previously discussed

Model type task: Interaction: teacher supports Turn taking: long turns

Development: 2 steps

1. Construct type tasks in relation to selected learning goals + investigate which parameters in the model we want to select to describe the type task

2. Fill out the parameters in the theoretical model for every test task and corresponding assessment model

Concrete example

Based on the type tasks, we extract test tasks, and we characterize them with the parameters of the model.

EXAMPLE

type task:Pupils can report to the teacher on a subject, previously discussed at school + PARAMETERS

Test task:

Pupils can report to the teacher on a film about scuba diving, the report being based on photographs, extracted from the film.

Parameters describing the type task

Official learning goals: Level: describing Speech act: to report Conversation partner: teacher Subject: familiar / previously discussed

Model type task: Interaction: teacher supports Turn taking: long turns

Scuba diving photographs

Headlines task ‘scuba diver’

Step 2: type task to test task

Parameters for assessment

What does he say?Relevance and completenessClearnessOrganization How does he say it?FluencyArticulationManner of speakingVariation and extensivenessCorrectness: word/sentence levelInteractionskills

Extra:

Ability to manage

Daring to speak

=Quality of performance

Assessment model

Conclusion

We think this set of parameters can guaranty sufficient validity because we showed how we carefully constructed our test tasks, selecting and combining parameters on theoretical and empirical basis.

Questions remain unanswered, e.g. the role of context 1 versus context 2.

Further investigation is needed in this domains.

links

Model test task

TBLT scuba diving Hawaii

Thank you!

Questions, suggestions, remarks?

kathelijne.jordens@arts.kuleuven.be

Validity

to represent as direct as possible to the official learning goals and model Step 1: constructs type tasks: to describe

type tasks that represent the official learning goals, using the parameters in the model.

To take into account relevant parameters. step 2: we have made type tasks concrete, and

kept parameters constant + construct assessment model based on the theoretical model

Reduce memory, rehearsal, new subject

Efficiency:

Step 1: from constructs to type tasks Conversation tasks in little groups if inherent to

task Clustering learning goals in tasks Only crucial goals for school success Parameter values: teacher/peer, classroom, etc.

Step 2: from type task to test task and assessment Well organized assessment model, no need of writing to much, Checklists Clear instructions for test takers

Reliability

Standardization: Test taker’s performance: instructions

for the test taker in the task itself and in the de manual

reliability of the raters: inter- and intra rater reliability in the assessment model

Parallel tasks for big classes Clearly described