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| 2019年度 異文化言語教育評価論 |
Chapter
3
Introducing
a New Assessment of Spoken Proficiency: Interact
(p.51–61)
3.1. Introduction
n There is no “right” way to assess particular skill.
l Using assessment paradigm: static ⇔ dynamic
l Measuring assessment performance: task outcome ⇔ construct alignment
l Assessing FL students’ spoken communicative
proficiency: single interview ⇔ paired/group assessments
n Chapter 3 highlights the assessment reform in New
Zealand.
static single interview → on-going
paired assessments
1.
Introduction of
the National Certificate of Educational Achievement (NCEA)
2.
Changes to
assessment practices and their influence on FL assessments
3.
Implications of
the reforms for the assessment of FL students’ spoken communicative proficiency
3.2. The New Zealand Landscape for Assessment –
A Shifting Environment
n Assessment Reform Group
(ARG) (1989–2010)
l Was established in the
UK
l Reinforced the ‘power
and right use’ of assessment
l Argued the benefits of on-going
teaching and learning programs
①
facilitate
opportunities for feedback
②
enhance
learning outcomes
n Arguments of the ARG initiated
the move to improve teaching and learning in New Zealand.
assessment ‘of’ learning (narrow) → assessment ‘for’
learning (broader)
n The high-stakes
assessment system in New Zealand became unique.
l Relies strongly on teachers’
ability
①
to
set meaningful internal assessments
②
to
make professional judgments
3.2.1.
The
1990s: A Mismatch Between Curricular Aims and High-Stakes Assessment
n The New Zealand Curriculum Framework (NZCF) was
published in 1993.
l Assessment ‘for’ learning
l Focuses on embedding assessment within on-going
teaching and learning programs and opportunities for feedback and feedforward
n The senior school high-stakes assessment system was
at odds with NZCF.
l Assessment ‘of’ learning
l Focuses on the measurement of candidates’ knowledge
and understanding relative to others
School
Certificate (School C) ≒ 高校入試
For students of 15+ years of age
Taken at the end of Year 11 (the final year of
compulsory schooling)
Maximum of 6 subjects
University
Entrance, Bursaries and Scholarships examination (Bursary) ≒ 大学入試
For students of 17+ years of age
Taken at the end of Year 13 (the final year of
voluntary schooling)
Maximum of 6 subjects
3.2.2.
The
NCEA System: The Beginnings of Reform
n The new high-stakes
assessment system, the National Certificate of Educational Achievement (NCEA),
was introduced.
School C → NCEA level 1 → revised NCEA level 1
Bursary → NCEA level 3 → revised NCEA level 3
n The assessment system shifted
from norm-referencing to criterion-referencing.
l Individual subjects were
broken down into separate components
l Students had the
opportunity to select which standards they wished to complete
n The new system intended
to provide a more accurate picture of student’s achievements.
l Present all standards
achieved at school and beyond
l More students are
leaving school with qualifications
1.
Achieved
(A) for a satisfactory performance
2.
Merit
(M) for very good performance
3.
Excellence
(E) for outstanding performance
4.
Not
achieved (N) if students do not meet the criteria of the standard
selection
of high-achieving students → progression of all students
3.2.3.
The
Impact of Assessment Mismatch on FL Programs
n Opportunities to study
an additional language was provided for all students from Year 7 (11+ years of
age).
l academic benefits = practical
and tangible benefits of being able to communicate in a language
l communicative benefits =
broader and intangible benefits of expanding one’s intellectual experience
n FL teaching and learning
in New Zealand was based on Communicative Language Teaching (CLT).
l “encourages learners to
engage in meaningful communication in the target language ― communication that
has a function over and above that of language learning itself”
n School C and Bursary relied
on the grammar-translation approach.
l Did not focus on the
assessment of speaking proficiency
l Were not fit for
measuring communicative proficiency constructs
3.3. The NCEA for Languages – 2002–2010
n Significant assessment
changes were brought about through the NCEA.
①
Became
possible to measure candidates’ developing communicative proficiency across the
four skills
②
Greater
emphasis on teacher-led and classroom-based assessments
③
Were
able to choose achievement standards that represented students’ areas of
strength
n Introduction of NCEA
provided significant opportunities.
l to promote positive
washback in line with the expectations of the CLT approach
l to ensure greater parity
between what they wanted to achieve in the classroom and what was expected, in
terms of measurement, in the high-stakes assessments
n Spoken communicative
proficiency was to be measured via two internal assessments.
l Prepared talk: assessed on candidates’
ability to make a short presentation in the target language
l Converse: assessed on candidates’
ability to carry out a short conversation with their teacher as the
interlocutor
⇒ on-time summative
‘teacher-led’ conversation
4.
Discussion
point
How
is the assessment system of your country different to that of New Zealand?
And
which aspects of the reform could be introduced to your country, especially in
measuring speaking proficiency?