Ocenianie i pomiar biegłości językowej. Wybrane aspekty teoretyczne i praktyczne
Assessment and measurement of language proficiency. Selected theoretical and practical aspects
Contributor(s): Danuta Gabryś-Barker (Editor), Ryszard Kalamarz (Editor)
Subject(s): Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: evaluation; testing; language proficiency; CEFR; foreign language teaching; testing techniques; teaching materials
Summary/Abstract: The volume deals with various aspects of student assessment and language proficiency in the glottodidactic process, as well as problems faced by foreign language teachers at different stages of education. This volume includes texts by Authors who are researchers of learning and teaching processes at an academic level, as well as those who are more oriented towards practical considerations regarding the evaluation of language proficiency in the context of language learning at university classes or at school. The monograph covers two main thematic areas: the issue of different forms of evaluation and validation processes of language measurement tools, and presents the problems faced by teachers in specific cases, illustrating them with possible solutions through the use of innovative forms of student evaluation. The monograph includes interesting material both in theoretical and practical aspects. This volume is aimed at teachers of glottodactics at different levels of foreign language teaching, who are offered new solutions for the evaluation of language proficiency in different learning contexts.
Series: Językoznawstwo
- E-ISBN-13: 978-83-226-3054-9
- Print-ISBN-13: 978-83-226-3053-2
- Page Count: 262
- Publication Year: 2016
- Language: English, French, Polish
Noty
Noty
(Notes)
- Author(s):Not Specified Author
- Language:Polish
- Subject(s):Language and Literature Studies
- Page Range:251-256
- No. of Pages:6
Zmienne losy innowacji edukacyjnych na przykładzie CEFR
Zmienne losy innowacji edukacyjnych na przykładzie CEFR
(The Changing Fates of Educational Innovations on the Example of the CEFR)
- Author(s):Hanna Komorowska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:13-24
- No. of Pages:13
- Keywords:CEFR; ESOKJ; educational innovation; assessment
- Summary/Abstract:The rapid development of educational assessment in the first half of the 20th century brought attention to the possibility of evaluating language skills. The second half of the 20th century was at the same time a period of innovative revolution in the area of objective testing and a period of considerable disappointment with it. The international fame of The Common European Framework of Reference for Languages (CEFR), known in Poland under the name Europejski System Opisu Kształcenia Językowego (ESOKJ) should, then, invite questions as to why the document – despite the widespread criticism it faces – has become so influential, how to achieve such a spectacular success in this day and age and how durable this success can prove to be. The paper presents an attempt at answering those questions on the basis of the theory of educational innovation as well as of the analysis of the origin and structure of the CEFR.
- Price: 4.50 €
Ilustracja jako narzędzie w materiałach testujących znajomość języka angielskiego u dzieci
Ilustracja jako narzędzie w materiałach testujących znajomość języka angielskiego u dzieci
(The Changing Fates of Educational Innovations on the Example of the CEFR)
- Author(s):Maria Stec
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:27-41
- No. of Pages:15
- Keywords:illustration; testing; children; English language teaching
- Summary/Abstract:Testing the knowledge of foreign languages and establishing levels of proficiencyhad been a subject of debate in Europe since the 1970s., and the final resolution was enactedin the 1990s. The following article presents preliminary research on illustrations as tools fortesting the knowledge of foreign languages at the elementary level. The aim of the research isto arrive at a comprehensive characteristic of the illustrations used in testing the knowledge ofEnglish in children. The project has been founded upon three research questions: 1) What isthe character of the illustrations used in testing the knowledge of English in children?; 2) What is the subject matter of those illustrations?; 3) What functions do those illustrations perform in testing language abilities in children? The article, which constitutes just a small part of a much broader research project, constitutes an analysis of selected tests used to assess the knowledge of English in children. Data used for the analysis was collected in the course of evaluation, on the basis of universal criteria, visual methodology criteria, and content criteria.The project expects that the results of the research will aid not only the testing process, but also the process of preparing testing materials for that age group.
- Price: 4.50 €
Using Interactive Whiteboard Technology for Providing Formative Assessment During Academic Writing Classes
Using Interactive Whiteboard Technology for Providing Formative Assessment During Academic Writing Classes
(Using Interactive Whiteboard Technology for Providing Formative Assessment During Academic Writing Classes)
- Author(s):Agnieszka Gadomska
- Language:English
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:43-59
- No. of Pages:17
- Keywords:formative assessment; multimedia boards; methodology of academic text; teacher education; skills and competences of students; Kahoot; Moodle
- Summary/Abstract:It is impossible to point out to another area of academic work which would be to a greater extent influenced by the rapid development of internet technology than research and academic writing. These changes can be seen primarily in the area of searching, evaluation and documentation of sources, the use of new media, genres and software, as well as in the methods and tools used to support reading literacy, critical thinking and learning. Moreover, today's students, brought up in the world of multimedia technologies, expect modern, interactive and flexible methods of teaching in academic work, all of which have an impact not only on the syllabuses of courses on the methodology of academic text, but also on the qualifications of the lecturers themselves. The article will focus in particular on the method of using multimedia whiteboards practiced by the author during classes in the methodology of academic text as a tool in the process of formative assessment. The technologies discussed in the article include: materials prepared by the instructors, Kahoot program, digibook publications, and Moodle - the e-learning platform.
- Price: 4.50 €
Le rôle de l’évaluation formative dans la création du matériel didactique en fonction des besoins spécifiques des apprenants : exemple de l’enseignement/apprentissage du français – langue troisième
Le rôle de l’évaluation formative dans la création du matériel didactique en fonction des besoins spécifiques des apprenants : exemple de l’enseignement/apprentissage du
français – langue troisième
(The role of formative assessment in the development of teaching materials adapted to pupils' needs, using the example of the teaching/learning the French language as a third language)
- Author(s):Aleksandra Serwotka
- Language:French
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:61-79
- No. of Pages:19
- Keywords:formative assessment; language transfer; third language learning; FLE; remote teaching
- Summary/Abstract:Formative assessment is an important step in the process of teaching/learning a foreign language. It allows the teacher to obtain information about the actual level of language proficiency of students, i.e. their strengths and weaknesses, which in turn allows to optimize the methods and content of teaching. This article discusses the way in which the study of language transfer enabled the author to create web-based teaching materials adapted to the needs of students learning French as a third language (after Polish and English).
- Price: 4.50 €
L’évaluation en langues étrangères via la plateforme d’apprentissage Moodle : questions pratiques
L’évaluation en langues étrangères via la plateforme d’apprentissage Moodle : questions pratiques
(Evaluation in language teaching through the Moodle learning platform: practical issues)
- Author(s):Beata Gałan
- Language:French
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:81-93
- No. of Pages:13
- Keywords:assessment in foreign language teaching; distance learning and teaching; Moodle education platform
- Summary/Abstract:The article is a reflection on the evaluation of language proficiency in the context of distance learning and the use of the Moodle educational platform. The aim of the article is to present some practical issues which are important in the planning of the learning process - distance learning. Therefore, the author tries to analyze the technical possibilities of the platform in terms of language education, especially the tools of competence assessment, their parameters and pedagogical supervision.
- Price: 4.50 €
Ocenianie kształtujące na zajęciach z języka obcego we wczesnej edukacji
Ocenianie kształtujące na zajęciach z języka obcego we wczesnej edukacji
(Formative Assessment in Early Foreign Language Education)
- Author(s):Marta Kotarba
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:95-108
- No. of Pages:14
- Keywords:formative assessment; early foreign language education; assessment techniques
- Summary/Abstract:Formative assessment is the kind of assessment which prioritizes helping to facilitate the learning process above the assessment of knowledge gained by the student once the learning process has been completed. The article elaborates on the characteristics of formative assessment in the context of facilitating the learning process, and presents selected techniques of formative assessment which can be used in early foreign language education (Kindergarten and Grades 1–3).
- Price: 4.50 €
Ocenianie kształtujące na lekcjach języka hiszpańskiego w polskim gimnazjum
Ocenianie kształtujące na lekcjach języka hiszpańskiego w polskim gimnazjum
(Formative Assessment in Spanish Language Classes at a Polish Secondary School)
- Author(s):Agnieszka Kruszyńska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:109-118
- No. of Pages:10
- Keywords:formative assessment; novelty; secondary school; Spanish language classes
- Summary/Abstract:For a lot of Polish teachers, formative assessment still constitutes a certain sortof novelty. The aim of the article is to discuss the implementation of this type of assessmentin the Mikołaj Rej Public Secondary School no. 26 in Łódź. The article focuses on the ideaof formative assessment as well as its different forms utilized in Spanish language secondaryschool classes at the III.0 education level. Moreover, the article touches upon IT tools whichfacilitate formative assessment during class. The ideas expressed in the article are universalenough that they can be also utilized in foreign language education in general.
- Price: 4.50 €
Ewaluacja a czynniki wpływające na stopień przygotowania się uczniów do różnych form weryfikacji kompetencji językowych
Ewaluacja a czynniki wpływające na stopień przygotowania się uczniów do różnych form weryfikacji kompetencji językowych
(Evaluation and Factors Influencing the Level of Preparedness for Different Forms of Language Skills Assessment Among Students)
- Author(s):Monika Horyśniak
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:119-134
- No. of Pages:16
- Keywords:evaluation; language skills; skills assessment; motivation
- Summary/Abstract:Foreign language didactics devotes significant attention to the questions of evaluation, both in theoretical and practical terms. The article, focusing upon the process of learning second foreign languages (French, Spanish, German, Russian, Italian), discusses the results of research conducted on the basis of questionnaires which asked the students of a regular high school and an art high school to evaluate their perception of the different forms of language skills assessment. Among the different language competences, students value first and foremost speaking skills, but they also value listening and reading comprehension. The majority of the students consider the amount of second foreign language classes satisfactory. The analysis of the questionnaire attempts to answer the questions considering the preferred methods of foreign language acquisition and the time devoted to preparation for the assessment of particular language skills. The majority of students indicate quizzes and written tests as their favourite methods of assessment. Surprisingly, conversation is the fifth favourite method of skills assessment. In addition to that, the article also presents the opinions of students, accounting for their subjective evaluation of the degree of difficulty of the particular language skills. Moreover, the article also raises the still-valid question concerning the students’ motivation to learn foreign languages, which also influences the results of evaluation.
- Price: 4.50 €
Language Test Validation: Selected Procedures Illustrated with ACERT Examples
Language Test Validation: Selected Procedures Illustrated with ACERT Examples
(Language Test Validation: Selected Procedures Illustrated with ACERT Examples)
- Author(s):Barbara Sawicka
- Language:English
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:135-148
- No. of Pages:14
- Keywords:relevance; validation; ACERT; test; verification; National Qualification Framework
- Summary/Abstract:The introduction of the National Qualification Framework for Higher Education in 2011 required of language teaching centres in Poland to standardise their final examinations to meet the requirements of the European Framework of Reference for Languages (ECTS). In order to meet the restrictions introduced by the new regulations and to ensure the quality of teaching and verification of language skills, in 2011-2014 the Association of Academic Foreign Language Teaching Centres (SERMO) developed the system of verification of language competences ACERT. This examination system is currently in place at four universities and is recognised by thirty-two SERMO language-learning centres. The aim of this article is to present a model of verification of language competences of ACERT, as well as the importance of notions of accuracy and validation in the process of verification of language skills, and to present selected procedures aimed at testing accuracy and thus influencing the verification process. The discussions is accompanied by selected examples from the study on ACERT validation conducted in 2015.
- Price: 4.50 €
Selected Statistical Procedures for Evaluating the Usefulness of Classroom Tests
Selected Statistical Procedures for Evaluating the Usefulness of Classroom Tests
(Selected Statistical Procedures for Evaluating the Usefulness of Classroom Tests)
- Author(s):Wojciech Malec
- Language:English
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:149-163
- No. of Pages:15
- Keywords:written tests; validation testing; reliability; accuracy
- Summary/Abstract:Reliability and accuracy are usually seen as indispensable test features, which have a huge impact on the usability of written foreign language tests. Basing on the results of lexical and grammatical tests, the author of the present article examines ways in which these two features can be assessed in the context of a validation test. Considering that in order to make such an analysis, it is necessary to preserve the results of specific tasks and examples, computer-based (or internet) testing may be helpful.
- Price: 4.50 €
Realizacja wymagań dotyczących kształcenia językowego na wyższych uczelniach na podstawie analizy wybranych przykładów
Realizacja wymagań dotyczących kształcenia językowego na wyższych uczelniach na podstawie analizy wybranych przykładów
(Implementation of Language Teaching Standards at Universities. A Sample Study)
- Author(s):Agnieszka M. Sendur
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:167-179
- No. of Pages:13
- Keywords:foreign language classes; foreign languages center; foreign language exams; CEFR; ESOKJ; National Qualifications Framework
- Summary/Abstract:The implementation of new regulations concerning language abilities of universitystudents has sparked a discussion regarding the nature of university foreign language classes as well as effective methods of teaching. How, then, do the universities manage the expectations of the lawmakers concerning the level of foreign language fluency at different stages of university education and the knowledge of specialized vocabulary according to the studied discipline? Are (and if so, then how) those language skills verified? The following article attempts to answer those questions, on the basis of a study conducted in the academic years 2014/2015 and 2015/2016, concerning foreign language examinations in three types of universities.
- Price: 4.50 €
Szanse aplikacji metod ewaluacji w nauczaniu łaciny na poziomie dwusemestralnego lektoratu
Szanse aplikacji metod ewaluacji w nauczaniu łaciny na poziomie dwusemestralnego lektoratu
(The Possibility of Applying Evaluation Methods in Teaching Latin as a Two-Semester Course)
- Author(s):Aleksandra Golik-Prus, Marzena Tofilska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:181-194
- No. of Pages:14
- Keywords:Latin; grammar-translation model; evaluation; socio-linguistic context; characteristics of ancient languages; logical thinking; language skills
- Summary/Abstract:The characteristics of Latin as an ancient language significantly limit the application of methods used in teaching modern languages. The grammar-translation model has, so far, yielded the best results in teaching Latin at the university level, which, in turn, requires the evaluation methods used during the course to reflect that model and the language skills developed in this particular way. Other methods are significantly less effective and should be used only to introduce variety and render the learning process more appealing. The study of Latin is virtually completely devoid of the elements emphasized in the study of modern languages, which, in turn, necessitates the changes in evaluation, in order to take into account the range of the evaluated skills.
- Price: 4.50 €
Nauczanie i sprawdzanie poziomu biegłości językowej dla języka łacińskiego jako obcego według wytycznych ESOKJ
Nauczanie i sprawdzanie poziomu biegłości językowej dla języka łacińskiego jako obcego według wytycznych ESOKJ
(Teaching and Evaluating Language Skills in Latin, According to the Standards of CEFR)
- Author(s):Katarzyna Głogowska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:195-205
- No. of Pages:11
- Keywords:Latin; level of fluency; CEFR; evaluation tools
- Summary/Abstract:The following article discusses the question of the development of such languageskills as reading, writing, listening, and speaking on the basis of Latin taught as a foreign language.Moreover, the article elaborates on the possibility of reaching the A1 level of language fluency, according to The Common European Framework of Reference for Languages, by thestudents of Latin, with the help of innovative methods which include the four aforementionedskills. It is important to note that the project does not aim at a broadly-understood resitutionof Latin, but rather focuses on improving the methodology of teaching Latin, particularly atthe elementary level. In addition to that, the project’s goal is the creation of new teaching andevaluation tools.
- Price: 4.50 €
Language-Testing Ideology from an ELF Perspective – Scheme of a Study
Language-Testing Ideology from an ELF Perspective – Scheme of a Study
(Language-Testing Ideology from an ELF Perspective – Scheme of a Study)
- Author(s):Aleksandra Szymańska-Tworek
- Language:English
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:207-217
- No. of Pages:11
- Keywords:English as lingua franca; teacher trainees; testing concept; perception
- Summary/Abstract:In the last two decades, a lively discussion has developed, focusing on the relationship between the concept of English as a lingua franca (ELF) and the concept of the evaluation of linguistic skills. One of the main arguments in this discussion is that such a fundamental change in the perception of English requires changes in the testing concept.At the same time, the opponents of this position consider it impossible to integrate the ELF concept into language evaluation practices, as the reality of testing in many respects does not fit into the new paradigm. Therefore, the author of this article aims to discuss selected issues related to this debate from the perspective of a researcher and a teacher.In the final part of the article, the author formulates an outline of broader research aimed atan analysis of the perception of the ELF concept among a group of young teacher trainees.
- Price: 4.50 €
Ocenianie uczniów z dysleksją w kontekście nauki języków obcych
Ocenianie uczniów z dysleksją w kontekście nauki języków obcych
(Evaluating Dyslexic Students in the Context of Foreign Language Teaching)
- Author(s):Anna Rokicka
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:219-232
- No. of Pages:14
- Keywords:evaluation; dyslexia; adjustment; opinion of a counseling center; criteria
- Summary/Abstract:A diagnosis of dyslexia in a student and an opinion of a Psychological and Pedagogical Counseling Center forces the teacher to follow the guidelines delineated by the opinion and highly individualize the approach to the student. This compliance with the diagnosis affects not only teaching methods, but also methods and forms of language skills evaluation. It is, moreover, particularly important in the context of foreign language teaching, because a vast majority of dyslexic students experience difficulties in learning foreign languages. Therefore, requirements for such students are different and adjusted to match their actual capabilities, but that does not mean that the requirements are by any means lessened. Dyslexic students usually struggle with writing and reading out loud; thus, it is beneficial in teaching and evaluating such students to evaluate them primarily on the basis of content, composition, and contentbased preparation.
- Price: 4.50 €
Elementy coachingu jako narzędzie procesu nauczania i oceniania w dydaktyce języka obcego
Elementy coachingu jako narzędzie procesu nauczania i oceniania w dydaktyce języka obcego
(Elements of Coaching as a Tool of Teaching and Evaluation in Foreign Language Didactics)
- Author(s):Bożena Czekańska-Mirek
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:233-241
- No. of Pages:9
- Keywords:the coaching approach; the glottodidactic process; teacher; student
- Summary/Abstract:The coaching approach finds its justified use in contemporary foreign languagedidactics. The essence of this approach is encapsulated by the belief that learning a foreignlanguage constitutes an element of self-development and as such should reflect the individualneeds and goals of the student. The coaching approach, then, transforms the two most important agents of the glottodidactic process, i.e. the teacher and the student, reimagining the teacher as the coach and the student as the coachee. Such an approach, in turn, invites questions concerning the use of coaching tools in actual language courses. The author presents selected examples of beneficial practices, as well as the possibilities of utilizing coaching tools in foreign language courses.
- Price: 4.50 €
„Dobra robota!”, czyli o informacji zwrotnej i elementach coachingu w pracy z dorosłym uczniem na zajęciach językowych
„Dobra robota!”, czyli o informacji zwrotnej i elementach coachingu w pracy z dorosłym uczniem na zajęciach językowych
(“Good job!” Or, on Feedback and Elements of Coaching in Teaching Foreign Languages to Adults)
- Author(s):Krystyna Breszka-Jędrzejewska
- Language:Polish
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Philology
- Page Range:243-249
- No. of Pages:7
- Keywords:feedback; coaching tools; adult student;foreign languages;
- Summary/Abstract:The coaching approach finds its justified use in contemporary foreign languagedidactics. The essence of this approach is encapsulated by the belief that learning a foreignlanguage constitutes an element of self-development and as such should reflect the individualneeds and goals of the student. The coaching approach, then, transforms the two most important agents of the glottodidactic process, i.e. the teacher and the student, reimagining the teacher as the coach and the student as the coachee. Such an approach, in turn, invites questions concerning the use of coaching tools in actual language courses. The author presents selected examples of beneficial practices, as well as the possibilities of utilizing coaching tools in foreign language courses. The aim of the article is to discuss the role and form of feedback and to elaborateon the possibilities of using coaching methods in foreign language teaching. The article focuses on two major issues: what sort of feedback is most effective when it comes to adult students of foreign languages, and how to incorporate coaching tools in the process of giving feedback.Giving properly constructed feedback to students significantly facilitates and aids the learningprocess. However, not all feedback is equally effective. Sometimes feedback is given incorrectly: it is either too critical or too general in its praise. How, then, can teachers contend with the complicated task of giving proper feedback? And how can coaching tools help teachers in giving feedback in order to actually aid the learning process? The following article constitutes an attempt at answering the aforementioned questions.
- Price: 4.50 €
