Learning diary entry 3: Communicative testing

 

Communicative testing

Draft plan for formative assessment within my online lesson

In my online lesson, I have incorporated several formative exercises designed to build students' understanding of cultural communication styles. For the final activity, students will participate in an interactive quiz focused on identifying and adapting to high-context and low-context communication styles. This task aims to sharpen their analytical skills by exploring how different cultures approach communication, and how these styles can impact cross-cultural interactions.

Students will also be required to contribute to an online discussion forum where they share their personal experiences with cross-cultural communication. They will reflect on situations where communication styles differed from their own and discuss how they adapted their language and tone in those contexts. The objective is to deepen their understanding of cultural communication dynamics, encourage self-reflection, and foster peer learning through constructive feedback. This activity not only reinforces their grasp of the content but also hones their ability to communicate effectively in diverse cultural settings.

Communicative testing criteria findings

Key principles for assessing foreign language learning Pachler et al. (2013)

1.      Assessment for Learning: Assessment should be seen as an integral part of the learning process, not merely as a measure of achievement. It should be used to inform instruction and guide further learning activities, promoting continuous student growth.

2.      Formative Assessment: Ongoing assessment throughout the learning process is crucial for providing feedback to students and guiding instructional decisions. It helps both teachers and students track progress and identify areas for improvement.

3.      Feedback: Specific, timely, and actionable feedback is essential for students to understand their strengths and areas for improvement in language learning. Effective feedback supports ongoing student development.

4.      Alignment with Learning Objectives: Assessment should be directly aligned with the learning objectives and goals of the foreign language curriculum. This ensures that the assessment accurately measures the skills and knowledge students are expected to acquire.

5.      Validity and Reliability: Effective assessment must be valid, meaning it measures what it is intended to measure, and reliable, ensuring consistent results over time and across different assessors.

6.      Differentiation: Assessment methods should accommodate the diverse needs and abilities of students. Teachers should employ various assessment strategies to account for differences in learning styles, backgrounds, and proficiency levels.

7.      Integration of Skills: Language skills—listening, speaking, reading, and writing—should be assessed holistically. Language proficiency involves the integration of these skills, rather than assessing them in isolation.

8.      Cultural Competence: Assessment should include elements of cultural competence, such as understanding cultural norms, customs, and perspectives. Since language learning is deeply connected to cultural understanding, this component is vital.

9.      Authentic Assessment: Assessments should reflect real-world tasks and situations that students might encounter in a target language environment. This approach enhances the relevance of assessment and better prepares students for practical language use.

10. Summative Assessment: Conducted at the end of a learning period, summative assessment evaluates overall student achievement. It summarizes what students have learned and can take various forms, including exams, projects, or portfolios.

Summative assessment, as described by Pachler et al. (2013), is a crucial evaluative tool conducted at the conclusion of a learning period to gauge student achievement. This type of assessment provides a comprehensive summary of what students have learned, typically following the completion of a unit, course, or academic year. Summative assessments can take many forms, including exams, projects, presentations, or portfolios. The primary goal of summative assessment, as outlined by Pachler et al., is to measure student proficiency and ensure that the learning objectives and educational standards have been met.

Purpose of Summative Assessment:

Ø  Evaluating Learning Outcomes: Summative assessment is designed to evaluate the extent of student learning and the level of mastery they have achieved in a given subject or course.

Ø  Accountability: It serves as a key accountability measure, allowing educators, administrators, and other stakeholders to assess the effectiveness of the instruction and the curriculum.

Ø  Grading and Reporting: The results of summative assessments are often used for grading and reporting student progress, which in turn informs important decisions regarding student promotion, graduation, or placement.

External examinations, as detailed by Pachler et al. (2013), refer to standardized assessments administered by external organizations or examining bodies, rather than being conducted by individual schools or teachers. These examinations are typically uniform across a region or country and include national or international assessments, such as standardized tests, proficiency exams, or language certification exams offered by entities like the College Board, Cambridge Assessment English, or the International Baccalaureate (IB).

Purpose of External Examinations:

Ø  Benchmarking Performance: External examinations provide a common benchmark for evaluating student performance across different schools, regions, or countries. They ensure consistency and comparability in assessing language proficiency.

Ø  Certification and Credentials: Many external exams offer formal certifications or credentials that are widely recognized by educational institutions, employers, and organizations. These certifications validate language proficiency and can significantly impact academic and professional opportunities.

Ø  Quality Assurance: External examinations contribute to quality assurance in education by setting standards, monitoring performance, and providing feedback for improvement at both the institutional and systemic levels.

Source: Pachler, N., et al. (2013).

Testing for Language Teachers Hughes (2013)

Washback (Backwash):

Washback, also known as backwash, describes the impact that testing has on teaching and learning. This effect can be positive or negative, depending on whether the test promotes effective educational practices. For example, if a test emphasizes communicative skills, it can encourage teachers to focus on these areas, leading to a beneficial outcome. Conversely, if a test focuses on rote memorization, it might push both teachers and students towards superficial learning methods, resulting in a negative washback.

Reliability in Testing:

Reliability is a key factor in language assessment, referring to the consistency of test results across different occasions or evaluators. Hughes emphasizes that a reliable test produces consistent outcomes for test takers, ensuring that scores are a true reflection of their language abilities. Techniques like standardizing the test, analyzing items, and ensuring consistency among raters are crucial to maintaining reliability. Reliable tests are essential for making fair and accurate judgments about a student's language proficiency.

Summative Assessments:

Summative assessments are conducted at the end of a learning cycle to measure student achievement. Hughes suggests that summative assessments are most appropriate for making high-stakes decisions such as final grades, promotions, or certifications. While these assessments provide valuable insights into overall language competence, Hughes advises against using them as the sole method of evaluation. He recommends supplementing summative assessments with formative practices throughout the learning process to provide ongoing feedback and support student development.

Direct Testing:

Direct testing involves evaluating a student's language skills through tasks that directly require the use of the language. Examples include writing tasks, oral presentations, and listening comprehension exercises. Hughes points out that direct testing is particularly effective for assessing both productive and receptive language skills, as it provides a direct measure of a student's ability to use the language in realistic contexts.

Guidelines for Direct Testing:

Ø  Employ direct testing when the goal is to measure real-life language use.

Ø  Use it for assessing skills like speaking, writing, listening, and reading.

Ø  Ensure tasks are designed to align with the learning objectives to provide accurate results.

Indirect Testing:

Indirect testing assesses language proficiency by focusing on related cognitive skills rather than direct language use. Tasks such as matching synonyms or completing sentences are examples of indirect methods. This approach is useful when direct language testing is not feasible, allowing educators to infer language ability through related skills.

Guidelines for Indirect Testing:

Ø  Utilize indirect testing when direct assessment methods are impractical.

Ø  Use it to evaluate underlying skills like vocabulary and grammar.

Ø  Ensure that tasks align with the learning objectives to produce valid and reliable assessments.

Source: Hughes, A. (2013). Testing for Language Teachers.

 

Checklist criteria for communicative tests

This checklist provides a framework for designing communicative language tests that evaluate key skills such as speaking, writing, reading, listening, grammar, vocabulary, and cultural awareness. It stresses the importance of using realistic and authentic communicative contexts that mirror real-life situations. Tasks should be designed to offer flexibility and spontaneity, allowing for a more genuine assessment of language use. The integration of various language skills within the tasks is essential, reflecting how people naturally use language in daily interactions. Additionally, the tasks should prompt the use of both functional and expressive language. The structure of the test should correspond with the CEFR can-do statements and be appropriately balanced in content and complexity according to the CEFR level being assessed.

Applying this to the Dutch HAVO level English exams, these criteria ensure that communicative tests are aligned with the CEFR standards, effectively measuring students' language proficiency. For HAVO students, who are generally assessed at the B1 to B2 levels, this approach guarantees that the test tasks are authentic and relevant, providing students with opportunities to demonstrate their ability to communicate effectively in English. This includes evaluating their speaking, writing, reading, and listening skills, as well as their grasp of grammar, vocabulary, and cultural context. The focus on realistic tasks and skill integration ensures that the assessments accurately reflect students' language abilities and prepare them for practical communication in real-world settings.

Sources: CEFR, SLO, and CITO. Adapted by Charline Rouffet and Nives Kreuh

Designing materials and assessing students

My online lesson plan for teaching cultural communication styles is designed to be thorough and carefully structured. I aimed to ensure that every essential aspect of the topic is addressed, from the initial exploration of high-context and low-context communication styles to the final reflective assignment. This progression allows students to gradually deepen their understanding of the material, facilitating a more meaningful learning experience.

One of the key strengths of my lesson plan is the thoughtful integration of interactive and reflective activities. By incorporating an interactive quiz through platforms like Quizizz or Nearpod, I engage students in assessing their understanding in an immediate and dynamic way. The use of a discussion forum is another highlight, encouraging students to actively participate by sharing personal cross-cultural communication experiences. This approach not only fosters engagement but also promotes a deeper, reflective learning process.

 

In addition, I have integrated various technological tools, such as online quizzes, discussion forums, and reflective assignments, to evaluate and present student learning. These tools enhance the interactivity and accessibility of the lesson, ensuring that students are actively involved in their learning journey.

The lesson plan also places a strong emphasis on practical application and critical thinking. By asking students to reflect on real-life communication scenarios and analyse how cultural differences influence interactions, the lesson encourages the development of higher-order thinking skills. This focus on real-world application is crucial in preparing students to navigate the complexities of cross-cultural communication effectively.

Role-Based Design

Role-based design, also known as role-based learning or instruction, is a pedagogical approach that aligns with the framework proposed by Hokanson and Miller (2009). This method centers on structuring learning experiences around the roles or tasks learners are expected to fulfill in real-world scenarios.

Key Features:

1.      Authentic Learning Contexts: This approach involves creating learning experiences that closely mirror real-world environments, scenarios, and challenges learners are likely to face in their professional or academic roles. This realism helps learners acquire practical skills and knowledge that are directly applicable to their future roles.

 

2.      Immersive Role-Playing: Learners are placed in roles or scenarios where they must take on specific responsibilities, make decisions, and solve problems as they would in real-life situations. This immersion allows learners to practice applying their knowledge and skills in a realistic context.

 

3.      Collaborative Learning: Learners often work in groups or teams, collaborating to complete tasks, solve problems, and achieve shared objectives. This teamwork reflects the colaborative nature of many professional environments.

 

 

4.      Task-Centered Learning Activities: The learning activities are designed around the tasks and responsibilities learners will encounter in their roles. Instructional materials guide learners through the process, from understanding the problem to implementing effective solutions.

 

5.      Relevant Learning Resources: The resources used in role-based design—such as case studies, simulations, scenarios, and multimedia materials—are carefully chosen or developed to reflect the specific contexts and challenges associated with the roles learners are preparing for. These resources provide the necessary information and support to help learners succeed in their tasks.

 

ADDIE model: Five Principles for Instruction: Applying Khalil and Elkhider's Framework (2016)

Khalil and Elkhider (2016) outline five key principles for effective instruction: analysis, design, development, implementation, and evaluation. To successfully apply these principles in your lessons, it’s important to follow these structured guidelines:

Analysis:

Start by clearly defining your learning objectives and assessing both the needs of your students and the resources at your disposal. This involves evaluating the available tools, such as textbooks, multimedia, and technology, that will support your instructional goals.

Design:

Create instructional strategies, develop learning materials, and design assessments that align with your objectives. This includes crafting quizzes, tests, projects, or presentations that accurately measure students' understanding and mastery of the set learning goals.

Development:

Produce the instructional materials and assessments planned in the design phase. Ensure these materials are well-organized, clear, and easily accessible to students. Develop assessment tools like rubrics or scoring guides that clearly communicate evaluation criteria, and consider piloting these materials to gather feedback and refine them before full implementation.

 

Implementation:

Execute the instructional plan by delivering the lessons and facilitating activities according to your design. Administer the assessments, making sure students fully understand the expectations and have the resources they need. Monitor progress throughout this phase, providing necessary support and feedback to help students succeed.

Evaluation:

Assess student learning outcomes using the assessments created during the design phase. Analyze the results to determine how well students have met the learning objectives. Additionally, gather feedback from students, colleagues, and other stakeholders to evaluate the effectiveness of the materials and strategies used. Use this feedback to make necessary adjustments and improvements for future iterations of the lesson.

Comparing the 2 models:

Preference and Reasoning:

I prefer the Role-Based Design approach for its emphasis on authenticity and practical application. This model closely simulates real-world scenarios, allowing learners to directly apply their knowledge and skills in contexts that mirror what they will encounter in their professional or academic roles. The immersive nature of role-based design fosters deeper learning, as students engage in tasks that require critical thinking, problem-solving, and decision-making in realistic settings.

While Khalil and Elkhider's Five Principles provide a solid framework for structuring and delivering instruction, Role-Based Design goes a step further by integrating the learning experience with the actual roles learners will take on in the real world. This makes the learning process not only more engaging but also more directly applicable, preparing students more effectively for their future careers or academic pursuits.

The collaborative aspect of Role-Based Design also mirrors real-life work environments, where teamwork and communication are essential. By emphasizing the practical, hands-on application of skills, Role-Based Design ensures that learners are not just absorbing information but are also learning how to use it effectively in relevant situations.

Testing for Language Teachers Hughes (2013)

Overview of Language Skills Assessment in Chapters 9-13

Assessing Writing Skills:

Chapters on writing assessment emphasize the creation of authentic writing tasks and the development of scoring rubrics to evaluate student work accurately. The importance of providing constructive feedback and incorporating technology into the assessment process is highlighted. Different scoring methods, such as holistic and analytic scoring, are discussed, with a strong emphasis on the authenticity of writing tasks. The role of performance-based assessments is explored, with practical advice on using technology to enhance writing evaluations. The chapter aims to guide language teachers in assessing writing proficiency fairly while fostering learner autonomy and motivation through meaningful feedback.

Designing Oral Tasks:

Oral assessment is discussed with a focus on creating tasks that mirror real-life speaking situations and align with learners' proficiency levels. The development of rubrics to assess fluency, accuracy, pronunciation, vocabulary, and coherence is covered, along with various task types like monologues, dialogues, presentations, and debates. The chapter also explores the use of assessment tools such as rating scales and audio recordings, emphasizing the importance of constructive feedback to support the growth of oral proficiency. Additionally, cultural considerations in oral assessments, such as politeness norms and cross-cultural communication skills, are addressed, offering practical strategies for effective oral proficiency assessment.

Assessing Reading Proficiency:

The chapter on reading assessment offers guidance on designing tests that use various formats, including multiple-choice, true/false, and matching exercises. It stresses the importance of selecting engaging and authentic reading passages and covers a range of reading skills such as skimming, scanning, and making inferences. The development of scoring rubrics to evaluate reading comprehension is discussed, with a focus on creating tests that reflect real-world reading tasks. The chapter also examines the role of technology in reading assessments, providing practical advice on administering tests under standardized conditions and accommodating learners with special needs.

Assessing Listening Proficiency:

Listening assessment is covered with an exploration of different test formats, including multiple-choice, completion tasks, and short-answer questions. The selection of engaging and authentic audio materials relevant to learners' interests and backgrounds is emphasized. Various listening tasks, such as comprehension questions, note-taking, and summarization exercises, are designed to assess different listening skills. The

chapter discusses developing scoring criteria to evaluate listening comprehension accurately and the importance of using authentic listening tests that promote meaningful learning outcomes and positive washback. Best practices for administering listening tests, including managing test anxiety, are also provided.

Testing Grammar and Vocabulary:

The chapters on grammar and vocabulary assessment discuss various test formats, including multiple-choice questions, gap-fill exercises, and sentence completion tasks. Principles for designing clear and fair test items that accurately assess learners' grammatical and vocabulary knowledge are outlined, along with strategies to ensure comprehensive coverage of relevant structures and items. The development of scoring criteria or rubrics is also covered, with an emphasis on designing tests that reflect authentic language use. The integration of grammar and vocabulary assessment with other language skills is encouraged to support holistic language development. Additionally, strategies for providing constructive feedback and error correction are provided to aid learners' language improvement.

These chapters collectively offer a comprehensive guide for language teachers on assessing key language skills, emphasizing authenticity, fairness, and the integration of technology to enhance the assessment process.

Comparing Bloom's Digital Taxonomy and the SAMR Model

Bloom's Digital Taxonomy, as presented by Mcdaniel (2010), emphasizes the integration of technology with cognitive levels to enrich learning experiences. This approach encourages educators to align digital tools with various stages of cognitive development, ensuring that students not only acquire foundational knowledge but also develop higher-order thinking skills. By leveraging technology strategically, teachers can address the diverse needs of learners, fostering deeper engagement and enabling innovative exploration of concepts beyond traditional learning boundaries.

On the other hand, the SAMR model, developed by Dr. Ruben Puentedura (2013), offers a framework for evaluating the integration of technology in education. It outlines four levels of technology adoption: substitution, augmentation, modification, and redefinition. The SAMR model challenges educators to move beyond merely substituting traditional tasks with digital tools, urging them to adopt transformative practices that fundamentally reshape the learning experience. As teachers progress through the SAMR stages, they can enhance existing tasks and open new pathways for collaboration, critical thinking, and creativity.

By combining Bloom's Digital Taxonomy with the SAMR model, educators can create dynamic and transformative learning environments. Aligning digital tools with cognitive goals, while also considering the stages of technology integration, enables teachers to design engaging, innovative learning experiences that prepare students for success in an increasingly digital world.

Draft Plan for Lesson Assessment Design: Online Lesson

Lesson Title: Cultural Communication Styles

Learning Outcomes:

Identify and adapt communication styles based on cultural norms.

Apply communication strategies effectively in cross-cultural interactions.

Assessment Design

Assessment Types:

Interactive Quiz (Formative):

 

Objective: Assess students' ability to identify high-context and low-context communication styles.

Format: Multiple-choice and matching questions delivered through an online quiz platform (e.g., Quizizz or Nearpod).

Timing: Administered midway through the lesson after the initial exploration of communication styles.

Criteria: Accuracy in identifying communication styles and understanding the characteristics of each style.

 

Discussion Forum Participation (Formative):

Objective: Evaluate students' ability to reflect on and discuss personal experiences with cross-cultural communication.

Format: Students will contribute to an online discussion forum, sharing examples of when they encountered different communication styles and how they adapted.

Timing: Ongoing throughout the lesson with a final submission by the end of the week.

Criteria: Depth of reflection, relevance of examples, and engagement with peers' posts.

Final Reflective Assignment (Summative): 

Objective: Assess students' ability to apply learned communication strategies in a hypothetical cross-cultural scenario.

Format: A written reflection or a recorded video presentation where students analyse a given scenario, identify potential communication challenges, and propose strategies for effective communication.

Timing: Due at the end of the lesson.

Criteria: Clarity of analysis, application of cultural communication concepts, and quality of proposed strategies.

Assessment Criteria

1. Interactive Quiz:

• Accuracy: Correct identification of high-context and low-context communication styles.
• Understanding: Demonstrates a clear understanding of the characteristics of each communication style.

2. Discussion Forum Participation:

• Depth of Reflection: Provides thoughtful insights into personal cross-cultural communication experiences.
• Relevance: Examples shared are relevant to the lesson's content and objectives.
• Engagement: Actively engages with peers by responding to their posts with constructive feedback or further reflections.

3. Final Reflective Assignment:

• Clarity of Analysis: Clearly identifies communication challenges in the given scenario.
• Application of Concepts: Effectively applies communication strategies discussed in the lesson to address the identified challenges.
• Quality of Strategies: Proposes well-reasoned, practical strategies for effective cross-cultural communication.

Implementation and Feedback

• Interactive Quiz: Immediate feedback provided through the quiz platform to reinforce learning and correct misconceptions.
• Discussion Forum Participation: Teacher and peer feedback will be provided on forum posts to encourage further reflection and learning.
• Final Reflective Assignment: Detailed written or verbal feedback provided by the teacher, highlighting strengths and areas for improvement, with a focus on practical application of the concepts.