cefr listening & reading assessment - square...

CEFR Listening & Reading

Assessment:

Assessment Tasks SIP Munich 10th November 2012

Brian North

Contents

1. Project aims

2. EAQUALS CEFR/Portfolio Descriptors

3. Micro-activities in Reception (= Listening / Reading)

4. Assessment ideas

5. An example for Listening at B1

6. Brainstorming assessment ideas

Project Aims

• Focus on for Reading and Listening – because Speaking & Writing are easier to assess with descriptors

• Develop ideas for classroom assessment tasks at CEFR levels

• Develop and trial assessment tasks

Descriptors for Listening

• Overall Listening Comprehension

• Listening to Interlocutors

• Listening in Discussion

• Listening to / Watching Film & TV

• Listening to Announcements

B1 Listening

• Overall Listening Comprehension – I can understand the main points of clear standard

speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes.

B1 Listening



• Listening to Interlocutors – I can understand what is said to me in everyday

conversations, but I sometimes need help in clarifying particular details.

B1 Listening



• Listening to Interlocutors – I can understand what is said to me in everyday

conversations, but I sometimes need help in clarifying particular details.

• Listening in Discussion – I can understand the main points of discussion on

familiar topics in everyday situations when people speak clearly, but I sometimes need help in understanding details.

Descriptors for Listening

• Overall Listening Comprehension

• Listening to Interlocutors

• Listening in Discussion

• Listening to / Watching Film & TV

• Listening to Announcements

Descriptors for Reading

• Overall Reading Comprehension

• Reading Correspondence

• Reading for Orientation

• Reading for Information and Argument

• Reading Instructions

• Reading Literature

B1 Reading

• Overall Reading Comprehension – I can understand the main points in straightforward

factual texts on subjects of personal or professional interest well enough to talk about them afterwards.

B1 Reading



• Reading Correspondence – I can understand private letters about events, feelings

and wishes well enough to write back.

B1 Reading



• Reading Correspondence – I can understand private letters about events, feelings

and wishes well enough to write back.

• Reading for Orientation – I can find and understand relevant information in

brochures, leaflets and other short texts related to my interests.

Descriptors for Reading

• Overall Reading Comprehension

• Reading Correspondence

• Reading for Orientation

• Reading for Information and Argument

• Reading Instructions

• Reading Literature

Microactivities - Reception

B1 B2

Recognise

useful information

relevant facts and

information

which part(s) of the text(s) is relevant to the purpose

a change of direction, style or emphasis

different formulation of the same ideas

Distinguish main point / relevant facts

and information from

specific details

main points from relevant supporting

detail/arguments/examples

such supporting arguments and more precise

information from a digression

aspects reported as facts from those reported as opinion

Understand main points / most

important information

Relevant factual info

an explicitly signalled line

of argument

main conclusions

specific details

main ideas

essentials/essential meaning

explicitly stated points of view, opinions and complex

lines of argument

expressed, specific attitudes

specific details

mood and tone explicitly expressed in the text

Assessment ideas– B1 CEFR Descriptor Micro-activities Text features Task features Item types Example

B1 I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in standard dialect.

Understand main/most important information

Understand main conclusions

Series of 3-4 extracts Perhaps from same TV talk

show Clear, standard, straight-

forward, relatively slow Extremely short (c 1 min)

Hear once only (in test)

One item per extract

No tricky distracters

True / False / NS Matching (really a

repeated MCQ with 5-6 alternatives)

New MCQ each extract

Identify main point of short conversation extracts

B1 I can listen to a short narrative and form hypotheses about what will happen next.

Follow, though not necessarily in detail

Understand an explicitly signalled line of narrative / argument

Distinguish main point / relevant facts and inform-ation from specific details – not central to story line

Narrative in linear order Chain of events –

consequences Clear, standard,

straightforward, relatively

slow

Hear once only Guess what comes

next - recording stops at question point

Answer to each question on separate paper, handed in

Series of MCQ – only one alternative makes sense

Follow a narrative and answer 5 MCQs to predict what comes next when the audio text stops

B1 I can understand the main points of radio news bulletins and sim-pler recorded material on topics of personal interest delivered relatively slowly and clearly.



Topics in field of general personal interest

Clear, standard, straightforward, relatively slow

Hear once only Straight forward

transfer of info, in order of text

T /F / NS Matching Information

transfer to table Open questions

Follow radio news and answer questions / complete table about 4 or 5 of the stories (Total c 10 questions)

B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.

Follow, though not necessarily in detail



Distinguish conclusion from preceding detail

Familiar topics regularly encountered in a school, work or leisure context

TV programmes: (interviews) short lectures, news reports

Clear, standard, straightforward, relatively slow

Could hear twice/three times

Identifying main information

Identifying when conclusion is starting

Catching main conclusion

Information transfer to table

Open ended questions

Follow a simple, factual TV/web documentary (c 5-10 mins), understand the main points and complete the table / answer open questions

B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and

clearly structured.

Distinguish main points from specific details


Understand specific details

TV programme with short report/guide and interview(s)


Clear, standard, straightforward, relatively

slow

Could hear twice/three times

Recognising sections (relevant to topics of questions)

Identifying essential

information

T / F / NS Matching Information

transfer (table or diagram)

Open ended questions

Follow a TV guided commentary on a place (e.g. Tour of Hampton Court, Versailles; extract from travel programme / tourism promotion)

B1+ I can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear.


Understand main conclusions

Daytime / local TV news – perhaps a studio audience

Factual interview Straightforward factual

interview questions Descrip.s of events / plans Descrip.s of feelings,

wishes

Identifying adv.s / disadv.s of a plan

Identifying consequences

Identifying the opinions of the main speakers (for / against: why?)

T / F / NS Information

transfer (table) Open ended

questions

Listen to a straightforward, factual interview from a current affairs TV magazine programme (or local news) and understand both main points and specific details

Example at B1 CEFR Descriptor

Micro-activities

Text features Task features

Item types

Example

I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.


Understand

an explicitly signalled line of narrative / argument

Understand

specific details


Familiar

topics regularly encountered in a school, work or leisure context

Clear,

standard, straightforward, relatively slow

Could hear 2/3 times

Recognise

sections (relevant to questions

Identify

essential info

T / F / NS Matching Info


Open

ended questions

Follow a TV guided commentary on a place (e.g. - Tour of Hampton Court - Tour of Versailles; - Extract from travel programme - Extract from tourism promotion)


Micro-activities


Item types

Example



Understand


Understand

specific details


Clearly structured


Clear,



Recog-

nise sections (relev-ant to questions

Identify

essential info



Open

ended questions



B1 B2

Recognise

useful information

relevant facts and

information






specific details










of argument

main conclusions

specific details

main ideas



lines of argument


specific details



Micro-activities


Item types

Example



Understand


Understand

specific details


Clearly structured


Clear,



Recog-


Identify

essential info



Open

ended questions



B1 B2

Recognise

useful information

relevant facts and

information






specific details










of argument

main conclusions

specific details

main ideas



lines of argument


specific details



Micro-activities


Item types

Example



Understand


Understand

specific details


Clearly structured


Clear,



Recog-


Identify

essential info



Open

ended questions



B1 B2

Recognise

useful information

relevant facts and

information






specific details










of argument

main conclusions

specific details

main ideas



lines of argument


specific details



Micro-activities


Item types

Example



Understand


Understand

specific details


Clearly structured


Clear,



Recog-


Identify

essential info



Open

ended questions


Example at B1 LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) IMPLEMENTATION B1

TASK 1

GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while

listening

SOURCES “The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion)

AUTHENTICITY Authentic

LENGTH Ca. 7-10 minutes

TEXT FEATURES

VISUAL SUPPORT Yes – commentary should match unfolding film

ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions)

TASK RUBRIC

Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary.

TIME While playing

MARK SCHEME 5 x 1 mark = 5 marks

TASK 2

GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to.

ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors).

TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned.

TIME While playing

MARK SCHEME 10 x 0.5 marks = 5 marks

TASK 3

GENERAL DESCRIPTION Answer 5 open questions which are read before listening to the recording a second time.

ITEM TYPE / NUMBER Open questions: 5

TASK RUBRIC After listening, answer the following 5 questions with information from the commentary.

TIME 10 minutes

MARK SCHEME 5 x 2 marks = 10 marks. 2: complete answer; 1: partial answer. Grammar and spelling not penalised.

Example at B1 – Task 1

LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT)

TASK 1

GENERAL DESCRIPTION Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening

SOURCES

“The Tudors: Behind Hampton Court”: http://www.youtube.com/watch?v=mX7ABmAlcAE Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion)

Authentic

Ca. 7-10 minutes

TEXT FEATURES

Yes – commentary should match unfolding film

ITEM TYPE / NUMBER Introduction: True / False / Not stated: (5 questions)

TASK RUBRIC

Follow this introduction to a TV guided commentary on a historic place of interest “Hampton Court Palace,” near London and answer the 5 questions. Mark “T” if the statement is True, “F” if it is false and “NS” if the information is Not Stated in the commentary.

TIME While playing

MARK SCHEME 5 x 1 mark = 5 marks

Example at B1 – Task 2

LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT)

TASK 2

GENERAL DESCRIPTION Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to.

ITEM TYPE / NUMBER Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors).

TASK RUBRIC Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned.

TIME While playing

MARK SCHEME 10 x 0.5 marks = 5 marks

Example at B1 – Tasks Questions

Section A: 1. Henry VIII, King of England, died 500 years ago. F 2. Henry VIII was one of the richest kings in Europe. NS 3. Henry bought Hampton Court from Cardinal Wolsey. F 4. Hampton Court was one of the most luxurious and modern palaces of its time. T 5. Henry had other palaces too, all connected by the river. T Section B: Matching

Th

e G

rea

t K

itch

en

Th

e G

rea

t H

all

Th

e C

ou

ncil

Ch

am

be

r

Th

e H

au

nte

d

Ga

lle

ry

Th

e G

ard

en

s

The most magnificent room in the palace

A Collection of gold

Animals representing the different queens’ personal symbols

A picture of the Pope

Very big fireplaces

Theatre and drama

Discussion of state business

Tapestries with gold thread

A ghost (of Catherine Howard)

Windows that make coloured light

Weapons

Entertainment

Court ceremonies

Brain-storming

1. Start with descriptors

2. Brain-storm ideas for example activities – right hand column

Brainstorming CEFR Descriptor

Micro-activities


Item types

Example



Understand


Understand

specific details


Familiar


Clear,



Recognise


Identify

essential info



Open

ended questions


1 2

Brain-storming

3. Select Micro-activities from - selected descriptor(s) - micro-activities chart

Micro-activities CEFR Descriptor

Micro-activities


Item types

Example



Understand


Understand

specific details


Clearly structured


Clear,



Recog-


Identify

essential info



Open

ended questions


3

Brain-storming

4. Select text features from - selected descriptors - CEFR Salient features chart

Text Features CEFR Descriptor

Micro-activities


Item types

Example



Understand


Understand

specific details


Clearly structured


Clear,



Recog-


Identify

essential info



Open

ended questions


4

Brain-storming

5. What would the learners need to do? Task features

6. What item types might be suitaböle for that? Item types

Brainstorming CEFR Descriptor

Micro-activities


Item types

Example



Understand


Understand

specific details


Familiar


Clear,



Recognise


Identify

essential info



Open

ended questions


5 6

Brain-storming

1. Start with descriptors

2. Brain-storm ideas for example activities – right hand column

3. Select Micro-activities from selected descriptor(s) & micro-activities chart

4. Select text features from selected descriptors & CEFR Salient features chart

5. What would the learners need to do? Task features

6. What item types might be suitaböle for that? Item types

To conclude

The Scenario concept is a way of

– Starting from real world needs

– Fitting everything together, putting everything in context

– Going from theoretical to practical and vice-versa

– Summarising what language, strategies and enabling skills are needed for a task

Scenario - Objectives LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) OVERVIEW B1 DOMAIN CONTEXT TASKS ACTIVITIES TEXTS Personal / Educational

Home Following a simple, factual TV/web documentary Following the commentary, accompanying the visuals

Listening as a member of an audience Watching TV/web video clip

A guided commentary on a place (historic building, resort, town etc.)

LEVEL B1

CAN-DOS*


MICROACTIVITIES*

RECOGNISE

useful information

DISTINGUISH

main points from specific details aspects reported as facts from those reported as opinion

UNDERSTAND

an explicitly signalled line of argument main conclusions specific details

TEXT FEATURES*

Long but straightforward text Clear, standard, straightforward, relatively slow Clearly signposted/signalled with explicit markers Familiar topics regularly encountered in a school, work

or leisure context * Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal print Elaborated content (e.g. Micro-activities chart) in italics

COMPETENCES

STRATEGIC Recognise the beginning of a significantly new and different part of the text Recognise where difficulty lies (subject/assumed knowledge, linguistic) Use context to deduce probable meaning of unknown words (repetition, visuals, gesture, what comes next) Use the beginning of a significantly new and different part of the text to intensify effort

PRAGMATIC Functional Discourse

Describing places Describing events Describing feelings, emotions, attitude Linkers: sequential – past time Connecting words expressing cause and effect, contrast etc. (e.g. on the other hand; however; despite) Summarising

LINGUISTIC Grammatical Lexical

Phonological

Past time: Simple past, past continuous, used to, past perfect Passive (past) Reporting structures 3rd conditional / mixed conditionals Must/can’t/might have Intensifiers Comparatives / Superlatives Adjectives for places and people Time phrases (e.g. In the last century ; 50 years ago) Verbs describing construction, development (e.g. plan, construct, rebuild, renovate, demolish)

Emphasis in sentence stress

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