TASK-BASED ASSESSMENT: INTEGRATING RESEARCH AND PROFESSIONAL DEVELOPMENT Geoff Brindley, Stephen Moore, Helen Slatyer

1. TASK-BASED ASSESSMENT: INTEGRATING RESEARCH AND PROFESSIONAL DEVELOPMENTGeoff Brindley, Stephen Moore, Helen Slatyer& Steven Ross Macquarie University, Sydney, Australia International Conference on Task-Based Language Teaching Leuven 2005

2. Background: The Certificates in Spoken and Written English(CSWE) The Adult Migrant English Program (AMEP) Competency-based curriculum and assessment framework Explicitly described learning outcomes at four proficiency levels

3. CSWE assessment: Validity and reliability issues Construct validity (cf listening/ reading descriptors: can invisible operations be described? Comparability of teacher-developed tasks Consistency of rater behaviour Generalizability of skills across task types

4. Research findings Speaking -Effects of interlocutor behaviour on test scores -Effects of task type on difficulty (cf structured vs - unstructured) Listening -Effects of task characteristics on scores (cf speed, item format) Writing -Problems with interpretability of performance criteria -Rater halo effect Rater inconsistency

5. Research findings (contd) TASK DIFFICULTY: TEACHER PERCEPTIONS OF FACTORS AFFECTING DIFFICULTY Lack of fit between task and text Task type design and cognitive load Ambiguity in question wording

6. Research findings (contd) LEARNER PERCEPTIONS OF FACTORS AFFECTING TASK DIFFICULTY Match between text and question Ambiguity in question wording Lexical knowledge

7. Creation of an assessment resource for teachers Aims To develop a bank of trialled assessment tasks to be made available on-line To create a program of professional development in assessment task design

8. Creation of an assessment resource (contd) Task development process Tasks sourced from teachers or new tasks developed by NWG Tasks vetted, modified and piloted by NWG Tasks moderated by panel of teachers and academics Tasks trialled nationally

9. Addressing professional development needs Professional development program derived from task development workshops Devolvement of responsibility to teachers and educational institutions Workshops provide a forum for exchange �It has been extremely useful and rewarding to be involved in the national think-tank� �(one of the most valuable aspects is) the opportunity to meet people round the country�

10. Future developments Task bank Improve the quality of tasks Increase the number of tasks Extend coverage of LOs to acccommodate curriculum changes

11. Future developments (contd) Professional development program Online PD kit: resources for local PD -Choice of 3 workshops 1. Task design issues 2. Task quality evaluation 3. Development of new tasks

12. Future developments (contd) Professional development program PD kit includes Powerpoint presentations, assessment materials and readings Develop workshop formats according to needs Develop interactive self-access package

13. Future developments (contd) Research Refine think aloud protocol analysis Investigate effect of specific task/item types on perceptions of difficulty

14. Conclusions Four key principles underpin project: Partnership between educational institutions, teachers and university research centre Devolvement of responsibility to institutions & teachers through workshop program Sustainability of the project through a commitment from stakeholders in government and educational institutions Ongoing program of collaborative research