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Language Proficiency and Functional Testing Approach

Explore the transition from language proficiency situations to functional, task-based tests through real-life situations and test construction criteria. Learn about complexities and creating rating models for different language tasks.

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Language Proficiency and Functional Testing Approach

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  1. FROM LANGUAGE PROFICIENCY SITUATIONS TO FUNCTIONAL TASK-BASED TESTS CATHOLIC UNIVERSITY LEUVEN UNIVERSITY OF AMSTERDAM Eva Teijsse and Lies Wijnants Leuven TBLT, september 2005

  2. TASK BASED APPROACH • Functional tests • Based on the needs of language users • Contextualisedreal life situations • Integrated • Profile tests

  3. PROFILES • Profile academic language proficiency • Profile professional language proficiency • Profile societal language proficiency • Profile tourist and informal language proficiency

  4. NEWPROFILES • Profile language proficiency in practical professions • Profile language proficiency in higher education

  5. SUMMARY PRESENTATION • PURPOSE: How to come from a language proficiency situation to a functional task-based test - an example • STEP 1: real life situation: features • STEP 2: complexity of a real life situation • STEP 3: test-technical criteria • STEP 4: constructing a rating model

  6. STEP 1 In which real life language use situation does one wants to function in Dutch? Features: • Goal language user • Role/function language user • Role/functioncommunication partner(s) • Media • Language skills

  7. REAL LIFE SITUATION You want to follow salsa lessons. You received a flyer from a dancing school about trial lessons. You register yourself per e-mail for one of the trial lessons, while making use of your agenda.

  8. SITUATION and LANGUAGE TASKS LANGUAGE USE SITUATION: real life situation which requires the accomplishment of language tasks in order to function successfully within this situation. LANGUAGE TASK: language activity which people carry out in order to function in a language use situation. A language use situation can require several language tasks.

  9. LANGUAGE TASKS - read a flyer - read your agenda - write an e-mail

  10. STEP 2 Which language parameters determine the complexity of the language situation and its different language tasks? • Text genre + text features • Level of information processing • Public

  11. LEVEL OF INFORMATION PROCESSING This parameter refers to the extent to which a language user has to process a text for production or reception.

  12. LEVEL OF INFORMATION PROCESSING Copying level (very low) Descriptive level (low) Restructuring level (high) Evaluative level (very high)

  13. STEP 2 Which language parameters determine the complexity of the language situation and its different language tasks? • Text genre + text features • Level of information processing • Public

  14. STEP 3 How to meet test-technical criteria when constructing the test task? • Validity • Efficiency • Reliability

  15. STEP 4 How to construct a rating model? • Validity: Language requirements • Reliability and Objectivity • How? Global - Analytic rating

  16. RELIABILITY / OBJECTIVITY • Split up into components (items) • Provide a clear and detailed scoring key/ model • Train the raters • Detect and remove unreliable items

  17. www.cnavt.org

  18. FROM LANGUAGE PROFICIENCY SITUATIONS TO FUNCTIONAL TASK-BASED TESTS CATHOLIC UNIVERSITY LEUVEN UNIVERSITY OF AMSTERDAM Eva Teijsse and Lies Wijnants Leuven, september 2005

  19. And now ..... it's Salsa time!

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