Assessing productive skills at B1, B2 and C1 levels at tertiary level

POJSLOVÁ, Blanka and Jiřina HRBÁČKOVÁ. Assessing productive skills at B1, B2 and C1 levels at tertiary level. In 10th IATEFL TESIG Conference, Centro de Lenguas Modernas, Granada University. 2014.

Basic information

• Original name: Assessing productive skills at B1, B2 and C1 levels at tertiary level
• Authors: POJSLOVÁ, Blanka (203 Czech Republic, guarantor, belonging to the institution) and Jiřina HRBÁČKOVÁ (203 Czech Republic, belonging to the institution).
• Edition: 10th IATEFL TESIG Conference, Centro de Lenguas Modernas, Granada University, 2014.

Other information

• Original language: English
• Type of outcome: Presentations at conferences
• Field of Study: 50300 5.3 Education
• Country of publisher: Spain
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14640/14:00080059
• Organization unit: Language Centre
• Keywords (in Czech): jazykové hodnocení; produktivní dovednosti; celková užitečnost testu
• Keywords in English: language assessment; productive skills; overall test usefulness

Abstract

This presentation focuses on a standardisation process of assessing productive skills of bachelor and master students at the Faculty of Economics and Administration (FEA) of Masaryk University (MU), Brno, Czech Republic, which was undertaken under Impact project of MU Language Centre (LC). The Language Centre of Masaryk University provides LSP and LAP courses for all MU students. These courses target B1, B2 and C1 level of Common European Framework for Languages and are completed by pro-achievement, end-of-course tests at corresponding CEFR levels. The decision to relate LC tests to external standard entailed a shift from an intuitive test development to the test development following standards for good practice as described in the Manual for Language Test Development and Examining. The standardisation at LC has two aspects: implementation of good practice in test development and harmonization of key features of the end-of-course tests across eight LC departments. The standardisation of assessing productive skills involves developing test specification, rating scales and test tasks together with raters´ training and benchmarking process in the context and within the constraints of the given testing situation. The presentation will focus on mutual relationships and interdependence of the five above mentioned components of the standardisation process of assessing productive skills while considering the overall usefulness of the writing and speaking test as defined by L.F.Bachman and A.S.Palmer.

Links

• CZ.1.07/2.2.00/28.0233, interní kód MU: Name: Inovace, metodika a kvalita jazykového vzdělávání a odborného vzdělávání v cizích jazycích v terciární sféře v ČR (Acronym: IMPACT)

Investor: Ministry of Education, Youth and Sports of the CR, 2.2 Higher education