Summary of results from Year 10 language assessment 2011 Fiona Willans, King’s College London
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- The assessment All four skills were tested – reading, listening, speaking and writing. Reading
- Limitations of the assessment
- Results (See Appendix 1 for Figures 1-8) 4.1 Reading
- 5.2 Other subject classes
- Appendix 1: Results by skill and by student group
Summary of results from Year 10 language assessment 2011 Fiona Willans, King’s College London
The competence levels of Year 10 students at one rural Anglophone secondary school (ANG) and one rural Francophone secondary school (FAR) were tested in both English and French. These tests were carried out during April 2011 as part of a larger project (fieldwork for my PhD in Educational Linguistics). The aim of the assessment was to compare levels of competence in the language used as the medium of instruction at both schools, as well as the levels of competence in the language taught as a foreign language.
All four skills were tested – reading, listening, speaking and writing.
The reading test contained two texts, each with 8 multiple choice questions. One text was in English and the other in French. All questions were written in the students’ dominant language, regardless of the language of the text they were reading, i.e. Anglophones read a text written in English and then answered questions in English, then read a text read in French and answered questions in English. There were therefore two versions of each set of questions. The reason for this was that I wanted to make sure I was testing their understanding of the written passage, rather than their ability to interpret the questions.
The listening test followed a similar approach. Students listened to two texts read aloud, one in English and the other in French. Each text was read twice. Students were required to answer 8 multiple choice questions about each text. As for reading, all questions were written in the students’ dominant language, regardless of the language of the text they were listening to, i.e. Anglophones listened to a text read in English and then answered questions in English, then listened to a text read in French and answered questions in English. The reason for this was that I wanted to make sure I was testing listening skills rather than the ability to interpret the written questions. The Anglophone students did the English test before the French test, while the Francophone students did the French test before the English test.
For the speaking test, students had to speak without preparation for as long as they could, based on prompt cards that they turned over at random from two piles (one in each language). All the words were judged to be familiar to all students, regardless of their language background. Groups of four did the task together. Students first performed the task in their dominant language (i.e. English for Anglophones), before repeating it in the other foreign language (i.e. French for Anglophones). This task was assessed by two assessors.
The writing task contained two questions:
(Francophones were given the questions in the reverse order.) Students were asked to write at least one paragraph for each question, answering in the language in which the question was written. They were asked to give at least three reasons for their opinion, even if they argued that the language was not important.
It was not possible to evaluate the validity of the reading and listening tests in the time available. I believe, from the results, that the English text may have been slightly easier than the French text for the reading test, but that the French text may have been slightly easier than the English text for the listening test. Results from these two tests may therefore not be completely valid. Since the questions for the reading and listening tests were written in different languages, the two groups of students did not sit identical tests. This presents issues of reliability.
4.1 Reading The average score out of 8 for ANG students in their dominant language (English) was 6.12, while their average score in the other foreign language (French) was 4.58. The average score for FAR students in their dominant language (French) was 5.09, while their average score in the other foreign language (English) was 4.86. See Figures 1 and 2. As expected, ANG students performed better than FAR students in English, while FAR students performed better than ANG students in French. The gap between the two groups of students appears much greater in the English test than in the French test but, due to the reasons noted in 3, this gap may not be significant. 4.2 Listening The average score out of 8 for ANG students in their dominant language (English) was 5.73, while their average score in the other foreign language (French) was 5.43. The average score for FAR students in their dominant language (French) was 7.23, while their average score in the other foreign language (English) was 4.29. See Figures 3 and 4. Again, ANG students performed better than FAR students in English, while FAR students performed better than ANG students in French. This time, the gap between the two groups of students appears to be much greater for the French test than the English test but, again, this may not be significant.
Results for the speaking test are given using the Common European Framework of Reference for Languages, a system that is internationally recognised. The following levels are used:
The Education Language Policy Team (Vanuatu Ministry of Education) expects that Vanuatu’s students should have reached at least level B1 in both English and French by Year 10. As can be seen from Figure 5, ANG students have, on average, reached this required level in English, but are falling well below target in French, averaging only Level A1-. While 79% of ANG students (26 students) are judged to be of Level B1 and above in English, only 0.06% (2 students) reach this level in French. In fact, 51% (17 students) are considered to be pre-level in French (i.e. too weak to be given a level). There is therefore a huge gap between levels of competence in the two languages with this group of students. Figure 6 shows a very different situation for FAR students. The gap between French and English is much smaller, with FAR students only performing slightly better in their dominant language, French, than in their other foreign language, English. However, the average level in both languages is below the Level B1 expected by the Education Language Policy Team (only A2-/A2 in French, and A1+/A2- in English). Only 0.13% (3 students) have reached the expected B1 level in their dominant language, French, and 0.04% (1 student) in the other language, English. However, there is only 1 student at FAR who is considered to be pre-level in English, although worryingly he is also pre-level in French. From Figures 5 and 6, it can be seen that FAR students do much better in English than ANG students do in French, supporting the widespread belief that Francophones learn English better than Anglophones learn French. However, it is important to note here that FAR students are only achieving slightly higher levels in French than they do in English, while ANG students generally achieve the expected level of competence in their dominant language, English.
Writing results are also given according to the same levels of the Common European Framework of Reference. Again, it is expected that students should have reached Level B1 in both languages by Year 10. Figures 7 and 8 reveal that very few students at either school achieve this level in either language. As can be seen from Figure 7, ANG students achieve an average level of only A2/A2+ in their dominant language, English. Only 1 student has achieved Level B1. In French, students average Pre-level/A1-, with 61% (20 students) being considered Pre-level. Figure 8 shows that FAR students achieve an average level of only A2 in their dominant language, French. Only 1 student has achieved Level B1. English levels are only slightly lower, with an average of A1/A1+. Overall, the two groups of students achieve similar levels of written competence in their dominant language. However, this level is lower than that expected for students in Year 10. FAR students can generally be considered ‘basic users’ in their other foreign language, English, while very few ANG students demonstrate any written ability in French.
If schools wish students to achieve the recommended Level B1 in both English and French, more opportunities need to be provided for students to actually use the two languages. It is acknowledged that teachers must work towards the Year 10 examination which, at present, focuses heavily on reading comprehension, grammar and vocabulary. It is therefore difficult to create more opportunities for genuine communication in the classroom. However, students may become far more motivated to study both English and French if they feel that they are actually becoming competent users of the two languages. 5.1 Language classes
5.2 Other subject classes
5.3 Outside class
Appendix 1: Results by skill and by student group Average (English) = 6.12 Average (French) = 4.58 Average (English) = 5.73 Average (French) = 5.45 Average (English) = 4.86 Average (French) = 5.09 Average (English) = 4.29 Average (French) = 7.23
Average (English) = A1+/A2- Average (French) = A2-/A2 Average (English) = A1/A1+ Average (French) = A2 Directory: 2014 2014 -> For want of a nail 2014 -> The Global Warming that Wasn’t 2014 -> Assembly, No. 3901 state of new jersey 216th legislature 2014 -> Stop Militarizing Law Enforcement Act of 2014 2014 -> Ihbb asian Championships 2014 middle school bowl Round 4 First Quarter 2014 -> Unit: Automotive and Auto Body 2014 -> Ihbb european Championships 2014 Bowl Round 4 First Quarter 2014 -> International History Bee and Bowl 2013-14 Asian Division Question Set Bowl Round Six 2014 -> United states patent and trademark office 2014 -> Walnut creek, ca branch executive committee meeting minutes Download 22.44 Kb. Share with your friends:
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