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Entering students for External Examinations – some considerations

Entering students for External Examinations – some considerations. Jocelyn Wyburd & Laurent Semichon University of Manchester. Historical reasons Evolution Issues for consideration. Historical Reasons. Medical students on ‘European Pathway’ – post GCSE/A level French, German, Spanish

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Entering students for External Examinations – some considerations

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  1. Entering students for External Examinations – some considerations Jocelyn Wyburd & Laurent Semichon University of Manchester

  2. Historical reasons Evolution Issues for consideration

  3. Historical Reasons • Medical students on ‘European Pathway’ – post GCSE/A level French, German, Spanish • Recognition of language competence abroad to permit clinical practice • On insistence by Medical School (as proof of quality of what we’ve delivered?)

  4. Historical ‘solutions’ for medical students • Alliance Française: • Diplôme d’Etudes de Langue Française: DELF(up to B2 CEF) • Diplôme Approfondi de Langue Française: DALF(C1 and C2 CEF) • Goethe Institut (exam centre within University Language Centre since 2001): • (Zentrale Mittelstufenprüfung(C1 CEF)) • Goethe-Zertifikat(B2 or C1 CEF) • Zentrale Oberstufenprüfung(C2 CEF) • Instituto Cervantes: • Diplomas de Español como Lengua Extranjera: DELE intermedio(B2 CEF) • Diplomas de Español como Lengua Extranjera: DELE superior(C2 CEF)

  5. Evolution (Business French) Four levels : post-GCSE + 0/1, post-A-level + 1/2 for: • IWLP provision specifically for business school • Joint Honours Modern Language and Business and Management 1. Impetus – Revision of course content and pedagogy: • to increase (authentic) specialist content ; • to harmonize progression of topics and skills across levels. 2. Models – Chambre de Commerce et d'Industrie de Paris (CCIP): • Certificat de Français Professionnel: CFP (A2 and B1 CEF) • Diplôme de Français des Affaires: DFA (B2 and C1 CEF) 3. Offering these qualifications as an option: • Accreditation of ULC as CCIP examination centre (2006) • Further adaptation of course content / internal assessment 4. Results: • 3 sessions – registrations: 10 in 2006  30 in 2008? • Internal marketing tool: MLBM provision; • Students: Improved interest, motivation and satisfaction; • Teachers: clearer focus and added incentive.

  6. Evolution (Medical French) Four levels starting at post-A-level with (originally): Delf/DalF B2 (Yr2), C1 (Yr3), C2 (Yr4). 1. Same impetus as Business + conflict between (internal) specialist learning outcomes and DELF/DALF. 2. Chambre de Commerce et d'Industrie de Paris (CCIP) • Diplôme de Français Médical: DFM (B2 CEF) – 2007. 3. Mismatch between specialist content and language level 4. Result: DFM for Yr 3, DALF C1 for Yr 4, but internally aiming higher. * * * The future - Exploring other CCIP qualifications: • Certificat de Français Scientifique et Technique : CFST (B1+ CEF) • Certificat de Français Juridique : CFJ (B2- CEF) • Diplôme Approfondi de Français des Affaires : DAFA (C2 CEF – Post-graduate research diploma) • Test d’évaluation du Français : (e-)TEF (CCIP’s placement test)

  7. Further evolution Replication for Spanish students of business and medicine • Become accredited centre for Madrid Chamber of Commerce exams: • Certificado Básico de Español de los Negocios (B2 CEF) • Certificado Superior deEspañol de los Negocios (C1 CEF) • Diploma de Español de los Negocios (C2 CEF) • Certificado Básico Español Ciencias de la Salud(B2 CEF) • Certificado SuperiorEspañol Ciencias de la Salud(C1 CEF)

  8. Potential future evolution Business German, Business Italian • Goethe Institut: perhaps enter students for • Zertifkat Deutsch für den Beruf (ZDfB)(B2 CEF) • Prüfung Wirtschaftsdeutsch International (PWD)(C1 CEF) • BUT: REQUIRE FOR WORK PLACEMENT • Certificazione PLIDA (Progetto Lingua Italiana Dante Alighieri): become accredited centre for • PLIDA Commerciale (B1, B2 and C1 CEF)

  9. Issues around use of external exams/qualifications • External recognition/international currency of the qualifications/certificates gained – in UK? / abroad? As compared with university certificate mapped onto CEF? • Employer awareness? ‘Value’ to students? Impact on student motivation? • (Mis)match between internal requirements and external qualifications (content/levels)? • Impact on university course design – positive or negative? • Preparation for exam: embedded in university course delivery or extra/add-on? • Danger of over-assessment if course for credit AND leading to external exam? Or can one assessment fit both purposes? • Costs to enter exams – who pays? • Reflection in university degree transcripts? • Would it be better for GI, CCIP etc to ‘validate’ internal university exams? Is this feasible? • Location/access to accredited exam centres

  10. Issues around becoming an accredited centre • Motivations – income generation, pedagogical opportunity? • Accreditation process – financial, time, administrative burdens • Quality assurance/ongoing accreditation costs – financial, time & effort, administrative burdens • Training of individuals as centre managers and/or accredited examiners – willingness, time, costs • Management of sessions - workload • Sustainability: consequences of turnover of staff – potential over-reliance on single named individuals? • Potential for income generation? Attract external candidates for a profit?

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