slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Online CEF-Based Assessment of Oral Proficiency for Intercultural Professional Communication PowerPoint Presentation
Download Presentation
Online CEF-Based Assessment of Oral Proficiency for Intercultural Professional Communication

Loading in 2 Seconds...

play fullscreen
1 / 14

Online CEF-Based Assessment of Oral Proficiency for Intercultural Professional Communication - PowerPoint PPT Presentation


  • 83 Views
  • Uploaded on

Online CEF-Based Assessment of Oral Proficiency for Intercultural Professional Communication Lutgart Dusar <lutgart.dusar@lscoop.com > Prof.dr Lut Baten <lut.baten@ilt.kuleuven.be> dr. Jan Van Maele <Jan.Van.Maele@groupt.be >. 1. CEFcult, the sequel. With CEFcult we want to contribute to

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Online CEF-Based Assessment of Oral Proficiency for Intercultural Professional Communication' - weston


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Online CEF-Based Assessment of Oral Proficiency for Intercultural Professional Communication

Lutgart Dusar <lutgart.dusar@lscoop.com> Prof.dr Lut Baten <lut.baten@ilt.kuleuven.be>dr. Jan Van Maele <Jan.Van.Maele@groupt.be>

www.cefcult.eu

1 cefcult the sequel
1. CEFcult, the sequel
  • With CEFcult we want to contribute to
    • ongoing development & validation of CEFR (scaling language proficiency) and INCA (intercultural competence assessment) frameworks
    • a new e-learning culture bringing together self-learning, the worlds of work and education
    • mainstreaming e-Portfolio-based assessment

Www.Cefcult.Eu

2 from cefr 93 96 to webcef 06 09
2. From CEFR (‘93-96) to WebCEF (‘06-09)
  • WebCEF established a social learning community for self, peer and expert assessment in which both productive and interactive performance in a foreign language is video recorded and online displayed to be assessedbyCEFR-scales.
  • http://www.webcef.eu/

www.cefcult.eu

to cef cult 2009 2011
… to CEFcult (2009 – 2011)

+ Intercultural Communicative Competence Assessment:

  • Allowing a set of communication tasks (scenarios) through which foreign language learners can assess their speaking skills for intercultural professional purposes
  • Map the road to a tested and viable model for online collaborative assessment among HEi, enterprises and various partnership brokers.

www.cefcult.eu

slide5

Scenario Database

Scenario

e-Portfolio (Europass: Language, Mobility)

Add scenario

Follow

scenario

Export to:

Select scenario

Create sample

CEFcultUser

Video sample

Add profile

Social media(LinkedIn)

Self

assess

Invitation to:

Feed-back

Peer

assess

Groups(Alumni,..)

Expert

assess

www.cefcult.eu

3 assessing intercultural competence
3. Assessing ‘Intercultural Competence’
  • The model: INCA (EU 2001-04) criterion based assessment model, linking Byram’s framework to learning needs of (engineering) industry
  • Scaling: to what extent INCA criteria including value systems, are developed and put into action: Full – Intermediate – Basic
    • Respect for otherness
    • Ambiguity tolerance
    • Knowledge discovery
    • Empathy
    • Behavioral flexibility
    • Communicative Awareness
  • Warning “INCA tasks and grid are tentative“

www.cefcult.eu

inca based online scenarios
- INCA based online scenarios
  • Simulations designed in a way to guarantee fairness, reliability and accuracy
  • Work-sample approach: a selected real-world task transformed into assessment task
  • Challenge: lack of definition in INCA descriptors

www.cefcult.eu

different values different ratings
- Different values, different ratings

‘I am honest’:

    • Considered a quality in low context cultures: ‘we say what we mean, we mean what we say’
    • Considered ‘blunt’ in high context cultures where a meaning is stated in an indirect way

What matters: cultural (self) awareness:

  • Observe
  • Describe
  • Interpret
  • Suspend your judgment, look for and verify other perspectives before

E valuating

(S.Ting Toomey)

www.cefcult.eu

pilot leuven screening interview 1 st experiences october november december 2010
- Pilot Leuven ‘Screening interview’1st experiences(October, November, December 2010)

Positives

Critical

Summative work-sample testing mainly indicates a degree of overall communication competency, much less in detail

Performances may meet INCA criteria in two or more categories, making it difficult to select the one best description

Peer reviews (student community) do not provide specific feedback to test takers about the strengths and weaknesses of their performance.

  • Descriptors are written generically, can be used with many tasks
  • Corresponding rating criteria determined through collaboration of language assessment specialists and (lay) stakeholders from the workplace
  • Expert raters from the world of work tend to apply scales consistently, resulting in more reliable measurement.

www.cefcult.eu

task specific descriptor writing review cycle
- Task specific descriptor writing & review cycle

Task specific

Peer assessment

Task descriptor acceptable, understood?

Yes

No

Internal review

Flag(What’s the problem?)

Commentexplanationrecommendation

4 a tested model
4. A Tested Model

www.cefcult.eu

5 a viable model
5. A Viable Model

Outcome: e-Portfolio based assessment

  • The emergence of new global actors will make our world more colorful and more polyvalent. There is a need for foreign languages learning, inter-personal & inter-cultural monitoring and development tools in a safe, respectful environment.
  • Existing ICC-assessment tools mostly address criterions and references for individual competence development; not enough the organizational needs and seldom those of development partnerships (N-S).
  • E-Portfolio tools must go mainstream, embedded in the internal learning and monitoring processes of companies, organizations and higher education institutions.

www.cefcult.eu

references

www.mymahara.com

References
  • John De Jong & Glyn Jones , Getting the levels right: deriving item writer guidelines from CEFR descriptors (Pearson, Item Writer Guidance-extract ppt)
  • Peter Lenz and Raphael Berthele, Assessment in Plurilingual and Intercultural Education. Paper Policy Forum ‘The right of learners to quality and equity in education – The role of linguistic and intercultural competences’, Geneva, Switzerland, 2-4 November 2010
  • Byram

www.cefcult.eu

references1
References
  • Peter Lenz and Raphael Berthele, Assessment in Plurilingual and Intercultural Education. Paper Policy Forum ‘The right of learners to quality and equity in education – The role of linguistic and intercultural competences’, Geneva, Switzerland, 2-4 November 2010
  • Elisabeth Prechtl and Anne Davidson Lund, Assessing and developing intercultural competence. Perspectives from the INCA Project in Handbook of Intercultural Communication, Section 5, ch.22, p.467-490(2007)eBook ISBN: 978-3-11-019858-4
  • John De Jong & Glyn Jones , Getting the levels right: deriving item writer guidelines from CEFR descriptors (Pearson, Item Writer Guidance-extract )
  • www.cefcult.eu - www.incaproject.org - http://www.webcef.eu/

www.cefcult.eu