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ELPSconference, Wellington, May 2015
Marilyn Lewis, Honorary Research Fellow, The University of Auckland
H/O
MEASURING PROGRESS
Outline
Introduction
The teaching cycle
Definitions of progress
The three measuring points
The starting point
The positives
The negatives
Measuring the positives and negatives
Ongoing progress
Peer interaction
Task based measurement
Self-assessment
Final assessment
Formal example
Informal example
Conclusion
What else?
What action?
Sample questionnaire
Grade yourself for a language you have learned. (Bleistein and Lewis, 2015: 90)
Poor
Needs improvement Satisfactory
Strong
Speaking
Listening
Reading
Writing
Vocabulary
Pronunciation
grammar
Sample for analysis
Analyse the following for strengths and for needs.
Going to work is a good excuse for many people that want to be busy. When we are
not working we feel bore, we want to do something because we get tired of just being
home. Work can keep us busy and it can help us to relax because when people work
8 or more hours a day get tired, but when they get home they can relax after a long
day of work. (Bleistein and Lewis, 2015: 93)
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Peer interaction
“.. two or more test-takers engage in a task together without the involvement
of the examiner, except for initial prompting….”
(Philp et al 2014: 174)
TASK: Read this example with one other person. Then note features of authentic
interaction. (Philp et al 2014: 178)
J And at the same time you can see news.
S Mm hm
J When you want and you can educate yourself
S And do many things together
J Together chatting
S Yeah chatting, email, everything yeah
J Yeah it’s much, much, they, it’s offer more things? etc
References
Bleistein, Tasha and Lewis, Marilyn (2015). One-on-one language teaching and
learning. UK: Palgrave Macmillan.
Cullen, Richard (2012). “Grammar instruction” inane Burns and Jack Richards (eds).
Pedagogy and practice in language teaching. Cambridge: Cambridge University Press.
Pp258- 266.
Ekbatani, Glayol and Pierson, Herbert (eds) (2000). Learner-directed assessment in
ESL. NJ: Erlbaum.
Luo, Shaoqian and Gong, Yafu (2015). “Exploring ways to accommodate task-based
language teaching in Chinese schools” in Michael Thomas and Hayo Reinders (eds).
Contemporary task-based language teaching in Asia. London: Bloomsbury.
Philp, Jenefer; Adams, Rebecca and Iwashita, Noriko (2014). Peer interaction and
second language learning. London: Routledge.
Schellekens, Philida (2007). The Oxford ESOL handbook. Oxford: Oxford University
Press.
Spolsky, Bernard (1989). Conditions for second language learning. Oxford : Oxford
University Press.
Weir, Cyril J. (2005). Language testing and validation. Hampshire UK: Palgrave
Macmillan.