Language Assessment for Korean High school students learning English - Essay Example

Language Assessment Package for Korean High school learning English as Second Language (ESL) Introduction In this ever changing world the role of language remains unchanged. Only a proper use of language can make the communication effective and the lack of efficient communication is one of the major reasons why people in the modern world find it difficult to face the various types. Along with globalization, there has been rapid increase in trade interaction among nations, which prompts all the participants to have communication skill in a common language, and proficiency in English is synonymous with this sweeping change. Learning English, particularly by non-speakers, indeed is a delicate art. Once the correct techniques and tools are adopted, the learning of English language, like any other language, becomes extremely easy and an effortless exercise. Not only learning a language, but testing the skills acquired by learners, is also paramount in achieving the goal of teaching English to students from non-speaking English background. It is seen that there has been a tendency among social class to attach social values and prejudices to different types of language use, depending the circumstances they are exposed to. Language socialization is a newly emerging area of study that concerns the process in which a language learner, either a child or an adult, acquires the communicative competence of a target language, and function of the language in that process (Hymes, 1972). In the language socialization perspective, the relationship between the caregivers or teachers and children or students is critical, where the language is the key means of socialization. The major international routine of foreign language classrooms focuses on the initiation, response, and follow-up (IRF), where initiations turn could be a greeting, a question, or a drill prompts; a response turn may elucidate an answer or response: and a follow-up turn an evaluation or comment. (Mehan, 1985; Ohata, 1994: van Lier, 1988). Part A A Language Testing Package for the Korean High School Students The Test Context As we have seen, the need for English language as the global language for any transaction is often emphasized and the proficiency in the English language communication is a must in the development of individuals, thereby of the global economy. According to Wentworth (1980), socio-cultural meaning is constantly created and reformed through social interaction between the members and novices of society, and language plays a great role in this process. Research studies reveal that the “language that students are exposed to in L2 classrooms affects the sort of language students produce,” specifically for foreign language settings in which contact with the target language is confined within the class room. (Swain, 1985, PP. 235-256) This shows that classroom interaction routines are powerful language socializing tools, through which target cultural messages are both implicitly and explicitly conveyed. Thus, it is necessary to analyze whether the teacher-student interactions are consistent with hierarchism, which is one of the major cognitive value orientations of Korean culture. In this context, a language testing package to assess the English learning skills of High school students of Korea has been developed. The purpose of this test is to identify the proficiency and progress of high school students who are learning English as second language, and determine their level of acquiring listening, speaking, reading, and writing skills in English. The teaching of English, generally and of assessment of speaking specifically, in Korean context has been affected by “constraints as large classes and time-consuming, excessive work in addition to face-to-face classroom teaching, lack of training in conducting speaking assessment, lack of effective and efficient assessment instruments, difficulty in eliciting students responses” (Sook, 2003). Description of the Target Learners It is especially notable that in the present global context where the importance of English language is often highlighted and where every job involves applicants with high English proficiency as in the case of Korea, the teaching and the assessment of the language does not happen with perfect satisfaction along the requirements of the day. Similarly, many often the awareness of the culture behind the language system and the words is given no interest at all. Although English language teaching in Korea starts at as early a stage as the elementary schooling, the job applicants are, in most cases, not able to meet the requirements of the English language proficiency of the job market. Despite the fact that there already exists test of various kinds in the testing of English proficiency in Korea, such as Test of the English Language for International Communications (TOEIC) and the Korean Scholastic Aptitude Test (CSAT), it remains a reality that the expectations of the Education Ministry in Korea are not satisfied by the English education. TOEIC is of great significance to the Koreans in their English language testing. “For many language learners it has become a yardstick for measuring their English proficiency not only for job placement and promotion, but also for preparation for academic pursuits whether here or abroad. Inasmuch as the test has its advantages like evaluating ones listening and reading skills, more often than not it has become for many a shortcut for improving ones English proficiency” (Miller, 2006). It is in this context that a comprehensive English language testing or assessment package is formulated. The testing system primarily targets the high school students who wish to join the higher education institutions as early as they finish the schooling. The proficiency in English speaking or writing by the students of Korea is, many often, attained through attending private institutions. Only a drastic change in the English language teaching and proficiency system would make the difference as required by the needs of the day. And the role of the Government in this regard is particularly mentionable. Furthermore, only such a system would bring about a similar playing field to the students of all socio-economic classes and sects. The Language Program As we understand by now, it is of paramount importance to have a good system of English language learning in which the learner can benefit the most. It needs to be a system that covers all the macro skills of the learner connected with language proficiency. The learning of the language in all its primary skills and the mastery of every skill in the fullest can help the learner achieve his/her complete language competence. That is the same reason why a comprehensive system of English language teaching is included in this specific model. Teaching of English language to the speakers of English where it is a foreign language involves great challenges. It is in this context, that the English language program developed for the high school students of Korea has a great importance. The program seeks to develop the language comprehension and the development of all the macro skills of the learners, giving special priority to the skills of listening, speaking, and writing. Language is primarily listening, then speaking, and writing. Reading happens as an ultimate development of the other language skills. Therefore, in the language program the first three gets more prominence and in this stage, the fourth skill is not given great importance. It is not the language teaching alone, but a perfect assessment or evaluation of the language proficiency, that is crucial. Therefore, the language program proposed covers a very comprehensive language testing system as well. The most appropriate technique of the language testing in the Korean background is developed and recommended for the purpose of the language proficiency test of the students who would shortly take the admission to the higher education institutions. In the language testing format, all the primary skills will be given due importance. The target group being students who wish to do their further studies, the testing pattern is organized accordingly. Language Testing: The Importance There are various reasons for the language learning to be tested in a very comprehensive and effective manner. The importance of testing the proficiency of the learner in the actual use of language is essential and therefore only a well judged and prepared testing system can improve the language competence of the learner. In this background, we can understand the great role of the proficiency test of the language. Language testing, according to their purpose may be distinguished primarily between achievement test and proficiency test. Whereas the former is associated with the process of instruction, the latter is more directed towards the testing of the language learned in its practical usage. Here, the testing of the language competence involves the testing of the proficiency of the language in all its macro skills and hoe the learner is able to respond to the requirements of the day-to-day language situations with the knowledge of the language he/she comprehended. (McNamara, 2000, P.6) In the preparation of this specific language assessment package, all these aspects have been of significant consideration. An integrative testing has been adopted for this language proficiency test which attempts “to assess a learners capacity to use many bits all at the same time” and this method sets tasks that make the learner process sequences of elements in English that conform to the normal contextual constraints of the language, and which require the learner to connect sequences of linguistic elements through pragmatic mappings to extra linguistic context. (Ted Power, 2008). Therefore, the testing package provided here tries to test the language competence and proficiency of the learner in its complete sense making the learner put all the acquired knowledge of the language into practice. It is particularly important as the testing in its complete scope needs to assess the learner’s proficiency in the language in all its practical levels. The ignorance of this fact is the prime reason for many English language assessments to go ineffective. The use of English as second language requires specific skills and many often all the skills are not given due importance. Therefore, in this assessment technique special care was taken to include items that actually check the macro skills of the speakers, thereby guaranteeing the perfect understanding of their language competence. Test Specifications “There are as many different tests of foreign language skills as there are reasons for testing them” (Bbc.co.uk, 2003). It is a fact that there are various reasons why a good testing of the English language needs to be carried out. Apart from the assessment of the language skills that we have been discussing, the testing has much greater significance. “Language Testing provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. This includes researchers and practitioners in EFL and ESL testing, and assessment in child language acquisition and language pathology” (SAGE, 2006). As we have discussed earlier, every macro skill needs to be tested in a comprehensive testing of the language and therefore, the testing of listening, speaking, and writing needs to done separately. The most important objective of the testing is the assessment of the various skills of the learner related with communication. Therefore, each test module focuses on the testing of each macro skill. This includes the testing of vocabulary, structures, comprehension power, ability to engage in real life conversations, and description of things in English. Part B: The Test The Test The English language testing designed in the specific context of Korea shall be known as Testing of English Language for Academic Purposes (TELAP). The testing of listening, speaking, and writing will be done in separate modules. Listening and writing modules are to be done on papers and they check the corresponding skills in the right manner. The test duration for these modules is specified as one hour each. In the listening module the candidates being tested will be played tape records based on which they will be answering on the sheets provided. In the writing module, the candidate will be provided with two types of essay questions the first being a general essay and the second an interpretation of a picture, diagram, charts etc. The speaking module takes time duration of 10 to 15 minutes and the actual speaking ability of the candidate along with the language aspects like vocabulary, structures, pronunciation, accent, and intonation etc will be checked in three parts – an interview, a cue card session in which the candidate speaks on a specific topic on the cue card, followed by a one-to-one discussion. The test modules are as follows. Writing Module 1. The television has both positive and negative impact on youngsters of the day. Which, in your opinion, is more significant? (40 min) 2. The Table below summarizes data collected by a collage bookshop for the month of January 2007. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. (20 min) Non-Book Club Members Book Club Members Total Collage Staff Collage Students Members of Public Fiction 44 31 - 76 151 Non-Fiction 29 194 122 942 1287 Magazines 332 1249 82 33 1696 Total 605 1474 94 1051 3024 Speaking Module 1. Interview (5-6 min) 2. Cue Card (2 min for preparation & 1 min for speaking) Describe a gift you have presented. - What was the occasion? - Who was presented with it? - Why is this gift very special? - What was the effect of the gift? 3. Discussion (5-8 min) - Do the gifts have special meaning in the modern society? - What do gifts convey? - Describe an object you like the most. - Is the act of gift exchange commercialized? Listening Module is based on the tape and the question format is not incorporated. Guidelines for the Test Administrator The test module is constructed so as to achieve a comprehensive analysis of all the specific skills of the learner and therefore it is the duty of the administrator that the exam is conducted in a fair and meaningful way. Apart from this, the test administrator needs to make sure that the demands of the items on the test are efficiently carried out. It may be especially noted that the test items have specific purposes, i.e. every module gives attention to a specific skill analysis of the candidate. Therefore, the administrator should be clear about the various modules designed for each skill. For example, it is important that the listening module is conducted in the morning session as it provides the candidate the advantage of listening to the record with fresh mind and concentrate on every minute detail of the record, thereby acquiring the best result possible. The test item in this module aims to assess how efficiently the candidate listens to a standard conversation, speech, dialogue etc. Therefore, it is necessary that the necessary environment is created. In the speaking module, the test is done in three sessions and it will be done individually. Make sure that all the candidates are comfortable with the situations and examiner. Also, in order to ensure the test valid, make necessary arrangements to avail the experienced examiners without any personal bias. For the writing module the skill of the candidates in expressing and interpreting in English is tested. Make sure that test is without any false practices and time period is strictly followed. The testing of the language skills, as we understand, is very significant in the learning of the language. Thus, there is a great significance for the marks one obtains. Therefore, make sure that there is absolutely no confusion and foul play in the scoring procedure of the test. It is advised that the scoring is done on the basis of the scoring criteria shown below. The scoring criteria for speaking and writing Score Weights in percentage Development: how the writing and speaking is developed, with ample reasons, examples, and details so as to support the stated or implied position 30% Focus: to what extent the focus of the writing and speaking is maintained, with clarity and consistency in order to maintain the focal point of the speaking or writing. 15% Organization: how well the points are organized so as to shape an organized unit or whole in the writing and speaking, with clear, logical sequencing of ideas 15% Language Use: whether the accuracy and clarity in the use of language is maintained in speaking and writing, the grammatical as well as communicative range of sentences used, sentence structures, word choices, precision in the use of language items like parts of speech, tense forms, sentence types etc. 30% Mechanics: how clear is the candidate in the use of spelling, capitalization, and punctuation in relation to meaning (in the case of writing) and the way communication is carried out with exact pronunciation, accent, tone, rhythm etc. (speaking). 10% Overall Score 100% General Scoring Scale (Total Band Score is 9) Excellent User of Language 8-9 Good User of language 6-7 Average User of Language 4-5 Poor User of Language 2-3 Extremely Poor User of Language 0-1 Post- Test Evaluation and Follow-Up It is also important that that a very effective post-test evaluation and follow-up program is conducted so that the candidate is able to evaluate his/her performance and inability. Such programs can be conducted in the classrooms as early as the testing and evaluation is over. Individual performance is to taken into consideration in the program just as the group evaluation is carried out. Point out the chief areas of concern in language use and the performance of the language skills of the individuals as well as the group. It is advisable that the persons with better performance is appreciated and those with lower performance is encouraged to perform better. The remedial strategies to maintain a better performance is to be discussed and formulated taking the strengths of the candidates into confidence. Such a fair means of follow-up not only helps the learners perform better, but encourages to better learn the language as well. Part C In the development of a testing system for the specific group in Korea, there involved various types of challenges. First of all, the testing needed to include all the aspects of language comprehension and its assessment in the most effective form. The awareness of the fact that there is no test with perfection and the knowledge of the principles those serve the construction of an effective test such as practicality, reliability, validity etc. was of great significance to the preparation of this testing model. The practicality of the test constructed may not be questioned as similar models have been recognized universally and practiced on a large scale. Every aspect of the test model serves a specific purpose- the assessment of the macro skills, the testing of the vocabulary power and grammatical knowledge, the checking of pronunciation, accent, intonation etc. In its proposed scheme, the language testing was also served by the back up programs like evaluation and continuous language development strategies. Then, the testing was to be done again for those who needed it. “A reliable test should be a consistent measure of performance” (Bbc.co.uk, 2003). the validity criterion also was completely observed in the development of this strategy. The testing modules have been developed on the format of IELTS which is recognized as an effective testing module for the purposes similar to this. The authenticity of the test formulated is that it gives us a complete picture of the various macro skills of the learner and helps us greatly in the administration of the procedure. It is test which evaluates the learning outcome of the candidates completely and assessment of the language proficiency and the ability to use the language in real life situation. The backwash of the test which “deals with the effect of the test on teaching prior to its administration” has been completely followed. (Bbc.co.uk, 2003). As all the available elements of the testing is incorporated in the test, there would remain no important aspect of the testing downplayed in the test. This is the effect of backwash in the testing. It is notable that “Cognitive styles (real child-adult differences), Aptitude, Metalinguistic Ability & the Monitor (Grammatical sensitivity & inductive ability), Integrative & Instrumental motivation and social group identification, emotional states, personality” etc have been recognized as significant aspects of the language learning and, therefore, testing has been intended to cover all these vital aspects. (Ted Power, 2008). All these have been determining factors in the development of this testing package. Therefore, the formulation of the test module has been done with utmost care. The authenticity of the test is in its result. It has been developed so as to provide the practitioners with a perfect testing package that checks all the language ability and proficiency of the learner. In order to attain the various types of targets of the test, every element of the language has been tested including the macro skills, the vocabulary, structures, spoken language as well as written language. In short, this testing model intends to achieve all the specified purposes in the specific context of Korea. Reference Bbc.co.uk. (2003, November 11). Principles of Language Testing: Reliability. Retrieved January 22, 2008, from http://www.bbc.co.uk/dna/h2g2/A1297910 Bbc.co.uk. (2003, November 11). Principles of Language Testing: Backwash. Retrieved January 22, 2008, from http://www.bbc.co.uk/dna/h2g2/A1297910 Bbc.co.uk. (2003, November 11). Principles of Language Testing. Retrieved January 22, 2008, from http://www.bbc.co.uk/dna/h2g2/A1297910 Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.). Mehan, H. (1985). The structure of classroom discourse. In T. A. Van Dijik (Ed.). Miller, J. (2006). Whats Wrong with English Education in Korea? Retrieved January 22, 2008, from http://www.getesljobs.com/newsroom_detail.asp?newsid=14 SAGE. (2006). Aims and Scope, Language Testing. Retrieved January 22, 2008, from http://www.sagepub.com/journalsProdAims.nav?prodId=Journal201816 Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–256). Rowley, MA: Newbury House. Sook, K. H. (2003). The types of speaking assessment tasks used by Korean Junior Secondary school English teachers: Abstract. Asian EFL Journal. Retrieved January 22, 2008, from http://www.asian-efl-journal.com/dec_03_gl_kr.php Ted Power. (2008). Methods of Assessment: What factors influencing language learning should be tested? How? Retrieved January 22, 2008, from http://www.btinternet.com/~ted.power/esl0708.html Ted Power. (2008). English language learning and teaching: Methods of assessment. 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