Assessment based on E8 BIST using the 4.0 Scale

Assessment based on E8 BIST using the 4.0 Scale Claudia Mewald

Nach dem 1. Lernjahr (1. Klasse) der Lebenden Fremdsprache Hören, Lesen, An Gesprächen teilnehmen, Zusammenhängendes Sprechen, Schreiben: A1 Nach dem 2. Lernjahr (2. Klasse) der Lebenden Fremdsprache An Gesprächen teilnehmen, Zusammenhängendes Sprechen: A1 Hören, Lesen, Schreiben: A2 Nach dem 3. und 4. Lernjahr (4. Klasse) der Lebenden Fremdsprache An Gesprächen teilnehmen, Zusammenhängendes Sprechen: A2 Hören, Lesen, Schreiben: A2 and B1 bmukk 2009 2

Für den gesamten Fremdsprachenunterricht steht Fertigkeitsorientierung im Vordergrund. Verläuft der Lernfortschritt der Schülerinnen und Schüler durch förderliche Begleitumstände besonders günstig, sind die erworbenen Kompetenzen zu festigen und zu vertiefen. Auch eine Erweiterung auf mit Bedacht ausgewählte einzelne Fertigkeiten des jeweils nächst höheren Kompetenzniveaus jedoch maximal Teile aus B1 ist möglich. bmukk 2009 3

4.0 More complex learning goal Graded goals years 7 and 8 based on E8 BIST A2 B1 more complex task 3.0 Target learning goal A2 B1 2.0 1.0 Simpler learning goal With help, partial success A2 A2 B1 B1 less complex task with help 0 Even with help, no success 4

Grades in years 7 and 8 Vertiefte Allgemeinbildung 1 2 3 4 3G 5 4G 5G 1G 2G 3G 4G 5G Grundlegende Allgemeinbildung 5

Grades and CEFR levels A2 1V 4.0 More complex learning goal in years 7 and 8 B1 more complex task 6 0 2V 3.0 3V 2.0 1.0 4V 3G 4G Target learning goal Simpler learning goal With help, partial success Even with help, Success without help no success A2 A2 with help B1 B1 A2 B1 with help A2 A2 less complex task

Type IV Type III Type II Complex B1 item fulfilling more complex goal Typical B1 item fulfilling target learning goal Simpler B1 item fulfilling simpler learning goal (no help) Graded test items if the target goal is B1 4.0 3.0 2.0 Type I B1 item with help 1.0 7

Type IV Type III Type II Complex A2 item fulfilling more complex goal Typical A2 item fulfilling target learning goal Graded test items if the target goal is A2 Simpler A2 item fulfilling simpler learning goal (no help) 4.0 3.0 2.0 Type I A2 item with help 1.0 8

4.0 1 More complex learning goal Grades and CEFR levels in years 5 and 6 A2 more complex task 2 3.0 Target learning goal A2 3 2.0 Simpler learning goal A2 less complex task 4 1.0 With help, partial success A2 with help 0 Even with help, no success 9

Graded test items if the target goal is A1 Type IV Type III Type II Type I Complex A1 item fulfilling more complex goal Typical A1 item fulfilling target learning goal Simpler A1 item fulfilling simpler learning goal* (no help) A1 item with help 4.0 3.0 2.0 1.0 *very simple everyday situations, very familiar topics 10

4.0 1 More complex learning goal Grades and CEFR levels if target goal A1 A1 more complex task 2 3.0 Target learning goal A1 2.0 3 4 1.0 Simpler learning goal Target goal with help, partial success A1 A1 less complex task with help 0 Even with help, no success 11

Creating tests based on the 4.0 scale Tests must contain items of all 4 types. Reading 1 Reading 2 Listen -ing 3 Listen -ing 4 Writing 5 Type 4 1.1 1.2 2.1 2.2 3.1 3.2 4.1 4.2 TA 4.0 CC 4.0 R 4.0 A 4.0 Type 3 1.3 1.4 2.3 2.4 3.3 3.4 4.3 4.4 TA 3.0 CC 3.0 R 3.0 A 3.0 Type 2 1.5 1.6 2.5 2.6 3.5 3.6 4.5 4.6 TA 2.0 CC 2.0 R 2.0 A 2.0 Type 1 1.7 1.8 2.7 2.8 3.7 3.8 4.7 4.8 TA 1.0 CC 1.0 R 1.0 A 1.0 Score 12

total number of scores listening total number of scores reading = = total number of writing scores = total number of items listening 4.0 + = = total number of items reading 4.0 + = = total number of scores at band 4.0 + TA CC LR ACC = 4 total number of items listening 3.0 = total number of items reading 3.0 = total number of scores at band 3.0 4 + + + total number of items listening 2.0 + = total number of items reading 2.0 + = total number of scores at band 2.0 + 4 total number of items listening 1.0 = total number of items reading 1.0 = total number of scores at band 1.0 4 =16 =16 =16 13

The number of items in the tasks can vary. Reading 1 Reading 2 Listening 1 Listening 2 Listening 3 Listening 4 Item 1: 1.0 Item 9: 1.0 Item 1: 1.0 Item 5: 2.0 Item 10: 1.0 Item 13: 3.0 Item 2: 1.0 Item 10: 1.0 Item 2: 1.0 Item 6: 3.0 Item 11: 1.0 Item 14: 2.0 Item 3: 2.0 Item 11: 2.0 Item 3: 2.0 Item 7: 4.0 Item 12: 2.0 Item 15: 3.0 Item 4: 2.0 Item 12: 2.0 Item 4: 4.0 Item 8: 4.0 Item 16: 4.0 Item 5: 3.0 Item 13: 3.0 Item 9: 3.0 Item 6: 3.0 Item 14: 4.0 Item 7: 3.0 Item 15: 4.0 Item 8: 4.0 Item 16: 4.0 14

15 Years 5&6 PÄDAGOGISCHE List 1 #items List 2 #items Read 1 #items Read 2 #items Write 1 #scores Write 2 #scores 4.0 1,00 1,00 1,00 1,00 1,00 1,00 4.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 50% 4.0 min. 90% rest 4.0 1,00 1,00 1,00 1,00 1,00 1,00 Sehr gut 4.0 1,00 1,00 1,00 1,00 1,00 1,00 3.0 1,00 1,00 1,00 1,00 1,00 1,00 3.0 1,00 1,00 1,00 1,00 1,00 1,00 Gut 3.0 1,00 1,00 1,00 1,00 1,00 1,00 3.0 1,00 1,00 1,00 1,00 1,00 1,00 Befriedigend 2.0 1,00 1,00 1,00 1,00 1,00 1,00 2.0 1,00 1,00 1,00 1,00 1,00 1,00 2.0 1,00 1,00 1,00 1,00 1,00 1,00 Genügend 2.0 1,00 1,00 1,00 1,00 1,00 1,00 1.0 1,00 1,00 1,00 1,00 1,00 1,00 1.0 1,00 1,00 1,00 1,00 1,00 1,00 1.0 1,00 1,00 1,00 1,00 1,00 1,00 1.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 75% 3.0 min. 40% 3.0 min. 50% 2.0 min. 90% rest min. 90% rest min. 90% rest

Years 7&8 PÄDAGOGISCHE List 1 #items List 2 #items Read 1 #items Read 2 #items Write 1 #scores Write 2 #scores 4.0 1,00 1,00 1,00 1,00 1,00 1,00 4.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 50% 4.0 4.0 1,00 1,00 1,00 1,00 1,00 1,00 Sehr gut 4.0 1,00 1,00 1,00 1,00 1,00 1,00 3.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 75% 3.0 3.0 1,00 1,00 1,00 1,00 1,00 1,00 Gut 3.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 40% 3.0 3.0 1,00 1,00 1,00 1,00 1,00 1,00 Befriedigend 2.0 1,00 1,00 1,00 1,00 1,00 1,00 2.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 50% 2.0 2.0 1,00 1,00 1,00 1,00 1,00 1,00 Genügend min. 25% 2.0 + min. 90% 1.0 2.0 1,00 1,00 1,00 1,00 1,00 1,00 Befriedigend 1.0 1,00 1,00 1,00 1,00 1,00 1,00 min. 75% 1.0 1.0 1,00 1,00 1,00 1,00 1,00 1,00 Genügend 1.0 1,00 1,00 1,00 1,00 1,00 1,00 1.0 1,00 1,00 1,00 1,00 1,00 1,00 Grundlegende 16 Allgemeinbildung

Reading or listening 1. Gist questions: Who/what is the text about? What text type is it? Who is speaking? What is its purpose? 2. Surface level information: Details that are easy to spot. 3. Supporting information: Details that are not as easy to spot or hidden. 4. Inferred information: The information is not explicitly stated. (Justifying answer) 5. Drawing conclusions, making assumptions or predictions: open questions Examples 17

4.0 infer information that is not explicitly stated in a text conclusions assumptions predictions (validity issues) 3.0 identify essential information that is explicitly stated in a text and distinguish it from supporting detail. 2.0 identify concrete information that is explicitly stated in a text. 1.0 identify the main idea (gist) of a text (e.g. its explicit purpose, the text type, the topic ) 18

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Receptive skills Kann kurze, einfache persönliche Briefe, Karten oder E-Mails verstehen. A2 Input text at B1 level: Helpful information for wheelchair users. - can understand the logical organisation of the text - can make propositional inferences 4.0 - can understand explicitly stated main ideas and distinguish them from supporting details - can understand and compare facts and opinions (this includes search reading strategies) 3.0 - can identify the text purpose (inferencing) - can find specific details - can identify the text type - can identify the text topic 2.0 1.0 20

What is the text about? (..) the Olympic Games in Athens (..) a Survival Guide to Athens (..) the Acropolis in Athens What kind of text is this? (..) a newspaper article (..) a tourist guide (..) a letter 21

What did the man lose in an accident? (..) both legs (..) both legs and an arm (..) both arms and a leg 22 What should wheelchair users fit to travel Athens? (..) smaller front wheels (..) double front wheels (..) bigger front wheels

Why does the man write the e-mail? (..) to complain about the Survival Guide (..) to help improve the Survival Guide (..) to write a better Survival Guide Why did the man fall out of the wheelchair? (..) because the pavement was rough (..) because the wheels got stuck (..) because he fell over 23

What does the writer do in each paragraph? 1. par.: 2. par.: 3. par.: 4. par.: The man races (..) long and short distances. (..) only short distances. (..) only long distances. 24

Listening 1 Listening Extra: A day in the life of Handout From the list of reading strategies, which ones are used in this task? 25

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Listening 2: Look up! What is the speaker talking about? Gist question: context (situation) Half the class only listen, the other half may listen and watch. Handout: task sheet part 1 27

Listening 2 28

What is the speaker talking about? How many friends does the speaker have? How does the speaker feel? What do we shut when we open our computers? Why are we slaves of technology? Why are we no longer sharing experiences with friends? What should we do if we feel lonely? What do today s children think about adults? Where did the speaker spend his free time when he was a child? Where do today s children spend their free time? What could graze up my knees mean? Gist question: context (situation) 29

Listening 2, part 2 Look up! 30

What is the message of part 2? In part 2 the speaker tells a story what is it about? Why does the speaker no longer want to share his life with hundreds? Gist question 2: Who does he mean with hundreds? Main idea What does he do to buy a ring? What gender is the speaker s first child? What does this phrase mean the baby flees the nest? What gender is the speaker s first grandchild? Look up! Gist question 1: context (situation) What does the speaker mean when he says he is glad he did not waste life? What does the speaker mean by saying give people your love. `don t give them your like? 31