In-Service Teacher Training Assessment in IGCSE English as a Second Language 510 Session 1: Introduction to the Syllabus

Welcome Introductions Background Aim of training 1. It is important that you introduce yourself and outline your experience. The delegates should then introduce themselves and outline their experience. (It is often a good idea to get the delegates to write this information down as it is unlikely you will remember it - unless you already know the delegates, in which case you may wish to skip this slide.) 2. Explain the background to the training, such as: who requested it; where the training is from (a pack acquired from CIE for self delivery, adapted for your own needs); why the delegates are taking part. 3. Explain that the aim of the training is to give teachers a greater understanding of the assessment process so that they will feel that they are in a better position to prepare their students for the examination. By improving teachers’ understanding of the process they will be able to guide and prepare students, thus helping to ensure that candidate performance is maximised.

Session 1 looks at: Formative assessment Syllabus aims Structure of the syllabus Assessment Objectives The Scheme of Assessment Explain that Session 1 will focus on formative assessment, by looking at the aims of the syllabus, Assessment Objectives and the Scheme of Assessment.

Aims of the syllabus Use of English for the purpose of practical communication Form a sound base for skills required for further study or employment (using English as the medium) Develop an awareness of the nature of language-learning skills It is important to talk about the differences between the IGCSE E2L course and a standard ESOL/EFL-type course. The aim is that the IGCSE E2L student will be learning English as a genuine second language, and not, therefore, learning English in isolation. This course is not a ‘stepped’ programme of language learning. It assumes that most students are already (at least) at the lower intermediate stage of EFL. The aims above are drawn from this learning environment/culture. You should also emphasise that the course is intended as a two year programme for most students and that it should take into account the normal/natural development of 14-16 year old people (although in some cases the students may be older).

Assessment Objectives (1) Reading and Writing Speaking Listening Usage Explain that the objectives in E2L are not quite the same as in a ‘content’-based subject. In E2L we are only testing skills; the main/standard language skills are, therefore, the Assessment Objectives. However: • Reading and Writing are regarded as an integrated skill; • Usage is regarded as a common skill/objective. A. Reading and Writing Candidates will need to be able to understand and convey information, to order and present facts, ideas and opinions, and to evaluate and select relevant information. B. Speaking Most candidates will either take part in a Speaking Test (which is based on the discussion of a topic) or complete three pieces of oral coursework. In both cases, assessment will be based on three criteria: fluency, vocabulary and structure. Note that certain categories of Centre do not have to take the Speaking Test. C. Listening The objectives are very similar to those for reading, but in addition, candidates will be expected to recognise explicit and implicit attitudes. D. Usage This covers candidates’ skills in grammar, spelling, punctuation, sentence structure, paragraphing and awareness of register. Usage of spoken English is assessed in addition to written English.

Assessment Objectives (2) There are 10 Assessment Objectives Assessment Objectives 1-5 apply to all four main E2L skills Objective 6 is applicable only to Speaking and Listening Objectives 7-10 are related to Usage Practice Context Referring to a copy of the current syllabus, review the Assessment Objectives. There are two ways to approach Assessment Objectives: 1) design and implement a lesson which tests a specific objective(s), or 2) design and implement a lesson which satisfies other needs, AND also tests objectives. For example, you might teach a lesson which has the main objective of familiarising your students with the language of directions (“the post office … well, take the next left, by the newsagents, then follow the road until …”). This could function as a role-play involving two students. The lesson could be testing all four main skills: listening, speaking, reading, and writing (one student may write short directions down on a piece of paper). The point being made is that, in E2L, it is much better to teach lessons which are interesting and useful in themselves, rather than to take an objective and design a lesson from it. In E2L, we are not just ‘ticking off’ objectives as they are achieved - the objectives need to be practised and tested many times. Remember that the contexts in which the objectives are introduced to students are as important as the objectives.

IGCSE E2L Scheme of Assessment Reading, Writing, Listening In E2L, marks are not available for each Assessment Objective. Although key/main skills are assessed in separate exercises, there is sometimes an overlap - e.g. usage is tested in all components. The Specification Grid on page 2 of the syllabus illustrates this in more detail. Point out that Reading and Writing are tested in an integrated paper; Listening is tested in a separate paper, and Speaking is tested independently, as an Oral Test, or as Coursework. It is better to consider the scheme of assessment as shown in the table on the slide, rather than to design lessons and/or teach from each of the 10 objectives. In other words, the contexts in which the skills are being applied are probably more important to become familiar with than the skills themselves. In E2L, the skill (as an Assessment Objective) should NOT be taught/learned in isolation. Also, many teachers prefer to design lessons which integrate many (sometimes all) of the key/main skills.

IGCSE E2L Scheme of Assessment Speaking There is no difference between Core and Extended level for the Speaking component. As the slide shows, Speaking is a separately graded and reported examination. The only option for Coursework on this syllabus is the assessment of speaking skills. However, although the choice of Papers 5 or 6 is up to the E2L department, world-wide, 95% of Centres seem to prefer to enter for component 5, the Oral Test. Note: Certain categories of school do not have to take an Oral test. You will be aware of whether you have to enter candidates for one of Papers 5 or 6. If it is not a requirement at your school, you will probably omit this slide, or pay little attention to it.

What is formative assessment? (1) Here are some views held by E2L teachers: ‘Formative assessment is what leads to the constant improvement of the student.’ ‘Each type of formative assessment should be different; formative assessment should be varied to be effective.’ ‘Formative assessment is more important than summative assessment in E2L teaching and learning.’ Formative assessment means immediate feedback.’ Depending on the size of the group, you may like to consider each view separately, or you might choose to split the group into smaller working groups and assign two or three quotes for each group to consider and feed back upon. Do delegates agree with the views expressed on the slide? As they discuss, encourage delegates to think about formative assessment in their own teaching environment.

What is formative assessment? (2) And some more views: ‘Formative assessment leads to changes in teaching; it tells a teacher where next to go.’ ‘Only by using formative assessment can you find out about the different types of learners you have.’ ‘It’s assessment for learning, and not of learning.’ ‘Formative assessment should not be judgemental.’ ‘I use formative assessment more to evaluate my own teaching than my students’ learning.’ After you have considered each of these views, you might like to ask your group(s) to compile a single sentence which defines formative assessment. Alternatively, you could ask them to draw up a list of three things which illustrate formative assessment. You might prefer delegates to complete either of these activities BEFORE you introduce the slides.

Formative assessment is... …an interaction between student and teacher …the means for the teacher to assess progress, for example, by feedback on tests …the means of helping the student assess their own progress …the means of encouraging improvement in performance Explain that there are many ways of assessing students, either as a group or individually. The essential characteristic about formative assessment is that there is feedback to the student by the teacher, and that this feedback is used with the idea of improving the performance of the student. Without the latter, the assessment cannot be said to be formative.

Formative assessment: Ways of assessing progress Marking Feedback on tests Answers given to verbal questions Target setting Student self-evaluation Explain that for formative assessment to be useful, the student should learn something positive from the experience. For example, marking should not be used just as a blunt tool for obtaining student grades to see how they are progressing, but should include positive feedback. Feedback on tests should include not only the correct answers but the reasons why that particular student’s answers were correct (or incorrect). Target setting: SMART targets are steps towards reaching specific goals. Students could be given specific goals to aim at over a fixed time period. They should be: - Specific: state exactly what needs to be done e.g. learn a specific section of work / learn how to use a microscope. - Measurable: most easily done by a specific test / piece of work to test understanding. - Achievable: the target should be simple enough to be met within a short period of time e.g. two weeks. - Realistic: the task set will depend on the level / grade at which the student is working – it is counter-productive to set tasks which make students feel that they have not succeeded. - Time-related: the length of time the student is given to complete the task is specified. You may need to check up on how the task is going from time to time. Students may also evaluate how they themselves think they are progressing by individual discussion with the teacher. It may be the case that the student’s view of his or her progress differs from the teacher’s view.

Formative assessment methods (1) Record students occasionally in their natural learning environment. Invite them to listen to themselves and point out the mistakes they make Keep a register of common vocabulary errors and/or deficiencies while teaching/listening to your students. Test these in a summative/formal way later Use pencil to ‘mark’; suggest only areas to improve. Do NOT mark anything as ‘wrong’ These are suggested methods for carrying out formative assessment. Ask your group to comment on the validity and/or viability of each one.

Formative assessment methods (2) Ask students to mark each others’ work on a regular basis Do more creative, sharing work. Ask your learners to explore more. It’s OK if they make more mistakes Summarise learning by presenting in a different form - e.g. a summary becomes a poster outlining key points Ask students to keep ‘learning’ journals. Read these on a regular basis Invite delegates to offer some more ways to ensure that formative assessment is conducted on a regular basis in their classroom or Centre. Point out that it is formative assessment that we, as teachers, are in charge of. It’s a good chance, therefore, to work WITH students to develop an agreed manner/path/style of learning. Some teachers begin a lesson by stating the intended learner outcomes (‘at the end of this lesson, you should be able to …’). Combining this with formative assessment, you might end the lesson by posing the question ‘Why do you think you are NOT able to …?’

Closing comments Closing comments Discuss with delegates that they should now be familiar with the syllabus and have started to consider how they will use this knowledge to enhance their teaching and assessment methods. Emphasise that teaching methods should develop the skills as outlined by the Assessment Objectives. For example, teaching methods should develop the skills of application, and formative assessment methods should assess the extent to which this skill has been developed.