Assessing Learning Efficiency A Preliminary Proposal For Chinese Learners of English Liu Ying

Why learning efficiency? Measuring performance only without considering efficiency factor causes a lot of waste of resources In China, with restrains of resources and large class numbers, efficiency is particularly important Assessment of of learning efficiency is a missing link in China, and causes quite a lot of confusions concerning English education in general, e.g, the current debate about English education cost.

The Present Situation Efficiency of English teaching and learning in China are very low European countries China before 1949 Performance assessment, esp, test prep, takes the center stage Few teachers and students feel the needs to assess the teaching and learning efficiency. Few researches have been done on this subject in China

Learning Strategies and Learning Efficiency Adding learning Strategies, as a goal in New Curriculum Standard is a great progress Few attempts have been made to integrate the learning strategies and learners efficiency Neither researchers nor practitioners of learning strategies link learning strategies with improvement of learning efficiency

The Present Situation   Low efficiency of teaching and learning are paying great price the consumption of tremendous resources:time, energy, money and equipment spent heavy burdens for teachers, students and parents Imagined false perception about the difficulties of learning English Resent and confusion from certain public sectors and policy makers for lack of efficiency

Solution An ideal solution is a total solution tackling all the problems concerning efficiency Definition and measurement teaching and learning efficiency Research and localized theories about the reasons of low efficiency Practical ways to solve the problems Efficiency assessment and diagnostic is the first building block for such an ideal solution My present research focuses mainly on primary and secondary education

The Present Presentation Focuses on the efficiency assessment, mainly the assessment of learning efficiency, and teaching efficiency is not covered A wake up call, the probe of the problem, rather than a solution a preliminary proposal for further study.  Topics covered in this presentation  Definition of the learners’ efficiency Assessment of learners’ efficiency: an ideal approach Assessment of learners’ efficiency: a practical approach

Definition of learning efficiency Learning efficiency is defined by the performance improvement during a given learning period and the cost to achieve such improvement It is a dynamic concept that measures performance improvement, which focuses on process instead of the static assessment of performance, or end results. The efficiency, therefore, is measured not only by how well it is done, but also how much the learners pay for what is done

Measurement of Learning Efficiency Efficiency is measured by the ratio between the total cost during a given learning period and the performance improvement Efficiency is measured by the result of cost divided by the performance improvement. LE(learning Efficiency) = PI (performance improvement)/TC(total cost)

Measurement of PI PI, or performance improvement is measured by two sets of variables the increase of test scores the improvement of communication competence Test scores are easily measured though depends on how well the tests are designed and conducted Communication competence are more difficult to measure, which include: verbal and non verbal performance. Test scores are quantitatively measured, while the communication competence are hard to quantify.

Measurement of TC The total cost of learning are determined by three sets of variables time consumed (both in and out of classrooms), financial cost (cost of buying textbooks and other learning aids) cost of teachers input (in and out of class)

An Ideal Model An ideal model for assessing learning efficiency should include all the variables listed above Such a model should also have a set of tools to measure all the variables, which will meet the requirement of both reliability and effectively It should be localized and fit into the teaching and learning environment of Chinese students It is far too early to offer such a model

Two Practical Models Testing as an important means to assess students achievements Improvement of students are easier measured by the testing scores Measurement of communication competence are more difficult to measure Variables representing communication competence are still arguable

Assessing Efficiency via Testing IP Testing scores Not any tests, but a series tests designed to meet the requirements Cost Learning cost Time spent Money spent Teachers input Test prep cost Time Exercises specifically for testing prep

Assessing Efficiency via Communication Competence What to measure? Oral or written? Input or output? Verbal or non verbal? How to measure Objective v.s subjective Subjective is necessary Localization is a must

A Few Thoughts Both oral and written, when possible, written if oral assessment is difficult to implement Listening is a must, even oral is not an option Both input and output, when possible. Input if output is not easy to carry out Writing is a must, and reading should be emphasized Authenticity of language, context design Culture awareness assessment Read between lines Recognition of oral implications Appropriate expressions

Conclusion The importance of Efficiency of English Learning What and how to assess efficiency An ideal model and two practical model

联络方式 刘鹰 《学生双语报》 电话：010-88463505 电子邮址: eic@enhero.net 报社网站：www.enhero.net 个人网站：www.dyl.name