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

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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)

10. 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.

11. 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)

12. 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

13. 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

14. Assessing Efficiency via TestingIP
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

15. 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

16. 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

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

18. 联络方式 刘鹰 《学生双语报》 电话：010-88463505 电子邮址: eic@enhero.net
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