Re: proficiency versus achievement testing

The purpose of proficiency testing is to establish in a systematised and, 
hopefully, globally comparative way, the level of proficiency of a person using 
a particular language. 

A while back someone pointed out that Australians going to the UK had to prove 
their proficiency in the use of English, for some such reason. Similarly, an 
acquaintance of an acquaintance spent a significant amount of time dicussing 
various topics with an Examiner prior to formal testing of her ability to use 
German, I believe one of the first formal questions was, "Can you speak German?"

In the classroom and at the school level, proficiency testing is usually not 
conducted unless, a) the student has a specific need for such a test result, 
and b) they are of a sufficient level of English usage to 'justify the expence' 
of an external, independent assessment. As such, I would hazzard that most 
schools conduct their on localised form of proficiency testing by modelling 
such tests as the IELTS. Until recently, teacher's had to design their own 
making schemata in order to try and predict performance on such a test. (I have 
perviously posted such a predictive model on this list.) Now that the written 
and oral schemes have been released much of this guesswork in no longer 
required. (I wonder if the test has changed as a result; making such things 
redundant as a predictive tool?)

The purpose of achievement testing is to establish  the degree of achievement 
by testing individual student performance on a specific range of criteria 
relevant to the course of study within and particular to a specific course 
curiculum.

For the average oral English teacher this means they have some book, a bunch of 
students exhibiting various levels of English proficiency driven by various 
levels of interest, and very little else. Certainly, in many cases, no formal 
curriculum to follow, no performance criteria, or indications of acceptable 
assessment tools. Nor any guidance on assessment schedules, whether they be pre 
and post assessment, or on-going assessment, or a combination.

Those teachers who have done a bit of reading or attended/studied some ESL 
teaching skills course, are former teachers, or lecturers, or trainers of 
course will look at the situation and say, " what a mess, how do I deal with 
this one?" then procede to nut out some approach that works for them. 

Here's what works for me:
Examine the text for language development, vocbulary introduced, style, format, 
usability, ...(some require extensive analysis from under the table leg or from 
behind the filing cabinet)
Determine what additional resources may be required to enhance the classes and 
the text
Consider the teaching/learning environment it's benefits and limitations
Draw up a semeter or term calendar
Pencil in a rough timeframe for covering parts of the text
Pencil in pre- mid- and post- formal assessments
Pencil in target dates for informal, group and cluster assessments such as role 
plays, oratories, debates, presentations, competitions, show & tell?
Conduct a placement test in the first week to establish a class map of existing 
student proficiency (best guess).
Conduct the classes and try to have as much fun as humanly possible.

The purpose of placement testing (in the above context) is to establish the 
range of skills within in the classroom population. This is essential for 
determining if the group is close or divergent in their language skills. This 
has a direct bearing on how material is presented and how well the class will 
understand what is being presented. It also allows the teacher to idendify 
potential flashpoints and problem oportunities as well as who may require extra 
bonus work or additional supportive tutoring.

The general purpose of placement testing is to establish the most appropriate 
group or class allotment for a particular student within a particular school or 
program.

I'm sure many on this list will agree that this particular tool is one of the 
most misused and under-utilised testing tools. For many foreign teachers it is 
a complete waste of time especially if the results of the test produce wildly 
divergent classroom populations.


Regards,

Tsc Tempest DCA
__________________________
People's Republic of China
Zhuhai SEZ, Guang Dong


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