From Placement to Diagnostic Testing: Improving Feedback to Learners and Other Stakeholders in SELF (Système d'Evaluation en Langues à visée Formative)

Autor/inn/en	Coulange, Sylvain; Jouannaud, Marie-Pierre; Cervini, Cristiana; Masperi, Monica
Titel	From Placement to Diagnostic Testing: Improving Feedback to Learners and Other Stakeholders in SELF (Système d'Evaluation en Langues à visée Formative)
Quelle	In: Language Learning in Higher Education, 10 (2020) 1, S.195-205 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2020-2015
Schlagwörter	Diagnostic Tests; Computer Assisted Testing; Language Tests; Multilingualism; Feedback (Response); Italian; English (Second Language); Second Language Learning; Student Placement; Test Construction; French; Mandarin Chinese; Japanese; Spanish; Formative Evaluation; Learning Processes; Teamwork; Interdisciplinary Approach; Universities; Second Language Instruction; Foreign Countries; France + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Language test; Sprachtest; Mehrsprachigkeit; Multilingualismus; Italienisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerpraktikum; Testaufbau; Französisch; Japaner; Japanisch; Spanisch; Learning process; Lernprozess; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Fremdsprachenunterricht; Ausland; Frankreich
Abstract	Since 2012 an interdisciplinary and culturally heterogeneous team composed of more than 30 people has been engaged in the complex process of conceiving, designing and validating an online placement test with formative orientation called SELF (Système d'Evaluation en Langues à visée Formative), developed and already deployed in six different languages -- Italian and English as pilots, followed by French, Mandarin, Japanese and Spanish. Its results are used to form groups and classes of similar ability, or to identify students' strengths and weaknesses in three macro skills (listening, reading, limited writing). In this report, we describe the steps the multilingual team is currently taking to transform SELF into a diagnostic test that will fulfill its original formative purpose and provide students and other stakeholders with more precise information about their performance. This can be done in two ways, by using the data automatically recorded by the online administration platform more thoroughly and by enriching user feedback with clear and informative graphics. This will enhance the validity of our test, and help close the gap between testing and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01