SELFASSESSMENT WITH REGARD TO ORAL

COMMUNICATION IN THE SPANISH CLASSROOM

P R O F . D R . B E R N D T E S C H

A Qualitative Diagnosis of Learning Progression (QDLP) in the Language

Classroom

„The Speaker may well be a gate, if just the listener is wise.“

(Japanese Saying)

Outline

1.  Theoretical Thoughts on Orality 2.  Construct-based Assessment of Orality 3.  The Use of Self-Assessment Sheets 4.  The Formative Assessment over a Longer Period of

Time 5.  Research Project

1. Theoretical Thoughts on Oral Competences

Integrativity

Language Learning

Competencies

Intercultural Communicative

Competencies

Language Awareness

Functional Communicative

Competencies

Literacy and Media

Competencies

Kultusministerkonferenz 2012

Model of Orality

   Interaction  

   

Speaking        

   

Oral    Mediation  

   

   Integration  

 

 Listening  Comprehension  

Auditory-­‐Visual  Comprehension      

 

2. The Construct-based Approach for Assessment of Oral Competences

Construct for Listening Comprehension

Focus Derivation of information Superficial Understanding

Comprehension of Details

Selective Comprehension

Global Comprehension

Critical Comprehension Critical Comprehension of Language

Critical Intercultural Comprehension

Emphatic (emotional) and Aesthetic Comprehension

Construct for “monologic speech”

Aspect Focus

Conceptualisation Information, argumentation, cultural adherence to corresponding norms (courtesy), distance and proximity, appropriateness regarding the situation, appropriateness regarding the addressee, cultural and linguistic sensitivity

Articulation Lexical and grammatical variation, lexical and grammatical precision, lexical and grammatical appropriateness, fluency

Vocalisation Articulation and intonation

Non-Verbal Behaviour Gestures, facial expression, proxemics

Construct of conversations with one or more interlocutors

Receptive

+

Productive

Names, locations, numbers, factual events, actions, precise images

Information, argumentation, cultural adherence to corresponding norms (courtesy), distance and proximity, appropriateness regarding the situation, appropriateness regarding the addressee, cultural and linguistic sensitivity

Gist, main statement Lexical and grammatical variation, precision, appropriateness, fluency

Regularities, varieties, style, structure of a text, intention of a text, register, pragmatics, opinion, tendency, manipulation

Intonation and articulation

Perspective of oneself and the other Gestures, facial expression, proxemics

Interaction Emotions, sensations, aesthetic pleasure

3. The Use of Self-Assessment Sheets

Self-Assessment Sheets

En la Gomera Auditory aim (B2)

My hint for a solution / my difficulties with the solution

Sequence 1 I understood the topic: (various persons talk about dog-keeping)

☐ without problems ☐ fairly well ☐ a little ☐ not at all  

 

I could follow the Canary accent.

☐ without any problems ☐ fairly well ☐ a little ☐ not at all

 

Auditory aim (B1)     I noted down the fo l lowing words/segments:

     

 

Self-Assessement Sheets

Oral aim Example / Difficulties

I could participate regarding the topic.

☐ without any problems ☐ fairly well ☐ a little ☐ not at all

 

I could find the matching formulations in my mind.

☐ without any problems ☐ fairly well ☐ a little ☐ not at all

 

Self-Assessment Sheets

I could pronounce the words and phrases correctly.

☐ without any problems ☐ fairly well ☐ a little ☐ not at all

 

I could support my s p e e c h i n t e n t i o n through gestures and facial expressions well.

☐ without any problems ☐ fairly well ☐ a little ☐ not at all

 

I f o l l o w e d t h e r e a c t i o n s o f m y i n t e r l o c u t o r m e t i c u l o u s l y a n d could respond flexibly and quickly.

☐ without any problems ☐ fairly well ☐ a little ☐ not at all

 

Personal statements

I thought it was pretty good because apart from the usual practice of writing we could finally speak. It was a bit weird with the camera-phones because you had to dare to really speak, which you usually wouldn’t do because you’re either too nervous or scared of making mistakes. The only thing that was a little annoying was that the room was too small which limited the filming and the sound of the phone. But in general I liked it, especially because you just had to speak, even in situations that you weren’t prepared for.

Personal statements

I also liked doing this task because we just had to speak freely... well we do that sometimes but for example when we have to write some dialogues, but this time we simply did it freely. I think that also helps to learn to speak better and also to say something spontaneously. Only during filming, that really was a little too loud. I mean, we couldn’t really listen to our recordings. Maybe we should have gone outside and spread out a little for this or something. But it is real cool to see how you speak yourself.

4. The Formative Assessment over a Longer Period of Time

Course of Assessments over a Longer Period of Time

  PT1   PT2   PT3   PT4       PT5        

 

 Regularities  

       

 

 

 

 

     

 Varieties    

       

 

 

 

 

     

Tendency,  manipulation,  opinion    

       

 

 

 

 

     

 Style,  register    

     

     

 

   Detailed  feedback  including  hints  for    future  steps  

   FB1    

   FB2  

   FB3  

   FB4  

   FB5  

     

 

Course of Assessments over a Longer Period of Time

  PT1   PT2   PT3   PT4       PT5        

 

 Lexis  (correctness,  variation,  appropriateness)  

       

 

 

 

 

     

 Grammar  (correctness  and  functional  appropriateness)  

       

 

 

 

 

     

 Fluency  

       

 

 

 

 

     

 

   Detailed  feedback  including  hints  for    future  steps  

   FB1    

   FB2  

   FB3  

   FB4  

   FB5  

       

 

Course of Assessments over a Longer Period of Time

  PT1   PT2   PT3   PT4       PT5        

Reception  

 Superficial  Understanding  

       

 

 

 

 

     

 Comprehension  of  Details  

   

 

 

 

     

 Selective  Comprehension  

       

 

 

 

 

     

 Global  Comprehension  

       

 

 

 

 

     

 Critical  Comprehension  

   

 

 

 

     

 Emotional  and  Aesthetic  Comprehension  

     

     

Prod

uctio

n  

 Conceptualisation  

       

 

 

 

 

     

 Articulation  

       

 

 

 

 

     

 Vocalisation  

       

 

 

 

       

 Non-­‐Verbal  Behaviour  

   

 

 

 

 

     

 Interaction  

     

     

 

5. Research Project

  Which effects on learners of the Spanish language does

the use of self-assessment sheets have regarding the development of skills in the area of orality.

  Which effects on learners of the Spanish language does the use of self-assessment sheets have regarding the motivation in the area of orality.

  How reliable can learners of the Spanish language assess their own oral performance?

  Can the personal competence of self-assessment be enhanced through the use of self-assessment-sheets?

Design of the study

Intervention 1

Intervention 3

Intervention 2

MP1--------MP2 MP3---------MP4 MP5--------MP6

„I realized that the most powerful single influence enhancing achievement is feedback“

John Hattie, “Visible learning” (2009: 12)

Thank you very much for your attention! Muchas gracias por Su atención.

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