{"id":3973,"date":"2013-05-01T11:00:51","date_gmt":"2013-05-01T11:00:51","guid":{"rendered":"http:\/\/www.eltweekly.com\/elt-newsletter\/?p=3973"},"modified":"2013-05-01T11:00:51","modified_gmt":"2013-05-01T11:00:51","slug":"the-positive-impact-of-innovative-testing-methodologies-by-d-christina-sagaya-mary","status":"publish","type":"post","link":"https:\/\/eltweekly.humbeestudio.xyz\/?p=3973","title":{"rendered":"‘The Positive Impact of Innovative Testing Methodologies’ by D.Christina Sagaya Mary"},"content":{"rendered":"

Abstract<\/strong><\/span><\/p>\n

This paper of mine discusses the manner in which the use of newsletters as a mode of alternative assessment enhances the acquisition of the LSRW skills of the English language.\u00a0 This form of innovative assessment was experimented with a class of heterogeneous learners at the tertiary level. The views of scholars towards \u2018paper pencil tests\u2019 and \u2018alternative assessment\u2019 have been quoted.\u00a0 I have also mentioned the response of the L2 learners and facilitators towards this method of testing.<\/span><\/p>\n

My personal perception of innovative testing methodologies is that it enhances the acquisition of \u2018listening,\u2019 \u2018speaking,\u2019 \u2018reading\u2019 and \u2018writing\u2019 of the L2 learners at the tertiary level.\u00a0 Innovative testing approaches as opposed to the conventional paper-pencil test invigorate the \u2018motivational quotient\u2019 of the L2 learners.\u00a0 It creates an aura of \u2018self-evaluation\u2019,\u2019 peer-review\u2019 and \u2018group-learning\u2019 strategies.\u00a0 The focal idea of my paper could be expressed as innovative testing approaches invigorate the motivational quotient of the L2 learner, which enhances the acquisition of the four skills of language.\u00a0 In fact the L2 acquisition and the retention of the acquired skills obliterate any form of duress and monotony associated with \u2018paper-pencil tests.\u2019\u00a0 This \u2018alternative assessment\u2019 ensures that the learners \u2018performance\u2019 is not restricted merely to a three hour written examination, but is synonymous with the \u2018criterion \u2018situation.<\/span><\/p>\n

Innovative testing methodologies cull out and furnish the latent skills in the L2 learner.\u00a0 The traditional approaches have been castigated for its intransigent approach towards the learners.\u00a0 It incarcerates the L2 learner in a claustrophobic \u2018test situation\u2019, which relegates the creative, analytical and reasoning abilities of the L2 learner.\u00a0 The stipulated time constraint of the traditional testing process equally fails to assess the linguistic expressional abilities of the L2 learner.\u00a0 Tim Mc Namara in Language Testing <\/span>is of the view that alternative assessment borders on the very act of communication.\u00a0 In the words of Tim Mc Namara:<\/span><\/p>\n

\u201cPaper-Pencil tests take the form of the familiar examination question paper. They are typically used for the assessment either of separate components of language knowledge (grammar, vocabulary etc) or of receptive understanding (listening and reading comprehension).\u201d (5)<\/span><\/p>\n

\u201cIn performance based tests, language skills are assessed in act of communication.\u201d (6)<\/span><\/p>\n

In this context I wish to quote Dr. John Love Joy in his path breaking dissertation Testing To Learn: The Portfolio Assessment Way To Empower At Risk Learners <\/span>where he expresses the need for an Authentic assessment\u2019:<\/span><\/p>\n

\u201cTraditional testing practices have been vigorously (see Brandt 1989 and Shepard 1989) since, according to Bachor (1990) apart from being rigid, they are also more concerned with labeling and placement issues; and are less helpful in revealing the information necessary for the development of intervention goals, objectives and strategies.\u00a0 They attempt to segment language into discrete measurable parts (see Damico 1993) has added fuel to the fire, thus trivializing language into a predictable structural entity.\u201d(55)<\/span><\/p>\n

Randall Penfield in the article Test -Based Retention: Does it Stand up to Professional Standards for Fair and Appropriate Test Use\u00a0\u00a0 <\/span>are of the view that detaining the learners based on their test performance deprives them of their intrinsic motivation towards language acquisition.<\/span><\/p>\n

\u201cGrade retention is an educational placement, and thus tests used in determining<\/span><\/p>\n

grade retention can be evaluated on the basis of whether the resulting placement is educationally beneficial. On the surface, retention as a form of remediation has intuitive appeal; a student<\/span><\/p>\n

who did not adequately master the material should have a second attempt at mastering it before moving on to the next grade, where the material becomes more difficult. This rationale, however,<\/span><\/p>\n

ignores important mediating issues. Retention places students in the same learning environments where they were unsuccessful on first attempt, and these students typically are not given adequate educational interventions to help them overcome the obstacles encountered on the first (unsuccessful) attempt. Furthermore, from the student perspective, being retained is viewed as a punitive measure that brings with it a high level of stigma and embarrassment (Byrnes, 1989). The end result of these negative attributes of retention is that students not only may receive no<\/span><\/p>\n

educational benefit from the placement but may actually be worse off in terms of academic and cognitive growth than if they had not been retained.\u201d(113)<\/span><\/p>\n

Chappius and Stiggins (2002) are of the view that certain L2 learners are intimidated by the retention practice of paper-pencil tests and are equally de motivated. This also leads to fossilization of their learning process.\u00a0\u00a0\u00a0\u00a0 Chappius and Stiggins are of the view that the learners would rather be encouraged by virtue of reward rather than punishment.\u00a0 In the words of Chappius and Stiggins:<\/span><\/p>\n

\u201cEducators open the door to using assessment in more productive ways when they acknowledge that students respond differently to the use of the test scores as threats of punishment or promises of reward.\u00a0 Those who succeed keep striving; those who fail may give up.\u00a0 By contrast, most students respond positively to classroom assessment environments that promote success rather than simply measure it.\u201d (43)<\/span><\/p>\n

Glenn Fulcher is of the view that Performance test assesses the learner in the \u2018criterion\u2019 situation rather than the \u2018test\u2019 situation.\u00a0 The test material incorporates the communicative impositions of real life.\u00a0 In the words of Glenn Fulcher:<\/span><\/p>\n

\u201cThe assumption underlying the performance tests advocated and developed in the 1980s was that the observation of behavior that mirrored \u2018real-world communication\u2019 would lead to scores that would indicate whether the learner could perform in the real world.\u201d \u00a0(485)<\/span><\/p>\n

\u201cThis `real world’ involves interaction, unpredictability, and integration of skills. The test and the criterion (real-world communication) are seen to be essentially the same, which led to the pre-eminent position of sampling and content analysis as the primary approach to test validation in English for Academic Pur-poses (EAP) testing.\u201d (489)\u00a0<\/span><\/p>\n

\u201cIn other words, the relationship between the learner and the task, how the learner deals with the task, and what we can learn about the learner as a result of doing the task, is what makes a task communicative.\u201d(113)<\/span><\/p>\n

Alternative assessment has an edge over paper-pencil tests due its \u2018learner-centric\u2019 and \u2018student-friendly\u2019 approach.\u00a0 Traditional testing approach is monotonous.\u00a0 It is \u2018syllabus centric\u2019, \u2018curriculum oriented\u2019 and marginalizes the L2 learners from the process of testing and learning.\u00a0 On the other hand \u2018performance tests\u2019 creates relevant experiences for the learners.\u00a0 It obliterates the hiatus between the \u2018test situation\u2019 and \u2018criterion situation.\u2019\u00a0 The learners are actively and meaningfully involved on the testing process and feel accountable towards it.\u00a0<\/span><\/p>\n

Alternative assessment serves as a comprehensive testing of the four skills of the language of the L2 learner; it tests the L2 learner in the \u2018criterion\u2019 situation propagates \u2018group-discussion\u2019 and \u2018peer-learning\u2019 among the L2 learners.\u00a0 While creating a stress- free language acquisition atmosphere, it equally renders a positive \u2018wash-back \u2018effect on teaching.\u00a0\u00a0\u00a0\u00a0 I would prefer to discuss in detail that the innovative testing method that I had adopted in my general English class-room.<\/span><\/p>\n

My class room comprises of sixty four learners hailing from diverse sociolinguistic backgrounds.\u00a0 The class is a confluence of first generation learners with basic \u2018Communicative Fluency\u2019 in the language and learners with superlative fluency from the cr\u00e8me of the e society.\u00a0 The course material is termed as \u2018Value Added General English\u2019.\u00a0 It comprises of texts focusing on societal and global issues namely science and technology, politics, ecology, trade and commerce, concerns of youth, literature and art.\u00a0 This innovative testing material accelerates the spontaneity and learners involvement in the testing process. It serves as a catalyst for the testing method.<\/span><\/p>\n

This class of sixty four learners was divided into groups of ten comprising about six members each.\u00a0 The task allotted for them was to design a\u2019 news letter\u2019 that focuses on titular social issues.\u00a0 The learners were expected to submit the assignment on a specific date after the lapse of one month.\u00a0 I was relentlessly and closely observing the learners while they were involved in the assignment.\u00a0 I was simply overwhelmed by their zeal and excitement during the process. They exhibited a great degree of personal involvement and emotional commitment towards this testing method, which is quite opposed to the petrified and lackluster attitude of the l2 learners towards the paper-pencil tests.\u00a0 My learners had worked on a plethora of topics namely global warming, Robotics, Politics, Democracy in India, youth empowerment, Agriculture and Drug Abuse.\u00a0 Each topic showcases a myriad of articles like news story, poems, interview, cartoon scape, jokes, anecdotes, celebrity\u2019s speech etc.\u00a0 The L2 learners had contributed articles either individually or in pairs.\u00a0 The end result, which is quite enriching and gratifying is evidenced in the scintillating layout of the news letter.\u00a0 It substantiates the exuberance and conformity of the L2 learners towards this method of testing.\u00a0<\/span><\/p>\n

While being associated with the learners during the preparation of the news letter, I discovered that this mode of assessment offered room for \u2018peer-learning\u2019 strategies.\u00a0 The brain-storming of ideas and techniques in the initial stages served as a nexus for language acquisition.\u00a0 It churns the acquisition of \u2019listening\u2019, \u2018speaking\u2019 \u2018reading\u2019 and \u2018writing\u2019 skills. \u00a0\u00a0My role as a facilitator was also transformed into a \u2018language counselor\u2019 and \u2018co-learner\u2019 in the assessment process.\u00a0\u00a0\u00a0 This innovative testing process demands a great degree of interaction, pre-planning, writing and revising the written script.<\/span><\/p>\n

In the initial stages of the assignment the learners indulged in extensive planning about the news letter.\u00a0 This planning process which lasted for about two days involved a great degree of \u2018speaking\u2019 skills.\u00a0 The learners discussed in detail the layout, content, title and logo of the news letter. The process ameliorates their \u2018listening\u2019 and \u2018speaking\u2019 skills on an eventual basis.\u00a0 The L2 learners splurged in extensive reading in order to acquire primary source.\u00a0 They also employed \u00a0different reading strategies namely \u2019skimming\u2019, \u2019scanning\u2019 and \u2018close reading\u2019\u00a0 while drafting and revising the script.\u00a0 The fine-tuning of \u2018writing\u2019 skills is conspicuous since each learner is expected to contribute an article.\u00a0 These L2 learners relentlessly rewrite their first draft to attain flawlessness in the final draft.\u00a0 The L2 learners were extremely professional in their outlook, because within each team they had formed an internal group of Chief Editor, editor, proof-reader and reporters.\u00a0 The systematic and organized approach of the L2 learners towards this testing method rendered intellectual caliber and artistic finesse to the news letter.\u00a0\u00a0<\/span><\/p>\n

The L2 learners had elicited their experiences in formulating the news letter.\u00a0 Their collective experience could be enumerated as edifying and entertaining.\u00a0 In the words of the L2 learners\u201d<\/span><\/p>\n

\u201cYour technique of making us understands the subject was indeed a success.\u201d<\/span><\/p>\n

\u201cGiving rise to our imagination and talent was one of your objectives which came as our success.\u201d<\/span><\/p>\n

\u201cIndeed it was a sublime opportunity for us to come together and work as a group giving shape to our ideas and perceptions.\u201d<\/span><\/p>\n

\u201cThis newsletter has paved a way to freedom of expression of our ideas broadening our horizons and perceptions.\u201d<\/span><\/p>\n

\u201cThis experience enabled me to look at things differently and analyze them critically and more over give shape to this few thoughts.\u201d<\/span><\/p>\n

The aforementioned responses reveal the L2 learners zeal and commitment towards alternative testing process.\u00a0 It also dawns on us that there is a gradual transition from \u2019fluency\u2019 to \u2018accuracy\u2019 in the process of language acquisition The transition from \u2018meaning \u2018to \u2018form \u2018is also evidenced.<\/span><\/p>\n

The use of newsletters as an alternative testing methodology was also reviewed by associate professors and a vice-principal of the college.\u201d<\/span><\/p>\n

\u201cIn one word the project was professional.\u201d<\/span><\/p>\n

\u201cI appreciate t he interest of the e student who had tried to create awareness among the youth and their responsible action towards it.\u201d<\/span><\/p>\n

The evaluation of the newsletters prepared by the L2 learners would be done by experience \u2018raters\u2019 from the department and myself.\u00a0 The \u2019test rubric\u2019 would be notified to the L2 learners before the initiation of the actual process.<\/span><\/p>\n

While eliciting the salient features of this innovative testing approach, I would like to place on record some practical impediments of this method.\u00a0 The use of newsletters as a mode of testing is time consuming, which cannot be accomplished within the standard three hours of an examination.\u00a0 Neither can it be completed during the classroom hours.\u00a0\u00a0 It demands \u2018peer-learning\u2019 strategies outside the class-room replicating \u2018real-life\u2019 situation.\u00a0 It equally requires the time and energy of the facilitator, who is transformed into a \u2018Co-learner\u2019 and \u2018Counselor\u2019 during the process of testing.\u00a0 The constant monitoring of the L2 facilitator is mandatory to maintain \u2018group cohesiveness\u2019 and negotiate ego clashes and differences of opinion.\u00a0 The process is equally expensive; the L2 learners need to possess the \u00a0\u00a0adequate materials like Camera, and access to suitable location.\u00a0 They need to acquire permission from authorities for video graphing in specific locations, like college campus.\u00a0 The facilitator should also ensure the safety of the L2 learners during the shooting especially while placing the cameras at perilous angles. \u00a0In certain cases if the l2 learners adopt a survey method, they may encounter difficulty in eliciting the appropriate response due to the reluctance of the sample population.\u00a0 \u00a0In the initial stages, there are chances for facilitate to be confronted with disinterest and disinclination from the L2 learners who may be daunted by the magnitude of the task.\u00a0 The group-size is equally a matter of concern; it should be restricted to a maximum of five to seven members to facilitate effective functioning.\u00a0<\/span><\/p>\n

However these hitches can always be meted out with pre-planning, allocation of funds, motivational quotient of the learners and diligence of the facilitator.\u00a0 The penchant of this methodology will have a positive reverberation in the minds of the L2 learners.\u00a0 This innovative testing process is definitely here to stay.\u00a0\u00a0 The preference of innovative testing methodology over paper-pencil tests is reminiscent of Robert Frost in his poem \u201cThe Road Not Taken.\u201d\u00a0 In the words of Frost:<\/span><\/p>\n

\u201cTwo woods diverged in a yellow wood,<\/span><\/p>\n

I took the one less traveled by,<\/span><\/p>\n

And that has made all the difference.\u201d (16-20)<\/span><\/p>\n

Works Cited<\/strong><\/span><\/p>\n

1)\u00a0\u00a0\u00a0\u00a0\u00a0 Chappius,S. and Stiggins,R.J, Classroom Assessment for Learning<\/i>. Educational leadership, September: 40-43,\u00a0\u00a0 http:\/\/cusd.capousd.org\/edusupport\/Articles\/Classroom%20Assessment.pdf<\/span><\/p>\n

2)\u00a0\u00a0\u00a0\u00a0\u00a0 Frost, Robert, The Road Not Taken. www.poemhunter.com \u203a Poems \u203a Robert Frost<\/i><\/span><\/p>\n

3)\u00a0\u00a0\u00a0\u00a0\u00a0 Fulcher, Glenn. The Communicative Legacy in Language Testing. Volume 28.No.4.Dec1 2000:483-497.www.ignentaconnect.com\/content\/els\/034625\/X\/2000\/…\/art 00033.print. 10 April 2013.<\/span><\/p>\n

4)\u00a0\u00a0\u00a0\u00a0\u00a0 <\/i>Love Joy, John.J. The Portfolio assessment Way to Empower At Risk Learners, <\/i>2005. print. <\/i><\/span><\/p>\n

5)\u00a0\u00a0\u00a0\u00a0\u00a0 Mc namara ,Tim, Testing. <\/i>United Kingdom: Oxford University Press, 2000. print.<\/span><\/p>\n

Penfield, Randall D. \u201cTest-Based Grade Retention: Does It Stand Up to Professional Standards for fair and Appropriate Test Use? Vol.39. No.2 March 2010: 110-119. 69.8.231.237\/uploadedFiles\/publications\/…\/110-119_03EDR10.pdf .print 10 April 2013.<\/span><\/p>\n

About the author<\/strong><\/span><\/p>\n

D.Christina Sagaya Mary<\/strong>, is an Assistant Professor of English, at Loyola College, Chennai. Her area of interest in ELT includes \u2018Language Acquisition through Reading Skills\u2019 and \u2018Testing and Evaluation.\u2019\u00a0 She is currently pursuing her research in innovative testing methodologies at the tertiary level.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Abstract This paper of mine discusses the manner in which the use of newsletters as a mode of alternative assessment enhances the acquisition of the LSRW skills of the English language.\u00a0 This form of innovative assessment was experimented with a class of heterogeneous learners at the tertiary level. 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