Modultestsemiar 2019 Skriftlig bedømmelse

SIRI

Onsdag den 30. januar 2019

Undervisningsmodel 2

3

4

5

CEFR 6

Et funktionelt og kommunikativt udgangspunkt for beskrivelsen af

færdighedsniveauer.

Fokus:

• Hvilke kommunikative behov er forbundet med forskellige

situationer i hverdagen?

• Hvad kan man gøre med sproget? I hvilke situationer er det

sproglige niveau tilstrækkeligt og funktionelt?

• Deskriptorerne beskriver, hvad man kan på et givent niveau

(ikke hvad man ikke kan)

Niveauer i CEFR 7

A1 Breakthrough

A2 Waystage

A2+ Strong Waystage

B1 Threshold

B1+ Strong Threshold

B2 Vantage

B2+ Strong Vantage

C1 Effective Operational Proficiency

C2 Mastery

Deskriptorer – ”Can do” 8

Hvorfor, hvad og hvordan? 9

o Hvorfor tester vi?

o Hvad tester vi ?

o Hvordan tester vi?

Validitet og reliabilitet

Validitet

Måler prøven faktisk det den har til hensigt at måle. Måler den autentisk sprog? Er de kognitive processer, der anvendes under prøven de samme kognitive processer, der er brug for i de situationer, der er prøvens reference i den virkelige verden?

Reliabilitet

Er prøven pålidelig og retfærdig? Korrelerer testresultater med et anerkendt eksternt rammeværk (fx færdighedsniveauer A1 – C2 beskrevet i CEFR)? Vurderes den enkelte præstation ensartet efter klart definerede bedømmelseskriterier? Sikres det, at variation i testresultaterne alene forårsages af variation i den målte færdighed og ikke andre faktorer?

10

Validitet og reliabilitet - diskussion 11

Summespørgsmål:

Hvilken betydning har eksaminator/tester/bedømmer

for validitet og reliabilitet ved test af produktive

færdigheder?

Opsamling 12

o Hvad er det relevant at teste på niveauerne A1-B1?

o Hvordan tester vi det bedst muligt?

o Hvordan sikrer vi, at testene stiller alle lige?

o Hvad og hvordan bedømmer vi, og hvordan sikrer vi

ensartetheden i bedømmelse?

Holistisk og analytisk bedømmelse 14

o Hvad er holistisk bedømmelse?

o Hvad er analytisk bedømmelse?

o Hvordan bedømmer vi skriftlig fremstilling til modultest,

holistisk eller analytisk?

Fokuspunkter i bedømmelse 15

Tekst

Pragmatisk færdighed

Diskursiv

færdighed

Lingvistisk

færdighed

Fokuspunkter i modultestopgaver 16

A1 1. Færdighed i at overføre informationer og udfylde et meget enkelt

skema med personlige oplysninger uden forlæg.

2. Færdighed i at give faktuelle oplysninger – herunder beskrive,

fortælle og evt. stille spørgsmål.

A2 1. Færdighed i at overføre informationer og udfylde et forholdsvis

enkelt skema med personlige oplysninger uden forlæg.

2. Færdighed i at give faktuelle oplysninger – herunder beskrive,

fortælle og evt. stille spørgsmål.

A2+ 1. Færdighed i at beskrive og give faktuelle oplysninger.

2. Færdighed i at beskrive og fortælle om aktiviteter og personlige

oplevelser.

B1 1. Færdighed i at beskrive virkelige eller opdigtede oplevelser o.l. og

fortælle en historie, virkelig eller opdigtet.

2. Færdighed i at kommentere, argumentere og give udtryk for

holdninger.

17

18

Fokuspunkter i bedømmelse 19

Pragmatisk færdighed

Beskrivelse og fortælling Korrespondance Pointer og synspunkter Argumentation

B1 Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest. Can write accounts of experiences, describing feelings and reactions in simple connected text. Can write a description of an event, a recent trip – real or imagined. Can narrate a story.

Can write personal letters describing experiences, feelings and events in some detail. Can write basic emails/letters of a factual nature, for example to request information or to ask for and give confirmation. Can write a basic letter of application with limited supporting details.

Can convey simple, straightforward information of immediate relevance, getting across which point he/she feels is most important. Can express the main point he/she wants to make comprehensibly.

Can write short, simple essays on topics of interest. Can summarise, report and give his/her opinion about accumulated factual information on a familiar routine and non-routine matters, within his field with some confidence. Can write very brief reports to a standard conventionalised format, which pass on routine factual information and

A2+ Can write about everyday aspects of his/her environment e.g. people, places, a job or study experience in linked sentences. Can write very short, basic descriptions of events, past activities and personal experiences. Can tell a simple story (e.g. about events on a holiday or about life in the distant future).

Can exchange information by text message, e-mail or in short letters, responding to questions the other person had (e.g. about a new product or activity).

A2 Can write a series of simple phrases and sentences about their family, living conditions, educational background, present or most recent job. Can describe activities (e.g. daily routine, outings, sports, hobbies), people and places, using basic, concrete vocabulary and simple phrases and sentences with simple connectives like ‘and,’ ‘but’ and ‘because’.

Can convey personal information of a routine nature, for example in a short email or letter introducing him/herself. Can write very simple personal letters expressing thanks and apology. Can write short, simple notes, emails and text messages (e.g. to send or reply to an invitation, to confirm or change an arrangement). Can write a short text in a greetings card (e.g. for someone’s birthday or to wish them a Happy New Year).

Can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message

A1 Can write simple isolated phrases and sentences about themselves and imaginary people, where they live and what they do. Can describe in very simple language what a room looks like. Can use simple words and phrases to describe certain everyday objects (e.g. the colour of a car, whether it is big or small).

Can write messages as a series of very short sentences about hobbies and likes/dislikes, using simple words and formulaic expressions, with reference to a dictionary. Can write a short, very simple message (e.g. a text message) to friends to give them a piece of information or to ask them a question.

Can communicate very basic information about personal details in a simple way.

Fokuspunkter i bedømmelse 20

Diskursiv færdighed Lingvistisk færdighed Forstålighed

Kohærens og kohæsion Ordforråd Grammatisk korrekthed Fejl

B1 Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a story. Can make simple, logical paragraph breaks in a longer text.

Has a good range of vocabulary related to familiar topics and everyday situations. Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his/her everyday life such as family, hobbies and interests, work, travel, and current events.

Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations.

Occasionally makes errors that the reader usually can interpret correctly on the basis of the context. The texts are understandable but occasional unclear expressions and/or inconsistencies may cause a break-up in reading.

A2+ Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points.

Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.

A2 Can link groups of words with simple connectors like ‘and, ‘but’ and ‘because’.

Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs.

Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.

Errors may sometimes cause misunderstandings. Longer texts may contain expressions and show coherence problems which make the text hard to understand.

A1 Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.

Has a basic vocabulary repertoire of words and phrases related to particular concrete situations.

Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.

Errors may cause misunderstandings. Longer texts contain expressions and show coherence problems which make the text very hard or impossible to understand

Din fritid – en god gave 21

Din fritid – en god gave 22

Din fritid - en god gave (B1) 23

Pragmatisk færdighed:

Kan skrive en kort, ligefrem og forholdsvis detaljeret beskrivelse

af et velkendt emner inden for hans / hendes interesseområde.

Kan indordne handlinger og begivenheder efter hinanden i en

fortælling.

Kan i en tekst omhandlende et velkendt emne inden for det

personligt erfarede præsentere de synspunkter og pointer, som

han/hun mener er de vigtigste og kort udtrykke samt underbygge

sine meninger. Kan angive grunde for handlinger.

Din fritid – en god gave 24

Diskursiv færdighed:

Kan skrive en sammenhængende og velordnet tekst. Kan danne

længere sætninger og forbinde dem vha. (et begrænset antal)

kohæsionsmarkører (fx: og, da, derfor, desuden, dog, altså)

Lingvistisk færdighed:

Har et tilstrækkeligt ordforråd til (evt med nogle omskrivninger) at

udtrykke sig adækvat omkring et velkendt emne inden for det

personligt erfarede og relevant for hans/hendes hverdag – med

en forholdsvis høj grad af grammatisk korrekthed.

Teksten er umiddelbart forståelig, og fejl kan repareres på

baggrund af konteksten

Eksempel på besvarelse 25

Gruppearbejde:

o Kig på de udleverede teksteksempeler og

sammenhold dem med deskriptorerne for niveauet.

o Diskuter den pragmatiske, den diskursive og den

lingvistiske færdighed.