Summary table:
Engagement in
language assessment
/ Regions of
This table
lists the statistically significant differences in the engagement in assessment
activities by the respondents from different regions of Europe: If the word
‘more’ or ‘less’ appears once or more times against a particular activity in
the table, then the regions differed for that activity, and the location of the
word ‘more’ or ‘less’ indicates which region(s) differed from the others.
The
analyses were based on crosstabulations and chi-square tests. The more detailed
results can be found elsewhere in this website under ‘Charts &
descriptions, activity by activity’ and ‘Details on the statistical analyses’.
Only the
European-based respondents are included here. All the results reported here are
based on responses to Part 1 of the Questionnaire (the language teachers’
questionnaire). The following division into regions was used here:
|
1 = Northern Europe ( 2 = Baltic region ( 3 = Western Europe (Ireland, UK, France, Belgium, Netherlands) 4 = Central Europe ( 5 = South-Eastern Europe ( 6 = Eastern Europe ( 7 = Southern Europe ( |
Only
the statistically significant (and almost significant) findings are marked in
the table by using the following abbreviations:
|
Abbreviation |
Meaning of the abbreviation |
|
(more) / (less) |
A tendency for more / less responses was found for this activity in
this region / response category but the finding was not quite significant statistically
(standardized residual in the chi-square test was between 1.5 and 1.9 or –
1.5 and – 1.9, for this region) |
|
more / less |
Statistically significant finding: there were either more / less
(fewer) responses in this category than could be expected (standardized residual in the chi-square
test was 2.0 or more / – 2.0 or less, for this region) |
|
MORE / LESS |
Statistically very significant finding: there were either more / less
(fewer) responses in this category than could be expected (standardized
residual in the chi-square test was 3.0 or more / – 3.0 or less, for this
region) |
If
there are no abbreviations (more / less) against an activity in the table, it
means that, overall, the regions did not differ as far as that activity was
concerned (the chi-square test was not significant).
|
Engagement in
language assessment / Regions of Europe |
Statistically significant and almost significant
differences between the regions: - (more) /
(less) = a tendency for more / less
need for responses in this category (not quite significant finding) - more /
less = significantly more / less
responses in this category - MORE / LESS = significantly more / less responses in
this category (very strongly significant finding) |
|||||||
|
Activities: |
Are you / Have
you been engaged in this activity? |
Northern Europe |
Baltic region |
Western Europe |
Central Europe |
South-Eastern Europe |
Eastern Europe |
Southern Europe |
|
Classroom-focused
testing / assessment |
|
|
|
|
|
|
|
|
|
Preparing your own classroom tests |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Using ready-made tests from textbook packages or
from other sources |
Now |
less |
more |
|
|
|
MORE |
|
|
|
Only in the
past |
|
(less) |
more |
|
(more) |
LESS |
|
|
|
Not at all |
MORE |
(less) |
|
(less) |
|
LESS |
|
|
Interpreting test results (classroom or external
tests) |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Giving feedback to students based on information
from tests / assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Using self /
peer assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Using informal, continuous, non-test type of
assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
(more) |
|
|
|
less |
|
|
|
Not at all |
|
|
|
|
|
|
more |
|
Using the European Language Portfolio, an adaptation
of it or some other portfolio |
Now |
|
|
(more) |
|
|
|
|
|
|
Only in the
past |
more |
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Purposes of
testing |
|
Northern Europe |
Baltic region |
Western Europe |
Central Europe |
South-Eastern Europe |
Eastern Europe |
Southern Europe |
|
To give grades |
Now |
|
|
|
|
|
|
|
|
|
Only in the past |
(less) |
|
(more) |
|
|
less |
(more) |
|
|
Not at all |
|
|
|
|
|
|
|
|
To find out what needs to be taught / learned next |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
To place students onto courses, programmes, etc |
Now |
(less) |
|
|
|
(less) |
more |
more |
|
|
Only in the past |
|
|
more |
|
|
|
|
|
|
Not at all |
more |
more |
|
|
|
(less) |
less |
|
To award final certificates (from school /
programme; local, regional or national level) |
Now |
|
|
|
|
less |
|
(more) |
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
(more) |
less |
|
MORE |
|
less |
|
Content and
concepts |
|
Northern Europe |
Baltic region |
Western Europe |
Central Europe |
South-Eastern Europe |
Eastern Europe |
Southern Europe |
|
- receptive
skills (reading/ listening) |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
- productive
skills (speaking/writing) |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
- microlinguistic aspects (eg grammar/vocabulary) |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
more |
|
|
less |
|
|
|
Not at all |
|
|
|
|
|
|
|
|
- integrated
language skills |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
- aspects of
culture |
Now |
more |
|
|
|
|
|
less |
|
|
Only in the
past |
(less) |
|
MORE |
|
less |
|
(more) |
|
|
Not at all |
less |
|
|
|
more |
|
(more) |
|
Establishing reliability of tests / assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Establishing validity of tests / assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Using statistics to study the quality of tests /
assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
External tests and examinations (regional or
national) |
|
Northern Europe |
Baltic region |
Western Europe |
Central Europe |
South-Eastern Europe |
Eastern Europe |
Southern Europe |
|
Taking part in rating oral or written performances |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Using statistics to study the quality of tests /
assessment |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Writing items/test tasks for an examination body |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Reviewing items/ test tasks for an external
examination |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|
|
Acting as an interviewer / interlocutor in an oral
test or examination |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
more |
more |
|
|
|
|
|
Not at all |
|
|
(less) |
less |
more |
|
(less) |
|
Defining
assessment criteria |
Now |
|
|
|
|
|
|
|
|
|
Only in the
past |
|
|
|
|
|
|
|
|
|
Not at all |
|
|
|
|
|
|
|