Summary table:

 

Previous training in language assessment
/ Regions of Europe

 

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 (Finland, Iceland, Norway, Sweden, Denmark)

2 = Baltic region (Estonia, Latvia, Lithuania)

3 = Western Europe (Ireland, UK, France, Belgium, Netherlands)

4 = Central Europe (Germany, Austria, Switzerland, Poland, Czeck rep., Slovakia.)

5 = South-Eastern Europe (Slovenia, Croatia, Serbia and Montenegro, Macedonia, Greece, Turkey)

6 = Eastern Europe (Hungary, Romania, Bulgaria, Russia, Ukraine, Azerbaijan)

7 = Southern Europe (Portugal, Spain, Malta, Italy, Andorra)

 

 

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).

 

 

                                                       

Previous training on 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)

 

Activity:

What is the extent of your professional training in this area?

Northern Europe

Baltic region

Western Europe

Central Europe

South-Eastern Europe

Eastern Europe

Southern Europe

Classroom-focused testing / assessment

 

 

 

 

 

 

 

 

Preparing your own classroom tests

None

(more)

 

 

 

 

 

 

 

A little (1-2 days)

 

(more)

 

 

 

 

 

 

More extensively

(less)

 

 

 

 

 

 

Using ready-made tests from textbook packages or from other sources

None

 

 

 

 

 

less

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

less

 

 

 

 

more

 

Interpreting test results (classroom or external tests)

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Giving feedback to students based on information from tests / assessment

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Using self / peer assessment

None

 

 

 

 

 

 

 

 

A little (1-2 days)

more

 

 

 

 

 

 

 

More extensively

(less)

(less)

 

(more)

 

 

 

Using informal, continuous, non-test type of assessment

None

 

(more)

 

 

 

 

 

 

A little (1-2 days)

more

 

 

(less)

 

 

 

 

More extensively

(less)

(less)

(more)

(more)

 

 

 

Using the European Language Portfolio, an adaptation of it or some other portfolio

None

 

 

 

 

 

 

 

 

A little (1-2 days)

more

 

(more)

 

 

 

(more)

 

More extensively

 

 

 

 

 

 

 

Purposes of testing

 

Northern Europe

Baltic region

Western Europe

Central Europe

South-Eastern Europe

Eastern Europe

Southern Europe

To give grades

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

To find out what needs to be taught / learned next

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

To place students onto courses, programmes, etc

None

more

 

(less)

 

 

 

(less)

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

less

(less)

more

(more)

 

(more)

 

To award final certificates (from school / programme; local, regional or national level)

None

 

 

 

 

(more)

 

 

 

A little (1-2 days)

(more)

 

 

 

(less)

 

 

 

More extensively

less

 

(more)

(more)

 

 

 

Content and concepts

 

Northern Europe

Baltic region

Western Europe

Central Europe

South-Eastern Europe

Eastern Europe

Southern Europe

- receptive skills (reading/ listening)

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

- productive skills (speaking/writing)

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

- microlinguistic aspects (eg grammar/vocabulary)

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

- integrated language skills

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

- aspects of culture

None

 

 

 

 

more

 

 

 

A little (1-2 days)

 

(more)

 

(less)

 

 

 

 

More extensively

 

 

more

 

less

 

(less)

Establishing reliability of tests / assessment

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Establishing validity of tests / assessment

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Using statistics to study the quality of tests / assessment

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

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

None

(more)

 

(less)

 

 

 

 

 

A little (1-2 days)

 

 

 

 

(more)

 

 

 

More extensively

 

 

 

(more)

(less)

 

 

Using statistics to study the quality of tests / assessment

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Writing items/test tasks for an examination body

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Reviewing items/ test tasks for an external examination

None

 

 

(less)

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

less

 

more

 

 

 

 

Acting as an interviewer / interlocutor in an oral test or examination

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively

 

 

 

 

 

 

 

Defining assessment criteria

None

 

 

 

 

 

 

 

 

A little (1-2 days)

 

 

 

 

 

 

 

 

More extensively