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 ( 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).
|
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 |
|
|
|
|
|
|
|