ERIC EJ1020823: Teaching beyond the Test: A Method for Designing Test-Preparation Classes

2013·0.15 MB·English

by  ERIC

Deirdre Derrick
United StateS
Teaching beyond the Test:
A Method for Designing
Test-Preparation Classes
My conversations with other lish, and they take away time from
English teachers gener- real skills development. And we know
ally turn to assessment that real gains in English proficiency
once they find out that I have worked will serve our students far more than
as a test developer. At that point, they a list of memorized words they will
immediately bemoan the overwhelm- soon forget.
ing presence of tests in their own lives So why is it that, knowing what
and their students’ lives, and they sigh we know and believing what we
in resignation at having to teach test- believe, we are often forced to acqui-
preparation classes for high-stakes esce to outside demands and teach
standardized assessments of academic test preparation as a series of tricks?
English such as the Test of English as And is there any value in teaching
a Foreign Language (TOEFL) or the these tricks? I would answer yes and
International English Language Test- no. For some traditional exams, gram-
ing System (IELTS). They feel these mar-based exams, and exams that are
classes do not truly improve their poorly written, there are certainly any
students’ ability to communicate in number of workable tricks that we can
English, yet both students and teach- pass on to students. But assessment
ers accept that spending time learning research has resulted in English exams
strategies or “tricks” that will lead to that are more authentic, more valid,
higher scores is a necessary evil in an more task-based—and less “coach-
environment that relies so heavily on able.” Gone are the days of “drill-and-
testing. kill” rote memorization and attempts
I believe that these tricks are a to outsmart a multiple-choice gram-
waste of time in terms of language mar test. Many exams now assess
acquisition. They do not lead to real language proficiency as consisting of
improvement of our students’ Eng- a set of skills rather than as knowledge
20 2013 Number 4 | E n g l i s h T E a c h i n g F o r u m
of grammar and vocabulary. This evolution 2. Program or institutional tests are gen-
changes the nature and content of the test- erally given for admission to special
prep class—or it should. programs, for placement within pro-
grams, for monitoring students within
Teaching beyond the test:
a program, or for exiting students from
A skills-based focus
a program. These tests extend beyond
The good news is that, as the quality of the boundaries of the individual class-
exams improves, the quality and content of room but rarely have any significance
test-prep classes likewise improve and devel- or recognition beyond the program
op students’ English proficiency through a itself.
more skills-based focus. For most students, 3. Finally, there are the large-scale, stan-
tests of academic English are a means to an dardized tests, such as the TOEFL,
end, and the goal is to study in an English- TOEIC, IELTS, PTE, and the Cam-
medium university. Success at university bridge exams (KET, PET, FCE, etc.;
will require specific sets of skills (such as see the Appendix for the full test names
note-taking and summarizing) that are often and descriptions). These tests are con-
measured on exams of academic English. In sidered to be high stakes in that the
our test-prep classes, we have the opportu- results are often used to make deci-
nity to teach beyond the test by incorporat- sions that can significantly impact a
ing activities to help our students build the test-taker’s education, career, or life.
necessary skills that will be required of them They are all criterion-referenced exams,
once they complete their exams and move to which means that the test-takers are
the next stage. compared against common criteria or a
Another advantage of teaching beyond the set of standards rather than against one
test is that by de-emphasizing the test and another, as in norm-referenced exams.
focusing on skills, we help our students gain Scores from these tests are generally
perspective about the role of tests in their recognized by several institutions or
lives; that is, while tests play an important universities. The tests themselves are all
role, they are not the real reason students are based on research that is available to the
studying. This realization, along with famil- public and are informed by advances
iarity with the test itself, helps reduce test- in the field of second language acquisi-
taking anxiety by reminding students that the tion, by input from applied linguistics
test is merely a stepping stone on their path experts, and by cutting-edge methods
to success. of test development.
Most test-prep classes are designed to pre-
Assessments: An overview
pare students for the last category of tests, and
It is important to understand how large-
this article will focus on the design of success-
scale standardized tests fit within the larger
ful activities to prepare students for standard-
category of assessment. Tests are tools used
ized academic English exams. However, the
to assess knowledge, skills, and abilities, and
issues related to testing and teaching beyond
different tests have different purposes, as indi-
the test transcend standard test-preparation
cated below.
classes. Teachers of many types of courses
1. Classroom tests allow teachers to assess face the specter of standardized testing and
students’ knowledge or abilities, usually can benefit from knowing how to organize an
in relation to content covered in the English class that builds skills and at the same
class, and to assign grades to students. time addresses students’ concerns about being
Tests and test items (questions on a properly prepared for a test.
test) can take many forms: multiple
Test preparation: Building a better class
choice, fill in the blanks, cloze exercises,
and short answers and essays, to name How can we design a more effective test-
a few. Other types of alternative class- prep class for a standardized assessment of
room assessment include portfolios, academic English, such as the TOEFL, IELTS
interviews, and surveys. Academic, or PTE Academic? As with all
E n g l i s h T E a c h i n g F o r u m | Number 4 2013 21
classes, a test-prep class should begin with ties they are seeking to measure, and use this
clearly stated goals, and three such goals information to write our class objectives.
immediately suggest themselves:
The PTE Academic: Listening section
1. The class should familiarize students
As an example of how to proceed, consider
with the test and test-item types.
an item on the listening section of the newest
2. The class should help students develop
of the three major academic exams, the PTE
the skills (listening, reading, writing,
Academic. The PTE has speaking, writing,
speaking) that they will have to dem-
reading, and listening sections. These sec-
onstrate on the test.
tions contain item types that seek to measure
3. The class should teach students the
skills that test developers have determined to
essential knowledge (grammar, vocabu-
be necessary for students in an academic set-
lary, etc.) that will support their per-
ting. The listening section contains eight item
formance. Other goals can be added
types. We will focus on one: the Highlight
depending on circumstances and needs.
Correct Summary item. For this item type,
Goals are general, so the next step is
test-takers hear a short academic talk and
to determine measurable objectives (Nunan
must choose the correct summary of the talk
2001). Here it is useful to propose a shift
from four written options. Both the talk and
in the way we tend to think about test-prep
summaries contain academic language and
classes. Because of improvements in large-
structures. Each option is generally two to
scale tests, we can use the tests themselves to
four sentences long. (For more information
help us define our objectives. Consider the
on the PTE, see Pearson Education 2012.)
TOEFL, which is intended for admission to
The first step is to determine what claim
English-language universities. The TOEFL
or claims can be made about test-takers based
was created based on research into the English
on their performance on this item. We could
language skills university students need in
say that successful completion of this item
order to complete the work required of them,
means that a test-taker has the skills necessary
and the test items reflect this research (Educa-
to comprehend a short academic talk, to com-
tional Testing Service 2013b). Each item type
prehend written academic language, and to
is associated with a specific university task,
select the most appropriate written summary
and the item types measure different skills,
of the talk. The sub-skills required of the test-
allowing the test to present a picture of the
taker include the abilities to do the following:
test-taker as a potential student and to make
• listen for the main idea, main points,
claims about the test-taker’s ability to use and
and connections between the two
interact with academic English.
• understand a wide range of language
For example, one of the tasks in the writ-
varieties (not just American, Australian,
ing section requires test-takers to read a short
or British)
academic passage, listen to a short lecture,
• comprehend academic vocabulary and
and then write a response (Educational Test-
sentence structure through both listen-
ing Service 2013a). This task—or variations
ing and reading
of it—is immediately familiar to anyone who
• compare spoken and written texts
has attended a university, and a test-taker’s
• recognize antonyms and synonyms
performance on this item provides insight
into his or her potential to complete this task At this point, there are two options on how
in a university setting. to proceed. One is to go through all the eight
Thus, the first step in defining objectives is listening-item types and determine what sub-
to look at the claims about test-takers in order skills are necessary for each type. The advan-
to receive a clear picture of what skills are tage to this approach is that we can see which
considered necessary for success at an English- item types require the same or similar sub-
language university. These are the skills that skills across the entire listening section, and
we should be helping our students develop— we can organize our class activities accord-
not only to do well on the test itself, but also ingly; the disadvantage is that this process can
to prepare for university. We need to look at be time-consuming and requires a lot of work
the item types, determine what skills or abili- up front. The other, quicker option is to write
22 2013 Number 4 | E n g l i s h T E a c h i n g F o r u m
class objectives for this item type and design we are not always constrained to do so. We
activities to support the objectives; the disad- can use other types of written texts—perhaps
vantage of this option is that we are unable to newspaper articles or advice columns. We can
take advantage of overlap in sub-skills among use listening texts that are not based on aca-
eight listening-item types to organize our demic topics as a way to break the monotony
activities. and engage our students’ interest. We should,
For the sake of brevity, this article will fol- however, be careful to return to academic top-
low the second option. The list of objectives, ics to expose our students to vocabulary and
then, might look something like this: structures that they do not encounter when
working with social or general English.
Objective 1. Students will be able to identify
We should also be sure to include adequate
the main idea of a short aca-
practice of the test items for our students so
demic talk after one listening.
that they become familiar with the types of
Objective 2. Students will be able to identify
items they will encounter. There are several
the main points of a short aca-
reasons for this: (1) such familiarity tends to
demic talk after one listening.
lead to improved performance (Peña and
Objective 3. Students will be able to express
Quinn 1997); (2) familiarity with test items
the connection between the
can also lead to decreased test anxiety (Edu-
main points and the main idea
cational Testing Service 2005); (3) practice
of a short academic talk after
tests help students develop an awareness of
one listening.
their strengths and weaknesses and learn how
Objective 4. Students will be able to decipher
to pace themselves; and (4) our students will
meaning in a short academic
come to class expecting a certain amount of
talk delivered by a non-native
test-item practice and will be concerned if
British, North American, or
they do not receive it. The challenge is to
Australian English speaker after
find and maintain a balance between the time
one listening.
spent practicing test items and the time spent
Objective 5. Students will be able to identify
developing the skills that help students do
the main idea of a short, written
well on their tests. But once this balance is
summary.
struck, students will put the test into perspec-
Objective 6. Students will be able to identify
tive and begin to see a link between direct test
the main points in a short, writ-
preparation and skills development, and they
ten summary.
will value the class even more.
Objective 7. Students will be able to com-
pare and contrast a short aca-
Activities for PTE’s Highlight Correct
demic talk and a short written
Summary listening item
summary, including being able
It is worth noting that the following activi-
to identify synonyms and ant-
ties are not limited to preparing students for
onyms across both texts.
the PTE Highlight Correct Summary listening
This certainly seems like a long list, but if we
item, as they include practice of skills that
were to examine other listening and reading
students will need for several types of listening
items, we would start to see overlap in the
items, for general listening in English, and for
sub-skills—and objectives—for each.
listening in academic settings.
Now we can begin designing activities that
meet these objectives and also match students’ Low-level and close-ended activities
levels. For lower-level students, we may wish These activities are effective for introduc-
to focus on one objective at a time (or even ing the test item, but they are also appropriate
break objectives down further to focus on for lower-level students who need to focus on
aspects of each objective) to help them build the basic skills required for global and local
their abilities and confidence. For higher-level listening. The activities focus on the first two
students, we can incorporate several objectives objectives listed above—identifying the main
into one activity. While at some point we will idea and points of a short academic talk after
want to do actual practice items with our stu- one listening. The second and third activi-
dents to familiarize them with the test itself, ties here can be done with either listening or
E n g l i s h T E a c h i n g F o r u m | Number 4 2013 23
reading texts, and if reading texts are used, hear. While on the surface this is a standard
the applicable objectives are Objectives 5 and listening activity, it becomes especially valu-
6—identifying the main idea and points of a able when the speakers are non-native Eng-
short, written summary. lish speakers or have accents that students
might not have received much exposure to
Activity 1: Identifying the topic
previously. The activity then helps refine stu-
To help students practice global listen- dents’ ability to distinguish between similar-
ing skills, the teacher plays a short listening sounding words that often cause problems
text and students identify the topic. This (e.g., can and can’t, or nineteen and ninety).
activity can be expanded by giving students Listening texts such as weather reports, traf-
paragraphs from different academic texts fic reports, horoscopes, or even advertise-
(with different topics) and playing the first ments are appropriate for this activity, and
few seconds of a lecture. Students then they are easy to find on the Internet with a
choose which text is on the same topic as variety of accents.
the lecture. Because the focus of this activity
Taking it to the next level
is on understanding the topic or main idea
rather than details, texts can be beyond the The following activities, while not com-
students’ current language level. This activ- pletely open-ended, require higher-order
skills such as organizing and rephrasing. They
ity also gives students practice in juggling
require students to do more with the informa-
two tasks (reading and listening) at the same
tion they are given, and there is more interac-
time—a skill they will need to develop for
tion between the student and the task.
tests and for universities.
Activity 1: Rewriting sentences
Activity 2: Matching illustrations
This activity improves students’ ability
Another way to practice global listening
to understand the original text and see how
skills is to present students with a series of
the wording can be changed to mean the
drawings or photos that illustrate different
same thing. Test-prep material for the FCE’s
procedures, from baking cakes to changing
Rewriting Sentence item lets students practice
tires to performing a science experiment.
transforming sentence vocabulary and struc-
Students then listen to a short talk describ-
ture while retaining the meaning of the sen-
ing one procedure, and they must choose the
tence. This is a particularly effective exercise
series that illustrates the procedure described.
for giving students practice with modals and
Google Images is a good source for finding
the passive voice.
illustrations of different procedures.
Example sentence: “I tried to ask him, but
Activity 3: Matching subtopics he couldn’t speak English.”
To practice local listening or listening for
Use able to rewrite the sentence.
details, the teacher tells students that they will
listen to a short lecture on a particular topic “I tried to ask him, but he ___________
(e.g., pollution, minimum wage) and gives speak English.”
them a list of related subtopics. Students listen A variation of this would be to give students
to the lecture and circle the subtopics they two sentences and ask if they mean the same
hear being discussed. A variation of this activ- thing. This is an excellent way to target com-
ity that develops note-taking skills or memory monly confused structures and vocabulary,
is to have students listen to the recording first, such as “I am used to” and “I used to,” or
then give them the list of subtopics. “actually” and “right now.” Both variations
target Objectives 5, 6, and 7 listed above.
Activity 4: Providing missing details
To practice their local listening skills, Activity 2: Using graphic organizers
students receive a text where key details are This activity utilizes graphic organizers to
either missing or presented with two or three help students understand the structure of a
options for certain words. The students listen text as they listen to an academic talk. Each
to a recording of the text and either fill in the student uses a graphic organizer to summa-
missing information or circle the word they rize the talk and then compares it with the
24 2013 Number 4 | E n g l i s h T E a c h i n g F o r u m
summaries produced by others to see whose Activity 2: Composing written arguments
is the closest to the original. As a variation, and staging debates
students form groups, and each one listens to Students can also respond to the topics
a talk that is on the same topic but that var- in the talks by composing written responses
ies from the others in slight details. Students or counterarguments or by staging debates.
then work together to write a summary of These types of activities are best organized
the talk. When they are finished, the teacher as part of a unit rather than a response to
collects the summaries and, on another day, an individual item. For example, a unit
gives students copies of them, plays one of on impressionist art teaches students aca-
the talks for the class, and has the students demic-level vocabulary related to art and
choose which summary goes with the talk. includes many item types to give students
This activity targets all objectives except the opportunity to practice their new terms
the fourth one, and teachers can use talks and respond to actual test items. The unit
from speakers with different accents to work might also contain activities that culminate
toward that objective. in an activity that is not based on a test item
but on a task that students might encounter
Activity 3: Identifying differences
in an academic setting, such as writing a
An activity that focuses on meeting the
paper, responding to a painting, or giving
first three objectives (and possibly the fourth)
a presentation. By structuring a class in this
is to divide students into pairs, then have
way, teachers provide test-preparation work
one student from each pair leave the room
that supports actual learning and not the
while the remaining students listen to a short
other way around. Both the NorthStar and
recorded text. The students outside the class-
Academic Connections series are structured
room return to their partners, who recount
to allow students to learn the English neces-
the text they heard while the students who
sary for academic English exams while at the
had been outside take notes. The entire class
same time developing study skills and critical
then listens to the text again, and the students
thinking.
note any differences or omissions between
what their partners told them and what they
Additional test-preparation activity:
hear on the recording.
Self-assessment
Higher-order skills: Making judgments Inviting students to assess their perfor-
and supporting opinions mance helps them develop a sense of where
they are in terms of test preparation, where
Although the Highlight Correct Summary
they want to go, and what they need to do
test section requires students to respond in
to improve. Students discuss or write about
basic ways, it can be used as a starting point
their strengths and weaknesses, which aspects
for activities that push students to develop
of an item tend to give them problems, and
higher-order skills. These higher-order skills
what they can do to address their problems
include the ability to analyze, synthesize,
and improve their performance. This type of
and evaluate information (King, Goodson,
self-assessment helps students see the value
and Rohani 1998). By using test items as
in developing their language skills by link-
springboards, teachers help students develop a
ing their skills and abilities to their perfor-
greater sense of control over their performance
mance. It also contributes to their growth as
in addition to preparing them for university
independent learners and shows them how
classes.
they can take initiative and guide their own
Activity 1: Selecting and defending options learning.
One way to do this is to have students first
Conclusion
complete one or more test items before look-
ing at a transcript and the related summaries. Like it or not, we must acknowledge the
Students then deliberate about whether each role and presence of tests in our lives and
option is an accurate summary. Students must our students’ lives. By focusing on “tricks,”
pay attention to language, make judgments, we give the impression to our students that
and present and support an opinion. tests control us and that we must adapt our
E n g l i s h T E a c h i n g F o r u m | Number 4 2013 25
learning and thinking to them. But by put- References
ting the tests to work for us while at the Educational Testing Service. 2005. Reducing test
same time reducing their central role in our anxiety. Princeton, NJ: ETS.
–––. 2013a. TOEFL iBT Sample Questions. Princ-
teaching, we and our students can regain
eton, NJ: ETS. www.ets.org/toefl/ibt/prepare/
a sense of control. And this is something
sample_questions
that all teachers can do. Well-written tests –––. 2013b. TOEFL Research Program. Princeton,
measure skills that students will need, and NJ: ETS. www.ets.org/toefl/research
King, F. J., L. Goodson, and F. Rohani. 1998.
we as teachers play a crucial role in ensuring
Higher order thinking skills: Definition, teach-
that our students have the skills they need
ing strategies, assessment. Tallahassee, FL:
to travel beyond the test. Fortunately, the Educational Services Program, Florida State
TOEFL, IELTS, PTE, and other tests are University. www.cala.fsu.edu/files/higher_order_
based on solid research, and all we need to thinking_skills.pdf
Nunan, D. 2001. Syllabus design. In Teaching
do is look at the test, extrapolate the skills
English as a second or foreign language, ed. M.
the test measures, and use this information
Celce-Murcia, 55–65. 3rd ed. Boston: Heinle
to design our test-prep courses. and Heinle.
That is the beauty of teaching beyond the Pearson Education. 2012. The official guide to the
PTE: Pearson Test of English Academic. 2nd ed.
test: by focusing on skills rather than the test
Harlow, UK: Pearson Education.
itself, we blur the formerly distinct boundary
Peña, E. D., and R. Quinn. 1997. Task familiar-
between test-preparation classes and regular ity: Effects on the test performance of Puerto
English classes. The shift in thinking comes Rican and African American children. Lan-
when we realize that we can use tests to our guage, speech, and hearing services in school 28:
323–332.
advantage rather than allowing their presence
to control us and our teaching.
DeirDre Derrick has worked with English
By teaching beyond the test, we develop
students and teachers for over ten years.
our students’ skills, help them make real and
She recently completed a year as an
meaningful gains in proficiency, prepare them
English Language Fellow in Azerbaijan and
for life after the exam, and reduce their anxi- is working on a PhD in Applied Linguistics,
ety—all while helping them prepare to take focusing on language assessment.
their test.
26 2013 Number 4 | E n g l i s h T E a c h i n g F o r u m
Common Standardized Tests of English
Teaching beyond the Test: A Method for Designing Test-Preparation Classes • Deirdre Derrick
Test
Full Name of Test Description of Test Website
Acronym
TOEFL Test of English as a The TOEFL is a test of www.ets.org/toefl
iBT Foreign Language academic English generally
internet-Based Test used for admission to North
American universities.
TOEIC Test of English for The TOEIC measures a www.ets.org/toeic
International person’s ability to use English
Communication in a variety of work-related
situations.
IELTS International IELTS has two exams: general www.ielts.org
English Language and academic. The academic
Testing System exam is generally used for
admission to European
universities.
PTE Pearson Test of PTE has two exams: general http://pearsonpte.com/
English and academic. The academic pteacademic/Pages/home.
exam is generally used for aspx
admission to universities
around the world.
KET Key English Test Part of the Cambridge www.cambridgeesol.org/
English Language Assessment, index.html
used for work and study:
A1–A2 on the Common
European Framework of
Reference (CEFR).
PET Preliminary Part of the Cambridge www.cambridgeesol.org/
English Test English Language Assessment, index.html
used for work and study:
B1 on the CEFR.
FCE First Certificate in Part of the Cambridge www.cambridgeesol.org/
English English Language Assessment, index.html
used for work and study:
B2 on the CEFR.
CAE Certificate in Part of the Cambridge www.cambridgeesol.org/
Advanced English English Language Assessment, index.html
used for work and study:
C1 on the CEFR.
CPE Certificate of Part of the Cambridge www.cambridgeesol.org/
Proficiency in English Language Assessment, index.html
English used for work and study:
C2 on the CEFR.
E n g l i s h T E a c h i n g F o r u m | Number 4 2013 27