A Cooperative Performance Test for Japanese University Conversation Classes.

Autor/in	Joritz-Nakagawa, Jane
Titel	A Cooperative Performance Test for Japanese University Conversation Classes.
Quelle	(1999), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Communicative Competence (Languages); Cooperative Learning; English (Second Language); Foreign Countries; Higher Education; Language Tests; Oral Language; Second Language Instruction; Second Language Learning; Teaching Methods; Testing; Japan + Suchen Sie Ihr Suchwort? Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language test; Sprachtest; Oral interpretation; Mündlicher Sprachgebrauch; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen
Abstract	This document discusses a test devised for a university level English-as-a-foreign-language (EFL) course that tests students' conversational ability. The test has been used successfully in a Japanese university English communication class over three years. Learning not only to speak but to listen and respond appropriately to others is also an important measure of how well one communicates orally in a foreign language. In brief, the test requires students in groups to prepare and practice a conversation evaluated by the teacher. It is a performance assessment, by definition a type of alternative assessment, requiring students to demonstrate knowledge and skill. This test might be difficult to manage in a class with more than 50 students. Students are divided into groups of four and choose a topic (to be approved by the teacher). They then have a few weeks to prepare a 20 to 30 minute discussion. Students were not allowed any use of notes, papers, books, dictionaries, or aids other than visual aids such as photographs, pictures, maps, or props such as jump ropes, CDs, and musical instruments to be used to facilitate discussion on the test day. The test has been well-received by students and meets all six criteria for effective assessment described by Good and Brophy (1994). (An appendix with a test comment form in included.) (KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC