TESTING IN A COMPETENCY-BASED LANGUAGE TEACHING CONTEXT / L’ÉVALUATION DANS UN CONTEXTE D’ENSEIGNEMENT DES LANGUES PAR LES COMPÉTENCES

Katchédé Etienne Iwikotan

Abstract


Tests are part and parcel of the teaching and learning process. The objectives of the research are to explore the design of tests within the framework of the competency-based approach under implementation in the Beninese secondary education system and to describe the challenges teachers face in the process of designing competency-based tests. A focus group was organized with six EFL teachers from two secondary schools in the South of Benin in order to collect relevant data for the study. The findings show that the respondents test their learners to gauge their level of understanding of lessons and to find out if they are teaching well. In addition, the respondents indicated that all the tests they administer are criterion-referenced. Some of the criteria mentioned include recognizing details in a text, showing mastery of grammar, vocabulary and functions, rephrasing sentences, and expressing opinions. The respondents equally indicated that it is difficult for them to find adequate texts for their tests, to design appropriate contexts, and to frame the directions of the tasks. It is therefore recommended to continuously train teachers in the field of testing. Les évaluations font partie intégrante du processus d’enseignement-apprentissage. Cette étude vise à explorer comment les professeurs d’anglais conçoivent les évaluations dans le cadre de l’approche par compétences mise en œuvre dans l’enseignement secondaire au Bénin et de décrire les difficultés auxquelles les professeurs d’anglais sont confrontés dans le processus de conception des évaluations basées sur les compétences. Un entretien de groupe a été organisé avec six professeurs d’anglais de deux établissements d’enseignement secondaire au Sud du Bénin. Les résultats montrent que les participants évaluent leurs apprenants pour jauger le niveau de compréhension des cours par ces derniers et voir s’ils enseignent bien eux-mêmes. De plus, les participants ont indiqué que toutes les évaluations administrées sont critériées dans la mesure où elles sont fondées sur des critères comme la reconnaissance de détails dans un texte, la démonstration de la maîtrise de la grammaire, du vocabulaire et des fonctions, la reformulation des phrases et l’expression d’opinions. Les participants ont également signalé qu’ils éprouvent des difficultés à trouver des textes adéquats pour les évaluations, à concevoir des contextes appropriés et à formuler les consignes des tâches. Il est alors recommandé d’assurer la formation continue des professeurs sur l’évaluation.

 

Article visualizations:

Hit counter


Keywords


testing; EFL; secondary education; competency-based language teaching / évaluation ; ALE ; enseignement secondaire ; enseignement des langues basé sur les compétences

Full Text:

PDF

References


Auerbach E, R, 1986. Competency-based ESL: One step forward or two steps back? TESOL Quarterly, 20(3): 411-430

Babbie E, 2010. The practice of social research, 12th edn. Belmont, CA: Wadsworth, Cengage Learning

Bataineh K, B, and Tasnimi M, 2014. Competency-based language teaching. Express, an International Journal of Multi Disciplinary Research, 1(7)

Brindley G, 2001. Assessment. In Carter, R. and Nunan, D. (Eds.). Teaching English to speakers of other languages, Cambridge, Cambridge University Press

Burton K, 2006. Designing criterion-referenced assessment. Journal of learning design, 1(2): 73-82

Cheng L, and Fox J, 2017. Assessment in the language classroom. London, Palgrave

Crooks T, 1988. Assessing student performance, Kensington: Higher Education Research and Development Society of Australasia

Drisko J, W, 2014. Competencies and their assessment, Journal of Social Work Education, 50: 414-426

Griffith W, I, and Lim H-Y, 2014. Introduction to competency-based language teaching. MEXTESOL Journal, 38(2): 1-9

Koussouhon A, L, and Iwikotan K, E, 2015. Competency-based English teaching in Benin: Myth or reality? Les Cahiers du CBRST, 8(3): 588-607

Marcellino M, 2005. Competency-based language instruction in speaking classes: Its theory and implementation in Indonesian contexts, Indonesian Journal of English Language Teaching, 1(1): 33-44

Mrowicki L, 1986. Project work English competency-based curriculum, Portland, OR, Northwest Educational Cooperative

Muñoz D, R, and Araya D, H, 2017. The challenges of competency-based assessment in the educational field, Educ. Perqui., 43(4): 1073-1086

Neuman W, L, 2014. Social Research Methods: Qualitative and Quantitative Approaches, Essex, Pearson Education Limited

Nunan D, 2015. Teaching English to speakers of other languages: An introduction, New York, NY, Routledge

Ramsden P, 1992. Learning to teach in higher education, London, Routledge

Rapi L, and Miconi H, 2014. Theoretical and practical problems in designing tests for foreign language programs, European Scientific Journal, 10(29): 165-164

Richards J, and Rodgers T, (2001). Approaches and methods in language teaching, New York, NY, Cambridge University Press

Richards J, C, and Schmidt R, 2010. Longman dictionary of language teaching and applied linguistics, 4th edn, Harlow, Pearson Education Limited

Scarino A, 2005. Going beyond criteria for judging performance. Barbel: Journal of the Australian Federation of Modern Language Teachers’ Associations, 39(3): 8

Sullivan R, S, 1995. The competency-based approach to training, JHPIEGO Strategy Papers, 1, 1-8

Thaine C, 2010. Teacher training essentials: Workshops for professional development, Cambridge, Cambridge University Press

Yin R, K, 2011. Qualitative research: From start to finish, New York, NY, Guilford Press




DOI: http://dx.doi.org/10.46827/ejel.v6i6.3947

Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).