Oral Proficiency Interviews at Amherst Regional High School: Report of a Pilot Project

1984 ◽  
Vol 17 (2) ◽  
pp. 330 ◽  
Author(s):  
Georg Steinmeyer
Keyword(s):  
High School ◽  
Oral Proficiency ◽  
Pilot Project ◽  
Oral Proficiency Interviews

Assessing pragmatic competence in oral proficiency interviews at the C1 level with the new CEFR descriptors

2020 ◽  
Vol 16 (1) ◽  
pp. 87-121
Author(s):  
Bárbara Eizaga-Rebollar ◽  
Cristina Heras-Ramírez
Keyword(s):  
Rating Scales ◽  
Rating Scale ◽  
Oral Proficiency ◽  
Pragmatic Competence ◽  
Task Characteristics ◽  
The Common ◽  
Task Descriptions ◽  
Oral Proficiency Interviews ◽  
Task Types ◽  
And Task

AbstractThe study of pragmatic competence has gained increasing importance within second language assessment over the last three decades. However, its study in L2 language testing is still scarce. The aim of this paper is to research the extent to which pragmatic competence as defined by the Common European Framework of Reference for Languages (CEFR) has been accommodated in the task descriptions and rating scales of two of the most popular Oral Proficiency Interviews (OPIs) at a C1 level: Cambridge’s Certificate in Advanced English (CAE) and Trinity’s Integrated Skills in English (ISE) III. To carry out this research, OPI tests are first defined, highlighting their differences from L2 pragmatic tests. After pragmatic competence in the CEFR is examined, focusing on the updates in the new descriptors, CAE and ISE III formats, structure and task characteristics are compared, showing that, while the formats and some characteristics are found to differ, the structures and task types are comparable. Finally, we systematically analyse CEFR pragmatic competence in the task skills and rating scale descriptors of both OPIs. The findings show that the task descriptions incorporate mostly aspects of discourse and design competence. Additionally, we find that each OPI is seen to prioritise different aspects of pragmatic competence within their rating scale, with CAE focusing mostly on discourse competence and fluency, and ISE III on functional competence. Our study shows that the tests fail to fully accommodate all aspects of pragmatic competence in the task skills and rating scales, although the aspects they do incorporate follow the CEFR descriptors on pragmatic competence. It also reveals a mismatch between the task competences being tested and the rating scale. To conclude, some research lines are proposed.

scholarly journals From Face-to-Face to Paired Oral Proficiency Interviews: The Nut is Yet to be Cracked

2011 ◽  
Vol 4 (2) ◽  
pp. 169 ◽  
Author(s):  
Parviz Birjandi ◽  
Marzieh Bagherkazemi
Keyword(s):  
Communication Skills ◽  
Oral Communication ◽  
Oral Proficiency ◽  
Theory And Practice ◽  
Social Dimension ◽  
Face To Face ◽  
Skilled Performance ◽  
The Face ◽  
Oral Proficiency Interviews ◽  
The Individual

The pressing need for English oral communication skills in multifarious contexts today is compelling impetus behind the large number of studies done on oral proficiency interviewing. Moreover, given the recently articulated concerns with the fairness and social dimension of such interviews, parallel concerns have been raised as to how most fairly to assess the oral communication skills of examinees, and what factors contribute to more skilled performance. This article sketches theory and practice on two rather competing formats of oral proficiency interviewing: face-to-face and paired. In the first place, it reviews the related literature on the alleged disadvantages of the individual format. Then, the pros and cons of the paired format are enumerated. It is discussed that the paired format has indeed met some of the criticisms leveled at individual oral proficiency interviewing. However, exploitation of the paired format as an undisputable alternative to the face-to-face format begs the question.

Improving Physical Fitness in High School Students: Implications from an Experimental Course

1989 ◽  
Vol 9 (1) ◽  
pp. 58-73 ◽  
Author(s):  
Annette Phillipp ◽  
Neill F. Piland ◽  
Jerry Seidenwurm ◽  
Howard L. Smith
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Curriculum Design ◽  
Pilot Project ◽  
Individual Responsibility ◽  
Student Interest ◽  
School Students ◽  
Education Courses

Educators are challenged to create conditions under which instruction has a reasonable probability of improving students’ knowledge and behavior. In high school physical education courses this problem is accentuated when adolescents are not highly receptive to traditional methods of instruction. The answer may lie in curriculum design wherein courses are better packaged to maintain student interest and involvement. The Albuquerque Public School System explored this concept during two consecutive summer terms. An innovative physical education course incorporating unique field experiences, high levels of participation, and reinforcement of individual responsibility was designed and implemented in a pilot project. When compared to traditional physical education classes, mixed results were obtained for various physical fitness measures and knowledge scores. The implications for designing physical education courses are discussed.

Multiple questions in oral proficiency interviews

2007 ◽  
Vol 39 (11) ◽  
pp. 2045-2070 ◽  
Author(s):  
Gabriele Kasper ◽  
Steven J. Ross
Keyword(s):  
Oral Proficiency ◽  
Oral Proficiency Interviews

scholarly journals Manajemen pengembangan kompetensi guru untuk implementasi Kurikulum 2013 di SMA Negeri Pilot Project Yogyakarta

2019 ◽  
Vol 7 (1) ◽  
pp. 50-61
Author(s):  
Khotim Hanifudin Najib ◽  
Pardjono Pardjono
Keyword(s):  
High School ◽  
Curriculum Implementation ◽  
Development Program ◽  
Pilot Project ◽  
Senior High School ◽  
Teacher Competence ◽  
Development Programs ◽  
Development Education ◽  
National Education ◽  
Implementation Time

Penelitian ini bertujuan untuk menggambarkan manajemen pengembangan guru untuk implementasi kurikulum 2013 di SMA Negeri Pilot Project Yogyakarta. Studi ini merupakan penelitian kualitatif dengan metode studi kasus. Penelitian dilakukan di SMA N 2 dan SMAN 8 kota Yogyakarta. Teknik pengumpulan data: observasi, penelusuran dokumen, dan wawancara. Hasil penelitian menunjukkan: (1) perencanaan dilakukan dengan meninjau peraturan menteri pendidikan nasional tentang Kurikulum 2013. (2) pengorganisasian dilakukan oleh kepala sekolah dengan membentuk sebuah tim. (3) pelaksanaan dalam bentuk workshop, pelatihan dan pengembangan, pendidikan dan pelatihan, In-House Training, MGMP, serta studi lebih lanjut. (4) pengendalian dilakukan dengan supervise oleh kepala sekolah. (5) Faktor pendukung pengembangan kompetensi guru adalah: pertama, keberadaan guru yang telah menjadi instruktur nasional pelaksanaan Kurikulum 2013. Kedua, guru memiliki motivasi yang tinggi untuk mengikuti program pengembangan kurikulum ini. Ketiga, sekolah menyediakan anggaran untuk pelaksanaan program pengembangan. Faktor penghambatnya adalah; pertama, peserta program tidak mendapatkan gaji. Kedua, kendala teknis seperti proyektor rusak. Ketiga, perencanaan waktu pelaksanaan agar tidak mengganggu kegiatan pembelajaran di sekolah. Management of teachers competence development for the implementation of curriculum 2013 at pilot project state senior high school of Yogyakarta Abstract This study aims to describe the management of the development of teachers for curriculum implementation in 2013 at the pilot project of state senior high school of Yogyakarta. This study is a qualitative research in methods of case studies. Research conducted at the SMA N 2 and SMAN 8 Yogyakarta. Data collection techniques: direct observation, review or archive documents and interviews. The results showed: (1) planning is done by reviewing the regulation of the Minister of national education about curriculum 2013. (2) organizing is done by the head of the school by forming a team. (3) the implementation in the form of workshops, training, and development, education and training, in-house Training, MGMP, as well as further study. (4) Controlling is done by supervising by school principals. (5) supporting the development of teacher competence Factors are: first, the existence of a teacher who has become a national instructor curriculum implementation of 2013. Second, teachers have a high motivation to follow this curriculum development program. Third, schools provide a budget for the implementation of development programs. Inhibiting factor are; First, program participants get no salary. Second, the technical barriers such as the projector is broken. Third, planning implementation time so as not to interfere with learning activities at school.

scholarly journals E-Learning among Indonesian Vocational High School

2021 ◽  
Author(s):  
Sulistyo-Basuki
Keyword(s):  
High School ◽  
High Schools ◽  
School Principals ◽  
School Library ◽  
Pilot Project ◽  
Learning Activities ◽  
Vocational High School ◽  
Early 21St Century ◽  
Research Orientation ◽  
E Learning

E-learning in Indonesia began in mid-nineties with the advent of internet preceded by information technology which was introduced in Indonesia in late 1970s and early19 80s. However, those elearning initiators hit hard by the economic and political crises which hit Indonesia in 1997s until early 21st century. Beginning the year 2000, many schools, especially senior high school, took the initiatives to conduct e-learning in their environments, in spite of the economic crises. Based on data available from the Department of national Education, a survey conducted toward high school Websites. A virtual visit and randomly selected physical visits to high schools situated in Jakarta, Yogyakarta (Central Java), Makassar (South Sulawesi) and Padang(West Sumatera) yielded result that those Websites mainly used for disseminating school profiles including name and address, principals and teaching staffs, facilities, extracurricular works etc, but none specially directed to e-learning materials. The research orientation changed to vocational high school with the assumption that the vocational high school graduates are geared toward working market hence the courses are directed to more practical application and subsequently can improved with e-learning activities. Based on data from National Library of Indonesia and Directorate of Vocational High School, purposive sampling was done. The criteria are (a) the school has conducted e-learning for at least five years; (b) agree to be interviewed; (c) has trained other schools on e-learning development; (d) own a school library (e) appointed by Directorate of Vocational High School as a pilot project (f) accessible economically from Jakarta so it is more convenient to visit. Using snowball method, from interview with Wikrama principal and teachers, yielded data on other vocational schools in many regions. Those vocational high schools are randomly selected, interviewed by volunteer researchers . The results are analysed and showed that e-learning in vocational high school is limited to facilities designed by the school such as commonly found in Intranet, the constraints mainly on physical infrastructure and e-learning spread because of lack of facilities from school library. The development of e-learning activities is separated from school library, a cause resulted from the wrong perception of the school principals. It is suggested that the development of e-learning should synchronised with school library because in the future, even right now, school library will developed into learning resource centres, in which e-learning is covered. However, it needs better understanding among school principals which in Indonesia who will decide the fate of school library, either like it or not.

Toward the Future of Computer-Assisted Language Testing

2020 ◽  
pp. 208-235
Author(s):  
Ethan Douglas Quaid ◽  
Alex Barrett
Keyword(s):  
Language Testing ◽  
Oral Proficiency ◽  
Future Research ◽  
Computer Assisted ◽  
Multiple Perspectives ◽  
Face To Face ◽  
Speaking Test ◽  
Recent Case Study ◽  
Recent Developments ◽  
Oral Proficiency Interviews

Semi-direct speaking tests have become an increasingly favored method of assessing spoken performance in recent years. Underpinning evidence for their continued development and use has been largely contingent on language testing and assessment researchers' claim of their interchangeability with more traditional, direct face-to-face oral proficiency interviews through theoretical and empirical investigations from multiple perspectives. This chapter initially provides background and research synopses of four significant test facets that have formed the bases for semi-direct and direct speaking test comparison studies. These are followed by the inclusion of a recent case study comparing test taker output from a computer-based Aptis speaking test and a purposively developed identical face-to-face oral proficiency interview that found a slight register shift which may be viewed as advantageous for semi-direct speaking tests. Finally, future research directions are proposed in light of the recent developments in the semi-direct speaking testing research presented throughout this chapter.

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