have conducted
the test in the last few years. In the
first place,
12.5 minutes per candidate (allowing 5
minutes for
interlocutor management talk) is not such
a long time, and
secondly, some candidates are so
nervous at the
start of the test (into the valley of Death)
that it takes
them 15 minutes to relax and start
performing to
the best of their ability.
The Written
Test lasts an hour, during which
candidates write
two texts of approximately one page
each, one on
their prepared topics and the other an
unprepared
authentic-type text such as a letter or an
article, on a
topic of general interest.
In both parts of
the test the emphasis is not so much
on getting the
answer right as on communicating
effectively on
topics of interest, importance or personal
relevance. And
how is all this marked? We were
fortunate in the
timing of our project because the
Council of
Europe had just produced ‘Modern
Languages:
Learning, Teaching, Assessment. A
Common
European Framework of Reference.’ This
document became
our bible, not least because it
contains
descriptors of 48 or so elements that are part
of language
ability, set out on a 6-band scale.
A large
proportion of the test development process
involved our
selecting the criteria that we wanted to
measure in the
TIE. Our advisors told us that
examiners could
not comfortably remember more that
five or six
criteria, so we selected five for each part of
the test (Oral
and Written) of which two are common to
both. These
criteria are:
Oral
Test:
Interaction
Communicative
Effectiveness
Phonological
Control
Written
Test:
Production
Task
Achievement
Orthographic
Control
Common:
Accuracy of
Structure and Lexis
Range and
Complexity of Structure
and
Lexis
As we trialled
and piloted the test, we modified the
descriptors
until we were happy that they described
accurately the
elements of language performance that
we expected from
candidates at the 6 levels in the
Common European
Framework (A1-A2-B1-B2-C1-C2,
also known as
Breakthrough – Waystage – Threshold –
Vantage –
Effectiveness - Mastery).
The Advisory
Council, who established the TIE,
operates under
the aegis of the Department of
Education and
Science in Ireland, so in effect the TIE
is run on behalf
of the state education system. At the
moment (autumn
2000) it is available to all students
following an EL
course in Ireland. It takes an average
of 10-14 days to
prepare, though students who are
here for longer
may spread the preparation over a
longer period.
This does not affect the outcome of the
test since what
is being measured is language
performance, not
depth of subject knowledge.
Certificates are
sent out about two weeks after the test
date.
The easy part of
designing the Test – being inventive
and creative -
is now behind us, and it has taken five
years. Ahead of
us lies the ongoing developmental
work – marketing
and financial planning; explaining to
teachers how the
test fits in with their teaching; and
recruiting,
training, monitoring and retraining
examiners, as
well as the day to day administration of
actual tests. We
also have to look at systems for
recording tests
in case of queries from students or
teachers, and we
need to start in-depth statistical
analyses so that
we can be absolutely sure that the
test continues
to be valid and reliable.
The original
test development group has almost
dissolved as the
members have gone on to other
things, and
business management structures are
being put in
place. From one point of view, the ‘fun’
part is over;
from another, the challenge is only
beginning.
Either way, all the people who were
involved in the
first five years of the Test of Interactive
English can rest
assured that, far from adding to the
battery of tests
mentioned at the beginning, they are
responsible for
putting the rose in the barrel of the
testing rifle.
English language tests will never be quite
the same
again.