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Examination Impact: Monitoring how teachers cope with change

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Title: Examination Impact: Monitoring how teachers cope with change


1
Examination Impact Monitoring how teachers
cope with change
  • Dianne Wall
  • Tania Horák
  • Lancaster University
  • UK

2
Background
  • Next Generation TOEFL (NGT) to be launched
    September 2005 (in certain sites only)
  • Two impact studies commissioned by Educational
    Testing Service (producer of TOEFL)

3
Our impact study
  • Where?
  • Central and Eastern Europe
  • Who?
  • TOEFL preparation course providers

4
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5
Theoretical underpinnings
  • 1) Henrichsen (1989) Hybrid Model of the
    Diffusion / Implementation Process
  • 2) Messick (1996) - evidential link

6
Henrichsens model
Antecedents
Process
Consequences
7
Process
  • The Receivers
  • The Innovation
  • Characteristics of Communication
  • The Resource System
  • The User System
  • Inter-elemental factors

8
How our study fits the model
9
Messicks evidential link
evidential link
10
Phase 2
  • Who? 6 teacher participants from Phase 1
  • Where? 5 countries Bulgaria, Croatia,
    Lithuania, Poland, Slovakia.
  • When? data collection period January - May
    05
  • How? Computer Mediated Communication
  • What? investigation of pps awareness and
    understanding of and reactions to NGT, to help
    us understand how they are preparing for the
    arrival of NGT

11
What?
  • Interviews based on monthly tracking questions
  • Completion of tasks designed to familiarise
    participants with NGT
  • Interviews discussing the task responses

12
Data collection activities

Interview 1
Task sent to pps
Interview 2
Pps return task
Researchers discuss responses
13
The Tasks
  • January - Features of TOEFL preparation classes
  • February - Awareness of current and future TOEFL
  • March - Focus on the new writing tasks
  • April - Focus on the new speaking tasks
  • May - Prediction of actual content and
    methodology of pps NGT preparation classes

14
Findings
  • Understanding of NGT
  • Materials
  • Teacher Support

15
Understanding of NGT
  • Teachers seem clear about the format of NGT but
    less clear about the actual constructs.

16
Understanding of NGT
  • I don't think the matter of accent was really
    addressed, though maybe those who grade the tests
    have an implicit understanding of how accent
    plays a role and will score accordingly. In
    preparing students for tests, it would help to
    have the issue of accents and how they affect
    scoring addressed directly in the rubric.

17
Understanding of NGT
  • Conclusion
  • Awareness-raising requires more than providing
    examples of the test.

18
Materials
  • Teachers rely heavily on published materials.

19
Materials
  • I cant even dare think of something like that
    but I suppose Ill have to improvise. The other
    possibility is to reschedule the NGT classes to
    the moment when there will be materials.

20
Materials
  • Conclusions
  • Impact will probably be affected by the textbook
    writers
  • Impact of the test may well be hard to
    distinguish from impact of the textbook

21
Teacher Support
  • The test provider has supplied various forms of
    teacher support but they are not necessarily
    accessible to the teachers who need them.

22
Teacher Support
  • I just heard it mention by the Director
    She also said it is very expensive . I cannot
    afford, the center cannot afford.

23
Teacher Support
  • Conclusion
  • Careful consideration must be paid to the
    logistics of teacher support if it is to be
    effective and reach those who need it, when they
    need it.

24
Professionalism
  • Test Provider - by commissioning impact studies
  • TOEFL teachers by participating in our study

25
For further information
  • About the project
  • d.wall_at_lancaster.ac.uk
  • t.horak_at_lancaster.ac.uk
  • About NGT
  • http//toeflpractice.ets.org

26
(No Transcript)
27
Tracking questions
  • Have you learnt anything about New TOEFL which
    you didnt know last month? If so, what?
  •  Is the new exam being discussed in your
    institution (e.g. by other teachers/ management)?
    If so, what are the main issues being
    discussed? 
  • Have students asked about the new TOEFL? If so,
    what have they asked about?
  • Are you worried/ concerned about anything
    concerning the new TOEFL? If so, what?
  • Is there anything else of interest concerning new
    TOEFL which has happened this month?
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