A Design Framework for theELTeachProgram Assessments

Abstract

ELTeach is an online professional development program consisting of two courses, English‐for‐Teaching and Professional Knowledge for English Language Teaching (ELT). Each course includes a coordinated assessment leading to a score report and certificate for individual teachers. Developed with reference to international and national teaching standards, and drawing on the resources of various national English‐language curricula and teaching materials, the program is designed to ensure that teachers have the functional classroom English language and the professional knowledge to support the implementation of the English‐language curricula they are expected to teach. In this document, we outline the design and development process followed in creating the two ELTeach assessments—the Test of English‐for‐Teaching (TEFT™) and the Test of Professional Knowledge (TPK™). The paper is organized into the following sections: (a) the purposes and intended uses for test scores/certificates, (b) the target populations, (c) the construct definitions, (d) the program frameworks and domain descriptions, (e) the test designs, (f) the scoring systems, and (g) directions for research in support of the program.

English Language Proficiency in Indonesia : Issues and Prospects

“…Butler (2004), for example, reported that many of the primary and high school English teachers in Korea felt that they did not have sufficient English to teach effectively in English (the situation may have changed somewhat following a series of policy initiatives that involved retraining of English teachers to upskill their proficiency). More recently, Young et al (2014) observe that many NNEST (non-native English-speaking teachers) teachers may have a limited proficiency in English and have to rely on their first language when teaching their students, who also have a low proficiency in English. Thus, it is not uncommon that both teachers and students use their L1 for the most part of the English lessons.…”

Test Adaptativo Informatizado de Analogías Verbales: comparación de Criterios de Parada

“…Las investigaciones sobre inteligencia humana y razonamiento han encontrado que el rendimiento en analogías representa una de las mejores medidas de la comprensión verbal y el pensamiento analítico (Gentner, Holyoak & Kokinov, 2001;Sternberg, 1985Sternberg, , 2001Sternberg, , 2015. Numerosos estudios indican que se trata de una capacidad crítica para el éxito tanto académico como profesional (Hey, Linsey, Agogino & Wood, 2008;Jones & Estes, 2015;Kuncel & Hezlett, 2007;Kuncel, Hezlett & Ones, 2004;Meagher, 2012;Wendler & Bridgeman, 2014;Young, Klieger, Bochenek, Li & Cline, 2014). Por ello, los tests de analogías verbales son frecuentemente utilizados en Estados Unidos para la admisión universitaria, otorgamiento de becas de estudios, orientación vocacional y selección de personal.…”

Examining the Internal Structure of the Test of English‐for‐Teaching (TEFT™)

“…The development of the TEFT assessment followed a language for specific purposes (LSP) approach (Young et al, ). One of the main features of LSP tests is the specificity of the target language use (TLU) domain (Douglas, ).…”

“…This task analysis served as the foundation for both the English‐for‐Teaching course and the TEFT assessment. In the test, therefore, test takers are required to demonstrate their command of English for (a) engaging with students in simple, predictable classroom exchanges; (b) understanding content for students and tasks for the teacher as included in instructional materials and presenting lessons in class based on a defined curriculum and instructional materials; and (c) providing basic oral and written feedback to students (see Young et al, , for a complete description of the TEFT design and development process).…”

“…This test measures EFL teachers' control over functional English in classroom settings as presented in the English‐for‐Teaching course. Specifically, it assesses the essential English language skills a teacher needs to be able to prepare and enact the lesson in a standardized (usually national) curriculum in English in a way that is recognizable and understandable to another speaker of the English language (Young, Freeman, Hauck, Garcia Gomez, & Papageorgiou, ).…”