Post by Sue M-V on May 5, 2008 18:33:42 GMT
The best thing that can be said for multiple choice questions is that they're easy to mark. I can't help feeling that this is the major reason for using them. They help students who have writing difficulties or certain difficulties in expressing themselves, but they are usually no help at all to divergent thinkers, who can often make a good case for each of the possible answers!
As for leaving out the oral test for foreign languages, I am horrified at the very idea! They are, indeed, extremely stressful, but that is only because of the way they are carried out in England (used to be ...). I remember that after our French A-level, the examiner actually told our teacher on the spot that my best friend had passed: she had been so nervous that the examiner felt she had better know the good news. I knew how nervous I had been, and was shocked to think that my friend had been so much worse!
The professional examiners are scary only because they are not known to the students, but that is usually the case when one is speaking a foreign language - at least at first. They are usually very good, and most of them try to put you at your ease. (There are a few monsters about, though!)
InSweden papers are sent from the central organisation, with fairly detailed instructions on what is to be talked about. You're given a topic and different tasks: e.g. explain; discuss. The papers are quite jolly, with coloured photos and a good layout. Students are paired off and tested in rotation: the first pair is given about 15 minutes to prepare; when they go in to do the test, the second pair start preparing, and so on. The couple speak for about 15-20 minutes. The teacher sits in but only to supervise and make sure they do it properly; s/he does not normally speak.
The whole test is recorded and subsequently analysed by the teacher, who grades each performance. I can imagine that the recordings might be sent off to be graded professionally, in the English way, if this was desirable.
Here enormous weight is placed on the spoken language. I'd say it is considered more important than the written language. You must be able to speak it pretty fluently, or you will fail the course.
The English have always had a rather cavalier attitude to foreign languages. We like to dabble in them for fun, but when it comes to the crunch, we want to communicate in English. My impression is that the Americans and especially the Australians are even worse. Correct me if I'm wrong, but I think you can go right through high school without ever learning a foreign language.
I'm not sure of the situation in England now. Once upon a time, you had to start learning e.g. French at the age of eleven, although you could later drop it.
In Sweden, of course, everyone has to learn English. They usually start more or less when they start school, at the age of seven. Unfortunately, the English teachers at that level are not always very talented in English, and many of the English teachers even at higher levels are unqualified. There are some marvellous English teachers, too, but you can't guarantee getting one.
Most Swedish youngsters learn most of their English through the media. They can all swear like troopers but they can't spell for toffee and they don't bother about minor details like congruence!
Other foreign languages are losing ground. Spanish is still fairly popular, and quite a few people still learn German, but French is dying out. The reason is simply that students consider learning languages too much of a slog. Other knowledge-based subjects are usually split into bite-sized peices. You learn a bit, do a test, then do another bit. With languages, you're not allowed to forget anything. You need to know all of it all the time and it just gets more difficult.
The government is so worried that they have decided, in the latest educational reform, to give extra points for university entrance to students who have grades in foreign languages.
Well, that was my opinion (and more!), G.E. I don't know if it was of any value!
Sue
As for leaving out the oral test for foreign languages, I am horrified at the very idea! They are, indeed, extremely stressful, but that is only because of the way they are carried out in England (used to be ...). I remember that after our French A-level, the examiner actually told our teacher on the spot that my best friend had passed: she had been so nervous that the examiner felt she had better know the good news. I knew how nervous I had been, and was shocked to think that my friend had been so much worse!
The professional examiners are scary only because they are not known to the students, but that is usually the case when one is speaking a foreign language - at least at first. They are usually very good, and most of them try to put you at your ease. (There are a few monsters about, though!)
InSweden papers are sent from the central organisation, with fairly detailed instructions on what is to be talked about. You're given a topic and different tasks: e.g. explain; discuss. The papers are quite jolly, with coloured photos and a good layout. Students are paired off and tested in rotation: the first pair is given about 15 minutes to prepare; when they go in to do the test, the second pair start preparing, and so on. The couple speak for about 15-20 minutes. The teacher sits in but only to supervise and make sure they do it properly; s/he does not normally speak.
The whole test is recorded and subsequently analysed by the teacher, who grades each performance. I can imagine that the recordings might be sent off to be graded professionally, in the English way, if this was desirable.
Here enormous weight is placed on the spoken language. I'd say it is considered more important than the written language. You must be able to speak it pretty fluently, or you will fail the course.
The English have always had a rather cavalier attitude to foreign languages. We like to dabble in them for fun, but when it comes to the crunch, we want to communicate in English. My impression is that the Americans and especially the Australians are even worse. Correct me if I'm wrong, but I think you can go right through high school without ever learning a foreign language.
I'm not sure of the situation in England now. Once upon a time, you had to start learning e.g. French at the age of eleven, although you could later drop it.
In Sweden, of course, everyone has to learn English. They usually start more or less when they start school, at the age of seven. Unfortunately, the English teachers at that level are not always very talented in English, and many of the English teachers even at higher levels are unqualified. There are some marvellous English teachers, too, but you can't guarantee getting one.
Most Swedish youngsters learn most of their English through the media. They can all swear like troopers but they can't spell for toffee and they don't bother about minor details like congruence!
Other foreign languages are losing ground. Spanish is still fairly popular, and quite a few people still learn German, but French is dying out. The reason is simply that students consider learning languages too much of a slog. Other knowledge-based subjects are usually split into bite-sized peices. You learn a bit, do a test, then do another bit. With languages, you're not allowed to forget anything. You need to know all of it all the time and it just gets more difficult.
The government is so worried that they have decided, in the latest educational reform, to give extra points for university entrance to students who have grades in foreign languages.
Well, that was my opinion (and more!), G.E. I don't know if it was of any value!
Sue