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AUXLANG  August 1998, Week 3

AUXLANG August 1998, Week 3

Subject:

Re: #Standardized testing (was) Tower of Babel

From:

Robin Gaskell <[log in to unmask]>

Reply-To:

International Auxiliary Languages <[log in to unmask]>

Date:

Sat, 15 Aug 1998 23:29:09 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (134 lines)

At 05:36 PM 8/10/98 +0200, Mike Farris wrote:
>Okay, I've gotten two answers both on list, saying (summarizing for those
too >lazy to look them up that there are a couple of different tests for
Eo, though >very few Eists ever take them and there used to be tests for
Occidental.
>
>This is why I think this is an important issue
>  [  .....................  ]
>A few years ago I read that if you're planning a large social
>change it's a good idea to work backwards.
>
>The idea is that you work out one (or more) possible ways that things
could >happen ultimately leading to your goal. After a certain point,
you'll probably >find that the final few steps are always the same, no
matter where you start >from.
>
>You then to start working on the last step, preparing the groundwork. Only
>after you're satisfied that that last stage (let's call it Z here) is
done, do >you start working on the next to the last step (Y), and so on .....
>  [  ....................  ]
>Having a well thought-out, quantitatively-researched set of standardized
tests >for measuring students' ability in your IAL is an important step
along the way. >Having them means you can talk about them (Duh) and answer
(or head off) >questions about "How will we know people are fluent in X?"
"Getting everybody >tested isgonna cost a lot of money!" or "Making tests
is going to cost a lot of >money!"
>
>I'm not exactly sure where the requirement for a internationally
recognized set >of standardized tests in IAL (look at the history of ESL
standardized testing).
>   [  ..........................  ]
> standardized tests but no IAL is going to get off the ground without them.
>
>Using the example of Eo for example (since it's what I (sort of) know), I
think >three levels would be enough.   Let's call them:
>1) Functional - If you pass it means you can speak, understand, read and
write >in IAL at a level sufficient for most areas of everyday life. This
is all about >90 % (at least) of people will ever need.
>
*   This is the proficiency test for the average world citizen.  Such a
test can be written fairly easily for any auxlang.
 
>2) Specialized - Can participate in written and spoken discussion in
>specialized area (advanced business, medicine, science etc).
>
*   This is a tricky one requiring Subject-Matter experts in each
particular auxlang to learn the language, then be able to write a series of
questions testing other subject matter experts' ability to handle ideas in
that particular area of interest, using the particular auxlang being tested.
    I believe that each Subject Matter Lexicon needs to be treated as a
separate Terminology Domain, and that Subject Matter Specialists ought to
become educated in the use of the specific Domain sub-lexicons.  One might
sit for, and pass, the various Subject Domain Language tests, adding these
successes to one's repertoire of specialist language usage, much as a Boy
Scout passes proficiency tests, and advertises the fact by adding further
badges to his shirt-sleeve.
 
>3) Fluent - Can do anything in IAL and do it well.
>
*   This level is for the senior school student, the diplomat, political
advisor, and Would-be World Citizen.
    Seems like a fairly good split of language proficiency levels.
 
>This isn't as well thought out as I'd like, but it does give you some idea
of what I'm talking about.
>
*   Is OK!
 
>I think it's a good idea for as many people who already know an IAL
(especially >EO) to go ahead and *take* those tests that already exist, as
early as >possible. It would be nice to say "Based on our research, a
Chinese monolingual >can pass the first test after _ hours of study." Or "
X % of those in our >study, could pass the first level test after X hours
of study."
>
*   And this would give creators of other auxlangs a benchmark to work by,
and something else to do .. preparing instructional coursework and a series
of qualfying tests .. rather than spending time in empty discussion.
    Rather than going on about "my language being better than yours" we
could rise to "my language's qualifying test being better than yours."
 
>Perceive, these figures may be in the final analysis meaningless, but they
*do* >make whatever IAL they are applied to seem more serious. And will
give those >who propose an IAL on the basis of "Ease of learning" something
to base their >claims on.
>
*   Quite so, if we included "Target Statements" like 'After Q hours of
study on this course the average Chinese will achieve 75% in the associated
Qualifying Test.'
 
>Assuming, of course, that we really want that. It would be embarrasing for
some >of us if our pet project doesn't perform well in these conditions.
>
*   Maybe it is ^bite the bullet^ time: perhaps we should move on .. as a
group .. to start producing a _Functional Level_ test instrument for the
language of our choice.
 
>Finally, I would hope, it would make IALists *prioritize* (one of my
favorite >buzz-words lately), decide on what an appropriate level is
reasonable to expect >from those who learn IAL because they have to and not
because they want to (the >majority of those who learn English today, do so
because they have to, not >because they want to, I have no reason to
suspect that that would change in any >important way with Eo, Ido, Glosa,
etc.)
*   This is a much more gritty approach to 'foreign language' learning, and
I agree that it is needed in the halls of Auxlangia, to give us a more
realistic and focussed target for our language teaching.
 
>I think an internationally established "Basic Eo" of 800 or 1000 lexical
items >that were always to be covered in the first X number of hours is
long overdue >(or does it exist and no one's told me?).
>
*   Yes this is a good place to start: set up a Learners Functional
Vocabulary, teach it, and get people to start using it meaningfully; then,
logically, test their performance with this Learners Functional Vocab.
    We could adopt this approach in Glosa.  We have been talking, among
ourselves, about the best size of such a Learners Vocabulary.  I could test
it in the field, among our Ugandan learners, who are virtually isolated
from the rest of the world of language learning (ideal naive learners).
 
>Any feedback? ...... PLEASE????!!!???!
>
*   Yes Michael, you are on the right track, and point the way forward for
the next stage in our several Planlinvo Projects
 
Saluta,
 Robin
  P.S. On thinking about it, this whole approach reminds me of my
Programmed Instruction days, when we set up "Validation Tests", and we
taught the information so people would pass the test.  At the start of the
coursework, the intended "Learning Outcomes" were stated.  Maybe we need
this controlled approach again, to give our various research attempts
rigor.   R.

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