Abstract
In 2011, a foreign language speaking component was implemented into the Baccalauréat, the national secondary school exiting examination in France. A 2014 washback study carried out in France reveals the support offered to teachers during this change to the High-Stakes language exam. As well as preparing their students for the new exam, teachers also had to examine the candidates. The study found that the first year after test implementation had been difficult for the teachers for several reasons: a lack of training, misinterpretations of the new language test, and finally the resources surrounding the test seemed to be limited and were used in varying ways. Furthermore, the teachers seemed doubtful that the students were passing the Baccalauréat with the expected B2 level according to the Common European Framework of Reference (CEFR). Results from the study seem to suggest that for the title question, ‘are teachers given sufficient tools as examiners in High-Stakes testing?’ the answer was ‘not yet’. Implications then suggest that assessment literacy training should be included in the professional development of teachers, especially when they assume the role of examiners for national High-Stakes language tests. The washback data is contrasted with support provided to international language examiners, and this differentiation suggests a model of professional teacher-examiner support. The model is divided into three categories: ‘Training’, ‘Feedback’, and ‘Resources’ (TFR). In conclusion, if education ministries and test-developers wish to promote positive impact and rely on valid results from High-Stakes language tests, a TFR system may be considered.
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Notes
- 1.
For a comprehensive review on ‘assessment for learning’, see Black and Wiliam (1998).
- 2.
For more about the communicative method, see Fulcher (2000).
- 3.
In addition to the speaking component, a listening component was also implemented. To limit the scope of the washback study to production skills, only the speaking component was taken into account.
- 4.
These timings are for the Technical and General series of the Baccalauréat including Science and Economics. For students in the Language series only, both the monologue and the interview stages last up to 10 min, equaling a possible total time of 30 min.
- 5.
These topics are: (1) ‘The Forms of Power’, (2) ‘Myths and Heroes’, (3) ‘Spaces and Exchanges’, and (4) ‘The Idea of Progress’.
- 6.
The primary study participants included 211 students and ten English teachers.
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Bellhouse, g.L. (2018). Are Teachers Given Sufficient Tools as Examiners in High-Stakes Language Testing? A Study of the New Foreign Language Speaking Component of the French Baccalauréat. In: Xerri, D., Vella Briffa, P. (eds) Teacher Involvement in High-Stakes Language Testing. Springer, Cham. https://doi.org/10.1007/978-3-319-77177-9_6
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