Interact and Higher Proficiency Students: Addressing the Challenges
The findings of Stage 1 of the two-stage study indicated several challenges for interact going forward. Three are noted as of particular importance: the type and nature of the task; understanding ‘spontaneous and unrehearsed’; and (as an adjunct) a de-emphasis on grammatical accuracy as a key criterion for success. Stage II investigated NCEA level 3, the highest level of examination targeted at CEFR levels B1 and B2. At these ‘independent’ levels the new assessment is designed to capture students’ ability to enter unprepared into conversation (B1) and interact with a degree of fluency and spontaneity (B2). NCEA level 3 therefore becomes an interesting test case of how interact in theory might be operationalised in practice. This chapter presents findings from the interviews with teachers (n = 13) who were using, or who had been involved with the development of, interact at NCEA level 3, with particular reference to the three identified challenges.
KeywordsEating Disorder Native Speaker Assessment Task Grammatical Structure Lead Teacher
- Bachman, L. F., & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford, England: Oxford University Press.Google Scholar
- Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York, NY: Pearson.Google Scholar
- NZQA. (2014). Languages – moderator’s newsletter. Retrieved from http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/languages/moderator-newsletters/October-2014/
- The University of Queensland. (2012). About flipped classrooms. Retrieved from http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html