Survey to Investigate Expectations of Achievement in Written English on English Language Degree Programmes in Europe
Titel:
Survey to Investigate Expectations of Achievement in Written English on English Language Degree Programmes in Europe
Auteur:
Sedgwick, Carole
Verschenen in:
Language assessment quarterly
Paginering:
Jaargang 4 (2007) nr. 3 pagina's 235-256
Jaar:
2007-08-06
Inhoud:
From June to November 2003 an exploratory survey was made of the assessment of written English in a small sample of English language degrees in Europe. All programmes had similar components, the study of English language and literature, cultural or area studies, and English language development. Some involved the study of another language. Theoretical perspectives on test validity informed the construction of a questionnaire to collect quantitative and qualitative data from the programmes in the sample in order to investigate expectations about attainment of proficiency in written English. Responses were obtained from 32 English language degree programmes in 14 European countries: Austria, Belgium, Denmark, France, Germany, Italy, Latvia, the Netherlands, Poland, Portugal, Romania, Spain, Switzerland, and the United Kingdom. The sample was not large enough to be representative of such degrees throughout Europe, but this exploratory study revealed a wide variation between countries, within the same country and, in some cases, within the same department with regard to what was measured, the contexts sampled, and the assessment instrument adopted and measures taken to ensure the reliability of the assessment. The study revealed variable evidence to support the outcomes of the assessment across the sample, leading to the conclusion that there was wide variation in what is attained in proficiency in written English on these English language degree programmes, which is indicative of similar degrees across Europe. The framework used for data collection yielded themes, practices, and concerns that would inform the development of common guidelines for assessment.
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