What is Delta Module 1 Preparation Course like?
Who is the course for? It’s for teachers who
- have been working for over a year and want to take their career to the next level
- work with young learners or adults
- would like to prepare for Delta Module 1 in a team of like-minded people guided by experienced trainers
- want to become a more reflective practitioner or progress into a senior position
- want to take other Delta modules in the nearest future
Paper 2 Task 1
Last week we had an input session on Paper 2 Task 1, which is a test evaluation task. The aim of the session was to help the course participants understand the task type, its requirements and develop strategies how to cope with such tasks.
It goes without saying that preparing for Delta Module 1 requires reading and studying independently using reference books. For this task type (Paper 2 Task 1) it’s important to brush up on terminology related to assessment, understand key principles of test design and be able to relate these principles to the given context.
We looked at different extracts from published sources and identified task types, discussed some possible reasons for using these tasks and their features. Experienced teachers are likely to be aware of many task types so they’ll be able to recognise some features represented in the extract from a public examination, a commercially produced test or a teacher-generated test.
It’s advisable to start evaluating the test by figuring out its purpose. That’s why it’s worth revising test types and their main functions. For instance, a teacher may use a test as a diagnostic tool at the beginning of the course to identify a learner’s particular needs, their strengths and weaknesses.
The teaching context, stage of the course and its aims can influence the choice of test design. Candidates who take Delta Module 1 are expected to be able to comment on the effectiveness of the test in the given context. For example, they may well say that the level of challenge is appropriate, so the learners will be motivated and the tasks will allow the teacher to diagnose the areas identified in the rubric.
The candidates will have to include six features of the test referring to both positive and negative features and using relevant testing concepts. For example, one of the typical pitfalls is mentioning terms that are not relevant. That can be ‘backwash effect’ in the situation when candidates are evaluating a placement test. Obviously, these answers won’t be credited as candidates are not given marks for demonstrating their awareness of terminology without referring to the features represented in the extract.
Some Useful Tips
- Don’t spend more than 20 minutes on this task.
- State the purpose of the test.
- Don’t discuss the test validity overall but in relation to the student.
- Include answers that look at the style, skills and spoken situation of the language needed to complete the task and relate to the context
- Negative backwash is not possible if you are evaluating a diagnostic test.
- Don’t repeat the same applications and don’t use too general answers such as ‘subjective marking’.