Simulated Teaching

Designing CEFR-aligned Assessment Task Based on Different Test Items

By KHO CHUNG WEI

Success Criteria

By the end of this two-hour practical session, you can:

• Design and justify CEFR-aligned assessment tasks for specific language skills (e.g., listening, speaking, reading, writing) and content areas.

• Utilize digital tools and Generative AI to generate, evaluate, and refine assessment task ideas and specific test items.

• Critically review and provide constructive feedback on peer-designed assessment tasks.

Word Cloud

In one word, what does 'CEFR' mean to you in the context of language teaching?

Open Ended

Name one CEFR 'Can Do' statement you recall for a primary school level (e.g., A1 or A2).

Open Ended

What does it mean for an assessment task to be "CEFR-aligned"?

Design Challenge (1 hour)

• Get into groups of 4. You will choose a scenario to design an assessment task for: https://view.genially.com/68457ef5180c2c8579064f7d

• Work on the assessment task in a Google Doc that is shared with your group members.

• Refer to the relevant DSKP and CEFR documents to ensure the assessment task is aligned to the learning standards and 'can do' statements.

Step 1

• Define CEFR 'Can Do' Statement(s): 

  • Based on the chosen scenario, identify 1-2 relevant CEFR 'Can Do' statements that the assessment task will measure.

  • AI Integration: You may use AI tool (e.g., "Generate 3 CEFR A1 'Can Do' statements for primary students describing their pets orally.") to get ideas for specific 'Can Do' statements relevant to your scenario.

Step 2

• Brainstorm Test Item Types: 

  • Discuss suitable test item types for the stipulated skill and CEFR level (e.g., for listening: multiple-choice with pictures, matching, true/false; for speaking: picture description, short interview; for reading: matching headings, reordering sentences, gap-fill; for writing: guided writing, sentence completion, short answer).

  • AI Integration: You can prompt AI for ideas: "What are good test item types for assessing CEFR A2 reading comprehension for a short story for primary school students?" or "Suggest creative ways to assess Primary 3 students' ability to describe pets orally at CEFR A1 level."

Step 3

• Draft the Assessment Task: 

  • Create the actual task. This involves writing the instructions, drafting the specific test items, and considering any visuals or audio needed.

  • AI Integration - Content Generation & Refinement: 

    • Generating ideas: "Generate a simple story about a trip for Primary 4 students at CEFR A2 level, around 80-100 words."

    • Generating items: "Based on this story [paste story], create 3 multiple-choice comprehension questions for CEFR A2 level." Or, "Write 5 True/False statements based on this audio script for Primary 2 students about daily routines [paste script]."

    • Vocabulary/Grammar check: "Simplify this sentence for CEFR A1 level: 'The intricate tapestry depicted a mythical creature.'"

    • Rubric ideas: "Suggest criteria for a simple speaking rubric for Primary 3 students describing their pets, aligned with CEFR A1."

Step 3

• Warning:

  • Critically review all AI-generated content for accuracy, appropriateness, linguistic complexity (CEFR level), and pedagogical soundness.

  • You MUST be prepared to edit, adapt, and reject AI suggestions.

  • AI is a helper, not a designer.

Step 4

• Justify Design Choices: In your shared document, you must briefly explain:

  • Why your assessment task is CEFR-aligned.

  • Why the chosen test item types are appropriate for the skill and level.

  • How you used AI and how you critically evaluated its output.

Gallery Walk (30 minutes)

• Each group will present your assessment task for 2-3 minutes.

• Other groups will provide constructive feedback using the comment feature in Google Docs.

• Focus of Feedback: 

  • Is the task truly CEFR-aligned? Why or why not?

  • Are the test item types appropriate and clear? Which ones are not?

  • Are the instructions easy to understand for primary students? Why or why not?

  • Are there any linguistic complexities beyond the target CEFR level? Which ones are not?

Open Ended

Exit Ticket 1

My biggest learning today about designing CEFR-aligned tasks is...

Open Ended

Exit Ticket 2

One way I plan to use Generative AI in my creating assessment tasks is...

Open Ended

Exit Ticket 3

One caution I have about using Generative AI in education is...