Entering students for External Examinations some considerations

Entering students for External Examinations – some considerations Jocelyn Wyburd & Laurent Semichon University of Manchester

Historical reasons Evolution Issues for consideration

Historical Reasons • Medical students on ‘European Pathway’ – post GCSE/A level French, German, Spanish • Recognition of language competence abroad to permit clinical practice • On insistence by Medical School (as proof of quality of what we’ve delivered? )

Historical ‘solutions’ for medical students è Alliance Française: è Diplôme d’Etudes de Langue Française: DELF (up to B 2 CEF) è Diplôme Approfondi de Langue Française: DALF (C 1 and C 2 CEF) è Goethe Institut (exam centre within University Language Centre since 2001): è (Zentrale Mittelstufenprüfung (C 1 CEF)) è Goethe-Zertifikat (B 2 or C 1 CEF) è Zentrale Oberstufenprüfung (C 2 CEF) è Instituto Cervantes: è Diplomas de Español como Lengua Extranjera: DELE intermedio (B 2 CEF) è Diplomas de Español como Lengua Extranjera: DELE superior (C 2 CEF)

Evolution (Business French) Four levels : post-GCSE + 0/1, post-A-level + 1/2 for: – IWLP provision specifically for business school – Joint Honours Modern Language and Business and Management 1. Impetus – Revision of course content and pedagogy: – to increase (authentic) specialist content ; – to harmonize progression of topics and skills across levels. 2. Models – Chambre de Commerce et d'Industrie de Paris (CCIP): – Certificat de Français Professionnel: CFP (A 2 and B 1 CEF) – Diplôme de Français des Affaires: DFA (B 2 and C 1 CEF) 3. Offering these qualifications as an option: – Accreditation of ULC as CCIP examination centre (2006) – Further adaptation of course content / internal assessment 4. Results: – 3 sessions – registrations: 10 in 2006 30 in 2008? – Internal marketing tool: MLBM provision; – Students: Improved interest, motivation and satisfaction; – Teachers: clearer focus and added incentive.

Evolution (Medical French) Four levels starting at post-A-level with (originally): Delf/Dal. F B 2 (Yr 2), C 1 (Yr 3), C 2 (Yr 4). 1. Same impetus as Business + conflict between (internal) specialist learning outcomes and DELF/DALF. 2. Chambre de Commerce et d'Industrie de Paris (CCIP) – Diplôme de Français Médical: DFM (B 2 CEF) – 2007. 3. Mismatch between specialist content and language level 4. Result: DFM for Yr 3, DALF C 1 for Yr 4, but internally aiming higher. *** The future - Exploring other CCIP qualifications: – Certificat de Français Scientifique et Technique : CFST (B 1+ CEF) – Certificat de Français Juridique : CFJ (B 2 - CEF) – Diplôme Approfondi de Français des Affaires : DAFA (C 2 CEF – Post-graduate research diploma) – Test d’évaluation du Français : (e-)TEF (CCIP’s placement test)

Further evolution Replication for Spanish students of business and medicine è Become accredited centre for Madrid Chamber of Commerce exams: è Certificado Básico de Español de los Negocios (B 2 CEF) è Certificado Superior de Español de los Negocios (C 1 CEF) è Diploma de Español de los Negocios (C 2 CEF) è Certificado Básico Español Ciencias de la Salud (B 2 CEF) è Certificado Superior Español Ciencias de la Salud (C 1 CEF)

Potential future evolution Business German, Business Italian è Goethe Institut: perhaps enter students for è Zertifkat Deutsch für den Beruf (ZDf. B) (B 2 CEF) è Prüfung Wirtschaftsdeutsch International (PWD) (C 1 CEF) è BUT: REQUIRE FOR WORK PLACEMENT è Certificazione PLIDA (Progetto Lingua Italiana Dante Alighieri): become accredited centre for è PLIDA Commerciale (B 1, B 2 and C 1 CEF)

Issues around use of external exams/qualifications • External recognition/international currency of the qualifications/certificates gained – in UK? / abroad? As compared with university certificate mapped onto CEF? • Employer awareness? ‘Value’ to students? Impact on student motivation? • (Mis)match between internal requirements and external qualifications (content/levels)? • Impact on university course design – positive or negative? • Preparation for exam: embedded in university course delivery or extra/add-on? • Danger of over-assessment if course for credit AND leading to external exam? Or can one assessment fit both purposes? • Costs to enter exams – who pays? • Reflection in university degree transcripts? • Would it be better for GI, CCIP etc to ‘validate’ internal university exams? Is this feasible? • Location/access to accredited exam centres

Issues around becoming an accredited centre • Motivations – income generation, pedagogical opportunity? • Accreditation process – financial, time, administrative burdens • Quality assurance/ongoing accreditation costs – financial, time & effort, administrative burdens • Training of individuals as centre managers and/or accredited examiners – willingness, time, costs • Management of sessions - workload • Sustainability: consequences of turnover of staff – potential over-reliance on single named individuals? • Potential for income generation? Attract external candidates for a profit?