Summary table: Engagement in language / Regions of This table lists the statistically significant differences in the engagement in activities by the respondents from different s of : If the word or appears once or times against a particular activity in the table, then the s differed for that activity, and the location of the word or indicates which (s) differed from the others. The analyses were based on crosstabulations and chi-square tests. The detailed results can be found elsewhere in this website under Charts & descriptions, activity by activity and Details on the statistical analyses. Only the an-based respondents are included here. All the results reported here are based on responses to Part 1 of the Questionnaire (the language teachers questionnaire). The following division into s was used here: 1 = Northern (Finland, Iceland, Norway, Sweden, Denmark) 2 = (Estonia, Latvia, Lithuania) 3 = (Ireland, UK, France, Belgium, Netherlands) 4 = (Germany, Austria, Switzerland, Poland, Czeck rep., Slovakia.) 5 = South- (Slovenia, Croatia, Serbia and Montenegro, Macedonia, Greece, Turkey) 6 = (Hungary, Romania, Bulgaria, Russia, Ukraine, Azerbaijan) 7 = (Portugal, Spain, Malta, Italy, Andorra) Only the statistically significant (and almost significant) findings are marked in the table by using the following abbreviations: Abbreviation Meaning of the abbreviation 1
() / () / MORE / LESS A tendency for / responses was found for this activity in this / response category but the finding was not quite significant statistically (standardized residual in the chi-square test was between 1.5 and 1.9 or 1.5 and 1.9, for this ) Statistically significant finding: there were either / (fewer) responses in this category than could be expected (standardized residual in the chi-square test was 2.0 or / 2.0 or, for this ) Statistically very significant finding: there were either / (fewer) responses in this category than could be expected (standardized residual in the chi-square test was 3.0 or / 3.0 or, for this ) If there are no abbreviations ( / ) against an activity in the table, it means that, overall, the s did not differ as far as that activity was concerned (the chi-square test was not significant). Engagement in language / Regions of Statistically significant and almost significant differences between the s: - () / () = a tendency for / need for responses in this category (not quite significant finding) - / = significantly / responses in this category - MORE / LESS = significantly / responses in this category (very strongly significant finding) Activities: Are you / Have you been engaged in this activity? Classroom-focused testing / Preparing your own classroom tests Using ready-made tests from textbook packages or from other sources Interpreting test results (classroom or external tests) Giving feedback to students based on information from tests / Northern MORE 2 South- MORE () () LESS () () LESS
Using self / peer Using informal, continuous, non-test type of () Using the an Language Portfolio, an adaptation of it or some other portfolio Purposes of testing Northern To give grades () To find out what needs to be taught / learned next To place students onto courses, programmes, () etc To award final certificates (from school / programme; local, al or national level) Content and concepts Northern - receptive skills (reading/ listening) - productive skills (speaking/writing) 3 () South- () () () () () () MORE South-
- microlinguistic aspects (eg grammar/vocabulary) - integrated language skills - aspects of culture () Establishing reliability of tests / Establishing validity of tests / Using statistics to study the quality of tests / External tests and examinations (al or national) Taking part in rating oral or written performances Using statistics to study the quality of tests / Writing items/test tasks for an examination body Reviewing items/ test tasks for an external examination Northern 4 MORE () () South-
Acting as an interviewer / interlocutor in an oral test or examination Defining criteria () () 5