Testing young learners with CYLE: The new kids on the blockby Laura MacGregorDept. of English Language and Studies, Sophia University |
The Cambridge Young Learners of English (CYLE) tests are a English
proficiency instrument produced by the University of Cambridge Local
Examinations Syndicate (UCLES). They are a three-level series of tests
targeted at English learners between the ages of 7 and 12. They are
intended to serve as a bridge to the UCLES Main Suite examinations
(i.e., KET and PET). The tests were first administered in 1997 in
Cambridge, and have been introduced in 46 countries around the world.
CYLE came to Japan in June 2000. Currently, CYLE tests are available
only in the Tokyo area, but plans are being made to expand to other
regions of Japan.
| "one purpose of the test is . . . to give a positive impression of English testing to young learners in order to encourage and motivate them to continue their learning. " |
While one purpose of the test is to measure overall English
proficiency, the CYLE tests also aim to give a positive impression of
English testing to young learners in order to encourage and motivate
them to continue their learning. To this end, the test items use large
colorful illustrations and emphasize communicative discourse and vocabulary.
CYLE tests are currently administered at the request of individual
public and private schools (including language schools) who have a
minimum of 10 examinees. The schools reserve a test date at least six
weeks in advance, and certified speaking test examiners and
administrators are dispatched to conduct the tests onsite. In the
future, the Japan CYLE test center plans to establish regular testing
dates throughout the year at designated examination centers so that
individuals can take the test (as they do for the other Cambridge tests).
The CYCLE tests have three levels, known as Starters, Movers, and
Flyers. The Starters test was originally targeted for 7 yr. old
children who have studied English for about 100 hours; the Movers test
was designed for 8-11 yr. old children who have studied for 175 hours;
and the Flyers test was made for 9-12 yr. old children with 250 hours
of English study (UCLES, 1998:6). The actual age ranges of candidates
in Japan at each level is much wider. For example, Starters is
administered more often to 13- and 14-year-olds (first and second year
junior high school students) than to 7-year-olds.
For each level there are three separate tests: listening,
reading/writing, and speaking. None of the levels requires much
writing: Starters need only write single word answers, Movers write
1-3 words at most, and Flyers write single words or short phrases.
Since this is not, for the most part, a multiple choice test,
candidates must be able to produce language and write it.
[ p. 4 ]
The listening segments of each test contain 20-25 questions, covering
4-5 different question types, and taking 20-25 minutes to complete.
Task types include matching written words or pictures of objects to a
larger illustration by drawing a line, matching a picture with a word
(to identify the picture or to make an association with the picture),
choosing one picture from a group of three by ticking a box, writing
words to complete a chart or form (gap filling). The final section of
each level requires examinees to listen to a dialogue, then color and
draw according to what they hear.
Reading and writing tests contain 25 items for Starters, 40 items
for Movers, and 50 items for Flyers. They are 20-40 minutes long and
cover 5 - 7 different tasks. In the Starters level test, examinees are
asked to do the following: (i) identify whether sentences
describing pictures are true or false; (ii) unscramble letters to
make a word to correspond to the accompanying illustration; (iii) write
single words in blanks to complete sentences (picture prompts for the
missing words are given); and (iv) write one-word answers to questions
about the accompanying illustrations. Movers and Flyers tests follow a
similar format at more advanced levels, with longer, more
complex sentences and more varied vocabulary. They also ask examinees
to read short paragraphs (with illustrations) and write word or phrase
answers (both with and without prompts) to comprehension questions.
The purpose of the speaking test is to identify examinees' interactive
listening ability, pronunciation, and ability to produce words and
phrases by evaluating how they fulfill a variety of tasks: asking and
answering questions about a picture, telling a story based on a set of
illustrations, explaining the differences between two or more
pictures, and answering questions about themselves.
Depending on the level, the speaking tests contain 2-4 tasks and take
5-9 minutes. At the Starters level, examinees point to identify
objects, place picture cards according to directions, say the names of
objects, say colors and numbers, and answer simple questions about
themselves (i.e., "How old are you?").
Examiners work from scripts called "interlocutor frames," which give
the exact language that should be used, as well as the exact prompts
that should be given to help examinees. The examiner test packet
contains six different tests for each level which are meant to be used
in rotation.
Effort is made to create a non threatening test experience for
examinees. To that end, in addition to the examiner, there is an
"usher" who escorts each examinee into the test room and introduces
him/her to the examiner. Where possible, Cambridge encourages the
examinee's teacher to play the role of the usher so there is someone
familiar to the examinee present for the introduction.
During the test, the examiner is required to give positive feedback to
the examinee, i.e., "good," "great," "fine," "OK, " and to prompt the
examinee when it is clear they are having trouble answering. If the
examinee cannot answer, then the examiner should give them the answer
to provide a sense of closure to the task. Thus, the examiner is also
a supportive participant in the test, not simply an administrator.
A strong motivational feature of this test is that there is no pass or
fail. All examinees receive a certificate to award their efforts and
abilities. For each of the three sections of the test, they receive up
to five stickers (in the shape of Cambridge shields) which reflect
their numerical scores. Thus, even the lowest scoring examinees
receive one sticker per test for each test section. One obvious
weakness in this score reporting system, at least thus far in the
test's short history, is that there is no indication of what these
shield scores mean, and therefore the scores cannot be translated into
descriptions of what the examinee is and is not able to do.
Examiners for the speaking tests are trained in a one-day workshop
which is free to participants. It includes a lecture, a practice
session, and a certification test (by watching and evaluating a
videotaped session). Certified examiners are qualified to work at any
CYLE test site worldwide. The current remuneration in Japan is 600
yen per examinee. Candidates need not be native English speakers, but
they must hold a higher degree and must be working as an English
teacher.
[ p. 5 ]
There are many excellent aspects of the CYLE, among them the user-friendliness and
visual appeal of the materials (every item includes an illustration), and the
supportive, motivating atmosphere created by the speaking test. These are the main
factors which make this English test a positive experience rather than a traumatic
one. The test also has some
problems which have yet to be solved. Four issues in particular merit further
attention:
In November 2000, the Japanese Ministry of Education (Monbusho) gave
official approval of the CYLE tests. With this authorization, the CYLE
tests can compete with tests like STEP (Eiken). Approximately 1,200
learners in Japan have taken CYLE since 2000. Because user volume is
still low, examination fees are quite high, ranging from ¥5,250 for a
Starters test to ¥6,300 for a Flyers test.
Teachers of young learners who are interested in communicative
teaching and motivational testing are heartily encouraged to have a
close look at this test. For further information and sample materials,
contact:
|
Cambridge Young Learners Japan Office MIC Bldg. 3F, 16-2 Kabuto-cho Nihonbashi Chuo-ku Tokyo 103-0026 TEL: 03-5645-8824 FAX: 03-5645-8816 www.cambridge.exam.co.jp |
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