Cercles2011 embed
Upcoming SlideShare
Loading in...5
×
 

Cercles2011 embed

on

  • 246 views

Project description EMBED at Cercles 2011 conference

Project description EMBED at Cercles 2011 conference

Statistics

Views

Total Views
246
Views on SlideShare
246
Embed Views
0

Actions

Likes
0
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Cercles2011 embed Cercles2011 embed Presentation Transcript

  • faculty of arts applied linguistics ict in education | 1The EMBED Project:Integrating the CEFR in academicwriting and speakingSake Jager, Applied Linguistics / ICT in EducationFaculty of ArtsUniversity of Groningen(on behalf of the EMBED Project team)
  • faculty of arts applied linguistics ict in education | 2Overview› Background› CEFR in Faculty of Arts› EMBED project› Future developments
  • faculty of arts applied linguistics ict in education | 3Language teaching in Faculty of Arts1. Departments of Language and Culture: › Majors / Minors in language departments › Minors in inter-/multi-disciplinary programmes (e.g. International Relations and International Organization, Communication and Information Sciences)2. Language Centre: › Language teaching other faculties (e.g. Law, Economics and Business, Medicine) › Staff training › External provision (commercial, individuals, companies)
  • faculty of arts applied linguistics ict in education | 4CEFR in Faculty of Arts› Proficiency outcomes at end of BA for all language skills expressed according to CEFR since 2001› Teaching innovation project to integrate CEFR at course level from 2006 to 2009› Use of CEFR-related tools › Dialang, (European) Language Portfolio, WebCEF, CEFCult)› Pedagogical objectives › Making students familiar with principles and levels of framework › Making them aware of own levels of proficiency › Setting personal learning objectives
  • faculty of arts applied linguistics ict in education | 5EMBED Project: Using the CEFR for EAP› Objectives:  Standardization of assessment (consistency/transparency)  Among teachers, across disciplines (International Relations and Organizations, Law, English Language and Culture)  Use of technology to support standardization› Domain:  Academic writing in English (essays/reports)› Reference:  Council of Europe Manual 2009› Team:  Kevin Haines, Petra Jansma, Wander Lowie, Estelle Meima, Nicole Schmidt, Sake Jager
  • faculty of arts applied linguistics ict in education | 6Project procedures› Meetings project team  Screening of 120 Law essays for „flat‟ samples, later samples other courses  Selection of c. 10 samples for assessment by panels  Regular meetings to discuss outcomes panel assessment  Publications and other dissemination activities› Assessment panels  Local panel: 5 experienced English teacher/assessors  Local consultant  External panel: assessors at universities from our network of partner universities in Belgium (Leuven), Finland (Helsinki) & Italy (Padua)
  • faculty of arts applied linguistics ict in education | 7Assessments procedures› Familiarization (CEFTrain):  Introductory activities with scales  Training area (tasks and samples)› Standardization (Blackboard):  Use of procedures described in A Manual  Delivery through project Blackboard site
  • faculty of arts applied linguistics ict in education | 8
  • faculty of arts applied linguistics ict in education | 9EMBED Project: Results› Overall agreement among panelists, but some discrepancies› Flat samples with same scores for Range, Coherence, Accuracy and Argumentation are hard to find› Challenges for assessment:  Finding flat samples  Multidimensional nature of proficiency  Within-learner inconsistency (“instable system”)  How to capture this variability in overall grade?› Detailed discussion in following articles:  Jansma, P.N., Jager, S., Lowie, W.M. & Haines K.B.J. (2011). De beoordeling van Engelstalige essays: het ERK in het universitair schrijfvaardigheidsonderwijs. Levende Talen Tijdschrift, 1, 15-25.  Lowie, W.M., Haines, K.B.J. & Jansma, P.N. (2010). Embedding the CEFR in the academic domain: Assessment of language tasks. Procedia Social and Behavioral Sciences, 3, 152-161.
  • faculty of arts applied linguistics ict in education | EMBED Example (sample 6) WRITING; RANGE (– applied to sample #6) Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, using some complex sentenceB2 forms to do so. Language lacks, however, expressiveness and idiomaticity and use of more complex forms is still stereotypic. Has a good command of a broad range of language allowing him/her to select a formulation to express him/herself clearly in an appropriate style on a wideC1 range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. The flexibility in style and tone is somewhat limited.
  • faculty of arts applied linguistics ict in education |Sample 6, fragmentAccording to the Declaration of the human rights, has every personthe right on these universal rights. This means that states shouldprotect people from abuses of the human rights. However, in manystates the government does not protect these rights; moreover, thegovernment violates the them. Even though almost every state hassigned the Universal Declaration. The discussion when there is a rightto intervene is difficult; however, the United Nations (UN) shouldhave the right to intervene in states which seriously abuses humanrights, not only because the purpose of the UN is to protect theinternational security, but also because of the importance of thehuman rights.
  • faculty of arts applied linguistics ict in education | 12Sample 6: Range Sample 6 R C A Argument Overall Internal B2.2 B2.2 B2.1 B2.2 B2 assessors x5 Local B2.2 B2.2 B2.1 B2.2 B2 consultant External B2 B2 B1 B2.2 B2 Finland 1 External B2 B2 B1 B2.2 B2 Finland 2 External B2 B1 B1 B2.2 B2 Italy External B2 B2 B1 B2.1 B1 Belgium
  • faculty of arts applied linguistics ict in education | 13Sample 6: Accuracy Sample 6 R C A Argument Overall Internal B2.2 B2.2 B2.1 B2.2 B2 assessors x5 Local B2.2 B2.2 B2.1 B2.2 B2 consultant External B2 B2 B1 B2.2 B2 Finland 1 External B2 B2 B1 B2.2 B2 Finland 2 External B2 B1 B1 B2.2 B2 Italy External B2 B2 B1 B2.1 B1 Belgium
  • faculty of arts applied linguistics ict in education | 14Sample 6: Argument Sample 6 R C A Argument Overall Internal B2.2 B2.2 B2.1 B2.2 B2 assessors x5 Local B2.2 B2.2 B2.1 B2.2 B2 consultant External B2 B2 B1 B2.2 B2 Finland 1 External B2 B2 B1 B2.2 B2 Finland 2 External B2 B1 B1 B2.2 B2 Italy External B2 B2 B1 B2.1 B1 Belgium
  • faculty of arts applied linguistics ict in education | 15EMBED Project: Results Sample 6 R C A Argument Overall Internal B2.2 B2.2 B2.1 B2.2 B2 assessors x5 Local B2.2 B2.2 B2.1 B2.2 B2 consultant External B2 B2 B1 B2.2 B2 Finland 1 External B2 B2 B1 B2.2 B2 Finland 2 External B2 B1 B1 B2.2 B2 Italy External B2 B2 B1 B2.1 B1 Belgium
  • faculty of arts applied linguistics ict in education | 16Dissemination› Sharing and transparency are key aspects of CEFR standardization› Dutch CEFR site www.erk.nl set up to facilitate access to information on and samples of CEFR› EMBED results integrated (no HE samples on this site previously)› ERK website (sample 6)
  • faculty of arts applied linguistics ict in education | 17Evaluation› EMBED useful for:  Bringing out the multidimensional nature and variability of language proficiency  Enhancing transparency of assessment  Producing localized samples for standardization  Bringing CEFR-based assessment to the university level (LC and Acad lang depts, across disciplines)  Establishing role of technology in this context  Sharing experiences with others
  • faculty of arts applied linguistics ict in education | 18Future directions› Application of EMBED procedures to oral production and oral interaction tasks› Online collaborative tasks (Skype, videoconferencing)› WebCEF as assessment tool for panels› Blackboard Interactive Rubrics› Extension to other languages› Finding more colleagues for external validation› Incorporating student portfolios (Footprint)› Setting up new projects in this area
  • faculty of arts applied linguistics ict in education | 19 Thank you for your attentionOn behalf of the Embed Project team:Sake JagerPetra JansmaEstelle MeimaNicole SchmidtKevin HainesWander Lowie