3.1 curriculum and assessment: plenary CTS-Academic

  • 155 views
Uploaded on

The last plenary in our TEAM 2014 event.

The last plenary in our TEAM 2014 event.

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
155
On Slideshare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
9
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Dr. Simon Phipps Curriculum and Assessment MELİKŞAH UNIVERSITY, KAYSERI, 29-31 JANUARY, 2014
  • 2. Outline !  why curriculum is important !  assessment in universities in Turkey !  importance of beliefs !  case study of curricular change !  implications for assessment system
  • 3. Overview of the 3 days Wednesday 29 Thursday 30 Friday 31 09.0010.00 Language assessment in Turkey: Issues/challenges CEFR: Applying standards to testing 10.1511.15 Principles of test design Test design & test writing Test development cycle 11.1512.00 Workshop: Tests of grammar & vocabulary W/shop: Tests of receptive skills W/shop: Test of productive skills 13.0014.15 Groupwork Groupwork Groupwork 14.3015.15 Groupwork Groupwork Groupwork 15.1516.00 Group presentations & feedback Group presentations & feedback Group presentations & feedback Curriculum and assessment
  • 4. Why curriculum is important? !  Need to know what to test !  Validity - Measure what’s important !  EALTA Guidelines !  What !  How !  Are is the purpose of assessment? does the purpose relate to the curriculum? there any test specifications? !  How !  Need !  Link well is the curriculum covered? to know levels to CEFR
  • 5. 2 English language assessment in Turkish universities: some challenges !  How to decide the assessment system placement intake achievement A1 A2 B1 proficiency university study B2 progress !  What do we value? What do we want to test? !  EAP? !  Speaking? !  Formative assessment? Positive backwash? ! 
  • 6. Beliefs, curriculum and assessment about language about learning Feedback on test performance Beliefs about curriculum about testing Test speaking? Task types testing Formative/summative levels curriculum objectives Language & skills exit level expectations
  • 7. A case study of curricular change 2012 Rationale: !  feedback from Ts - lack of: "  ‘clear definition of each level’ "  ‘systematic development of strands within/across levels’ "  ‘link between skills and language’ (esp. lower levels) Documents used: !  previous curriculum documents !  CEFR specifications !  in-house course-books books !  commercial course-books
  • 8. Stages we went through: specification of; !  levels linked to CEFR !  defining features of each level !  outcomes for each skill !  objectives for each level and each strand !  constructs for each strand at each level !  level words Further work included: !  choice of main course-books !  identification of gaps in course-books !  development of teaching ideas/suggestions
  • 9. CURRICULUM DEVELOPMENT TASKGROUPS VOC PRON READ LIST WRIT SPEAK GRAM Elem Pre Int Interm Upp Int Pre Fac
  • 10. Main changes !  development of strands across levels !  Elementary, Pre-Int !  identification of differences between levels !  Intermediate, Upp-Int, Pre-Fac (more focus on skills, academic devt.) (threshold levels, more focus on lexis/grammar) Level CEFR Approach to syllabus Elem A1 Lexico-grammatical General English Pre-Int A2 Lexico-grammatical General English Interm B1 Skills-based Intro to academic Upp-Int B1+ Skills-based Academic Pre-Fac B2 Academic Skills-based Orientation
  • 11. Curriculum booklet Rationale – lack of shared understanding, local myths, etc Content !  curriculum beliefs - for all strands !  specifications and constructs - for all levels, strands !  lexical specification - for levels, topics, course-book units !  outcomes - for all 4 skills !  mid-level, end-of-level expectations - for all levels, strands !  teaching ideas - for all strands
  • 12. . Beliefs statements ... aims to guide teachers in course preparation, lesson planning and teaching by briefly outlining our curriculum philosophy. It defines the fundamental characteristics of our teaching /learning context, outlines how language systems/skills interact, and highlights essential features of teaching each of Overview Prose statements for each skill these language systemsof strand across levels at each and skills. Reading – all All strands/levels level. A Core EAP skills: separate chart with more details levels •  construct articles Reading – all Accompany chart-form specifications •  Reading: textbooksReading – ELM !  and •  sub-skills* levels 4 sub-sections: R/L/W/S •  Listening: to lectures and taking ! Reading – PIN •  type of texts ! Reading – ELM •  development of strand across levels notes ! R – INT Guidanceeach level. Writing: structured essays/term concepts for – PIN •  mats writers,•  type ofeading and Ts, sts, topics ! Reading •  construct of strand at ! Reading – UPP testers •  strategies* ! Reading – INT papers ! R Constructs organisedwords worth spending time supporting language work - which as follows: •  Speaking: giving oral eading – PF •  on ! ReadingforUPP – all Teaching ideas presentations •  introduction - encourage sts PFstudy outside class. strand/ levelexpectations: to expectations for each Listening mid/end level ! Reading – strands •  taking• part in seminars/ •  texts/topics - not expected to explicitly teach expectations. Writing ‘mid-course’ all General suggestions -tutorials each chart is organised vertically Listening •  skill development items ‘end-of-course’acc. Speaking expectations. Specific ideas for each-Organised according to: to Writing •  supporting language •  to level Organised accordingwriting/ writersskill development •  (quiz/CAT/LP) inform test Speaking •  reading/listening levelmodel for operations: what sts are required to as Grouped accordingdo topic to •  to teach when guide Ts/TUs whatlanguage consolidation Grammar speaking Indication of unit of •  conditions: factors which writing/speaking course-book •  model for facilitate Pron Specification s Outcomes Constructs Lexical specification Teaching ideas mid-/endlevel expectations
  • 13. 1 Implications for assessment Test maps across levels Elem ECA 3 x 5 = 15% G/V 2 x 30 = 60% LRWGV 100 LRWGV LP Quizzes CATs ECA 3 x 5 = 15% G/V 2 x 25 = 50% LRWGV Speaking 10% 100 LRWGV LP Quizzes CATs ECA 5 x 5 = 25% UppInt CATs 5 x 5 = 25% Int Quizzes 5 x5 =25% PreInt LP 3 x5 =15% Lang/Skill 2 x 30 = 60% LRWGV Quizzes CATs 100 LRWGV 100 LRWGV LP 3 x5 =15% Lang/Skill 2 x 30 = 60% LRWGV Quizzes CATs 5 x 5 = 25% 3 x5 =15% Lang/Skill LRW, G/V, Speaking LP 5 x 5 = 25% PreFac 2 x 30 = 60% LRWGV ECA COPE
  • 14. 2 Assessment matrix Test specifications for: #  each skill and sub-skill/text-type #  each language objective Reading ELM mid Topics/texts Narrative Descriptive Informative Discursive Sub-skills/strategies end PIN mid INT end mid UPP end mid end PF mid end
  • 15. 3 Implications for progress & achievement tests Test specifications for: #  each skill and sub-skill/text-type #  each language objective ELM Reading Writing Listening Speaking Grammar Lexis Pron Mid-course expectations End-of-course expectations (informing first progress test) (informing second progress test and ECA)
  • 16. 4 Implications for test revision Audit of existing tests needed: !  Revisions to some tests !  Creation of new tests !  Creation of new test types !  !  Pronunciation through listening Rethink of formative assessment !  Learning portfolio !  Vocabulary journal !  Project work
  • 17. Importance of beliefs Beliefs testing curriculum
  • 18. Some useful resources !  CEFR http://www.coe.int/T/DG4/Portfolio/?L=E&M=/documents_intro/ common_framework.html !  Manual for relating language examinations to the CEF http://www.coe.int/T/DG4/Portfolio/?L=E&M=/documents_intro/Manual.html !  The European Language Portfolio http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/introduction.html
  • 19. Thank you! Dr. Simon Phipps