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3.1 curriculum and assessment: plenary CTS-Academic
 

3.1 curriculum and assessment: plenary CTS-Academic

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The last plenary in our TEAM 2014 event.

The last plenary in our TEAM 2014 event.

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    3.1 curriculum and assessment: plenary CTS-Academic 3.1 curriculum and assessment: plenary CTS-Academic Presentation Transcript

    • Dr. Simon Phipps Curriculum and Assessment MELİKŞAH UNIVERSITY, KAYSERI, 29-31 JANUARY, 2014
    • Outline !  why curriculum is important !  assessment in universities in Turkey !  importance of beliefs !  case study of curricular change !  implications for assessment system
    • 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
    • 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
    • 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? ! 
    • 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
    • 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
    • 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
    • CURRICULUM DEVELOPMENT TASKGROUPS VOC PRON READ LIST WRIT SPEAK GRAM Elem Pre Int Interm Upp Int Pre Fac
    • 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
    • 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
    • . 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
    • 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
    • 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
    • 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)
    • 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
    • Importance of beliefs Beliefs testing curriculum
    • 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
    • Thank you! Dr. Simon Phipps