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Patrick Creed & Ciara Ni Eochaidh: Using the CEFR for Course Design and Assessment

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Using the CEFR for Course Design and Assessment

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Patrick Creed & Ciara Ni Eochaidh: Using the CEFR for Course Design and Assessment

  1. 1. Using the CEFR for Course Design and Assessment Patrick Creed Ciara Ní Eochaidh ©Eaquals Eaquals International Conference | Madrid | 11-13 April 2019 #eaquals19madrid
  2. 2. The CEFR (in theory!) • Link to real world language use • Coherent system • Course organisation (planning/assessment, etc.) • Communication (teachers, students, agents, immigration) www.eaquals.org 2
  3. 3. The CEFR and You Is the CEFR used in your institution? If yes, how? ©Eaquals #eaquals19madrid
  4. 4. CEFR in Use • Generic labelling (A1, B2, etc.) • Syllabus built around CEFR-aligned course books - grammar heavy - superficial mapping to CEFR (e.g., I can write biographical questions to ask a famous designer) - not related to student interests/needs • Syllabus writing/ managers www.eaquals.org 4
  5. 5. But what about those... on the front line? Picture only for illustrative purposes –any resemblance to actual ELT teachers is purely coincidental. www.eaquals.org 5
  6. 6. CEFR and Eaquals Indicator of Excellence: “There is detailed reference to the CEFR, both in planning and implementation of course programmes in such a way as to have a real influence on setting clear learning objectives as well as on teaching and learning.” www.eaquals.org 6
  7. 7. www.eaquals.org 7
  8. 8. CEFR and Planning • How can we help teachers engage in this? www.eaquals.org 8
  9. 9. Core Inventory www.eaquals.org 9
  10. 10. www.eaquals.org 10
  11. 11. Why do this? Teachers • Accessibility to CEFR based planning • Guided flexibility outside course books • Task selection/adaptation Students • Transparency • Show real world context of language focus • Partners in the learning process www.eaquals.org 11
  12. 12. Things to consider: • Familiarisation • Selection of CEFR can-do statements • Training to help teachers “explode” the can-do statement • “can ask for and provide personal information” • = “I can introduce myself/ say where I live/ say how old I am, etc.” • Resources - task selection/adaptation www.eaquals.org 12
  13. 13. CEFR and Assessment • Shared frame of reference among a group of assessors and students • Guides non-systematic impressions into considered judgments • Focus more on communicative effectiveness vs. accuracy • A blend of achievement assessment and proficiency assessment www.eaquals.org 13
  14. 14. Writing Assessment www.eaquals.org 14
  15. 15. Weekly Performance Descriptors www.eaquals.org 15
  16. 16. Weekly Student Performance Profiling www.eaquals.org 16
  17. 17. Why do this? • Profiling instead of levelling • Ongoing needs analysis • Communication between teachers/ learners • Level change requests www.eaquals.org 17
  18. 18. Things to consider: • Familiarisation • Selection and development of appropriate descriptors • Standardisation • Ongoing moderation www.eaquals.org 18
  19. 19. Final thoughts ✓ Reflect on what, why, and how ✓ Encourages principled selectivity and flexibility ? Compromise between brevity and complexity ? Teacher competence and training www.eaquals.org 19
  20. 20. Any questions? www.eaquals.org 20
  21. 21. Thank you! director@galwaylanguage.com www.eaquals.org 21

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