This document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency level. The checklists are based on the common reference levels from the Common European Framework. The checklists can be used to review one's overall proficiency before or after a period of learning, or to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The sample checklist provided contains can-do statements in listening, reading, spoken interaction, production and writing for language learners to self-assess whether they have reached level A1.
This document contains three summaries of a self-assessment checklist from the Swiss version of the European Language Portfolio:
1) The checklist is based on common reference levels from the Common European Framework and can be used to assess overall proficiency in a language or monitor progress in specific skills.
2) It allows learners to self-assess their abilities in listening, reading, spoken interaction, spoken production, strategies, and writing at level A1.
3) Teachers or others can also assess the learner's abilities, and learners can identify objectives to focus on. Comparing responses helps create a plan to reach level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency before or after periods of learning. They also allow learners to monitor their progress in particular skills.
The checklists include descriptors of listening, reading, spoken interaction, production and writing abilities for levels A1, A2 and B1 with learners indicating what they can do independently and with help from others.
These checklists are self-assessment tools based on the Common European Framework levels for language proficiency. They can be used to review one's overall proficiency before or after a period of language learning, or to monitor progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document provides examples of checklists for language proficiency levels A1, A2 and B1.
The document describes self-assessment checklists from the Swiss version of the European Language Portfolio.
[1] The checklists are based on common reference levels from the Common European Framework and can be used to assess one's overall proficiency in a language or monitor progress in specific skills.
[2] The checklists provide descriptors of language ability across listening, reading, spoken interaction, spoken production, strategies, and writing. Learners can self-assess their abilities and objectives in consultation with a teacher.
[3] Reaching over 80% of the points ticked in a checklist suggests that level (e.g. A1) has probably been reached.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used in two ways: (1) to review one's overall proficiency before or after a period of learning, and (2) to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks.
Sample checklists are provided covering listening, reading, spoken interaction, production and writing skills at levels A1, A2 and B1 with "I can do" statements for self-assessment in three columns -
Self assessment checklists for sac (Jaime Castro)Jimmy Castro
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels of the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before or after a period of learning and (2) to monitor one's progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The document then provides an example self-assessment checklist for language level A1.
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels from the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before updating their language passport, and (2) to monitor one's learning progress in relation to a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document then provides an example self-assessment checklist for language proficiency at level A1.
This document contains three summaries of a self-assessment checklist from the Swiss version of the European Language Portfolio:
1) The checklist is based on common reference levels from the Common European Framework and can be used to assess overall proficiency in a language or monitor progress in specific skills.
2) It allows learners to self-assess their abilities in listening, reading, spoken interaction, spoken production, strategies, and writing at level A1.
3) Teachers or others can also assess the learner's abilities, and learners can identify objectives to focus on. Comparing responses helps create a plan to reach level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency before or after periods of learning. They also allow learners to monitor their progress in particular skills.
The checklists include descriptors of listening, reading, spoken interaction, production and writing abilities for levels A1, A2 and B1 with learners indicating what they can do independently and with help from others.
These checklists are self-assessment tools based on the Common European Framework levels for language proficiency. They can be used to review one's overall proficiency before or after a period of language learning, or to monitor progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document provides examples of checklists for language proficiency levels A1, A2 and B1.
The document describes self-assessment checklists from the Swiss version of the European Language Portfolio.
[1] The checklists are based on common reference levels from the Common European Framework and can be used to assess one's overall proficiency in a language or monitor progress in specific skills.
[2] The checklists provide descriptors of language ability across listening, reading, spoken interaction, spoken production, strategies, and writing. Learners can self-assess their abilities and objectives in consultation with a teacher.
[3] Reaching over 80% of the points ticked in a checklist suggests that level (e.g. A1) has probably been reached.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for language learners to evaluate their proficiency levels.
The checklists are based on the Common European Framework reference levels and can be used in two ways: (1) to review one's overall proficiency before or after a period of learning, and (2) to monitor learning progress in a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks.
Sample checklists are provided covering listening, reading, spoken interaction, production and writing skills at levels A1, A2 and B1 with "I can do" statements for self-assessment in three columns -
Self assessment checklists for sac (Jaime Castro)Jimmy Castro
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels of the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before or after a period of learning and (2) to monitor one's progress in particular skills. Like the illustrative scales, the checklists can also help plan courses and identify suitable learning tasks. The document then provides an example self-assessment checklist for language level A1.
These checklists are from the Swiss version of the European Language Portfolio and are based on the common reference levels from the Common European Framework. The checklists can be used in two ways: (1) to review one's overall proficiency before updating their language passport, and (2) to monitor one's learning progress in relation to a particular skill. Like the illustrative scales, the checklists can also help plan courses and identify learning tasks. The document then provides an example self-assessment checklist for language proficiency at level A1.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan language learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for evaluating language proficiency levels A1, A2 and B1. The checklists can be used to assess one's own abilities and receive feedback from others on listening, reading, spoken interaction, spoken production, strategies and writing skills. The descriptors are based on the Common European Framework and allow learners to identify strengths and objectives for further development.
The document provides two self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used to assess one's proficiency in a particular language. The checklists contain descriptors of language ability across several skills (listening, reading, spoken interaction, etc.) at levels A1, A2, B1. Learners can use the checklists to self-assess their abilities, identify objectives, and monitor their language learning progress over time.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used for self-assessment of language proficiency levels. The checklists include descriptors for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1, A2, and B1. Learners can use the checklists to evaluate their own abilities and objectives for language learning.
The document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners at levels A1 and A2. The checklists allow learners to assess their abilities in listening, reading, spoken interaction, spoken production, and writing in the target language. Learners can mark what skills they feel they have mastered, what a teacher or other evaluator feels they have mastered, and what skills they want to improve. The checklists are based on the Common European Framework and are designed to help learners monitor their progress and identify objectives.
This document contains self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency, monitor learning progress, and plan learning goals. They include criteria for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1 and A2. Learners and teachers can both assess the learner's abilities and identify objectives to work on.
Complete concept of communication skills to improve your soft skills. As you all know soft skills are very mandate today to survive in any corporate environment. So that's why i have uploaded this presentation for you all to learn and improve your softskills.
This document provides a lesson on verbal and non-verbal communication. It defines verbal communication as communication using words and non-verbal communication as communication through actions without words. It identifies different types of non-verbal communication such as body language, proximity, touch, eye movement, and paralanguage. Examples of both verbal and non-verbal communication are provided. Students are then asked to identify situations as verbal or non-verbal and analyze examples of non-verbal communication. The lesson aims to help students understand and differentiate between verbal and non-verbal communication.
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Using Technology in the Spanish and French classroomMmeNero
This document provides an overview of how Shauna Néro, a French Immersion and Spanish teacher, uses technology in her language classrooms. Some key points:
- She uses technology to increase student engagement, empower digital native students, and allow for differentiated learning styles.
- Suggestions from other teachers on Twitter include using technology for oral communication practice, accommodating students with disabilities, and improving pronunciation.
- Néro describes various online tools and activities she uses, such as Edmodo, Voicethread, Wordle, Jeopardy, videos, and websites for exposing students to the target language and culture.
- She provides examples of assessing student oral skills development through recorded podcast
Dyslexia awareness and teaching strategies knStarryArgenta
This document discusses dyslexia and strategies to support students with dyslexia in the classroom. It defines dyslexia and explains how difficulties may manifest, such as with phonological processing, reading fluency, spelling, and directionality. The document provides examples of indicators a teacher may see in students' classroom work and describes useful teaching strategies like pre-teaching vocabulary, using visual aids, allowing extra time, and breaking tasks into smaller steps. Memory, organization, and technology strategies are also outlined.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
The document discusses appropriate oral communication skills, including the use of verbal, nonverbal, visual, and written communication. It emphasizes the importance of proper stance and behavior when giving information orally, such as maintaining good posture, eye contact, and using hand gestures. The document also provides examples of applying these skills, including a comic strip that models explaining preventative health measures for COVID-19 to a child.
This document provides guidance on being an effective facilitator. A facilitator helps a group understand their common objectives and achieve consensus without taking a position. The main tasks of a facilitator are to listen, give feedback, and receive feedback. Effective listening involves actively listening without filtering, second guessing, discounting, relating, rehearsing, forecasting, or placating. Proper feedback is constructive, considers content, manner, and timing, and expresses appreciation.
This document provides an English lesson on communicative styles and conditionals. It begins with a definition of conditionals and examples of their uses. Students then practice identifying different communicative styles like formal, casual, and intimate based on short descriptions. They role play conversations between a student and parent, friend, or teacher in different styles. Finally, students evaluate degree of formality and how relationship influences communication before creating scripts demonstrating a assigned style. Overall, the lesson teaches students to recognize and apply different communicative styles appropriate for various relationships and situations.
The document discusses using Edmodo and podcast projects to improve students' oral fluency and production in the language classroom. It provides details on how to structure podcast assignments, have students provide peer feedback, and conduct final oral assessments, with the goal of helping students gradually improve their oral communication skills through repeated practice and feedback. Assessment data from semester 1 showed most students were able to converse for longer periods of time by the end, demonstrating the approach helped develop their oral abilities.
The document discusses top-down and bottom-up listening processes. Top-down listening involves using contextual and schematic knowledge to understand a message, while bottom-up listening involves segmenting sounds and recognizing words without context. It recommends teaching listening strategies like prediction, monitoring comprehension, and evaluation. Specific strategies are outlined for teaching listening skills like understanding stress and intonation patterns, telephone conversations, and speech acts. Effective listening tasks extract topics, details, and evaluate emotional impact. Native and non-native listeners must use contextual and phonological clues to interpret oral messages.
The document provides information about skills-building activities for speaking in a KS3 (key stage 3) language classroom. It includes a student reflection sheet where students can evaluate their participation and language used during speaking tasks. The document also includes tables to track student progress in listening, speaking, reading and writing skills and language levels over the course of year 7.
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: top-down, bottom-up, and interactive. The top-down model emphasizes learning through exploration of literature, while the bottom-up model focuses on direct instruction of decoding skills. The interactive model combines elements of both approaches. Several factors can affect a child's reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community influences.
Webinar: Designing a schema for a Data WarehouseFederico Razzoli
Are you new to data warehouses (DWH)? Do you need to check whether your data warehouse follows the best practices for a good design? In both cases, this webinar is for you.
A data warehouse is a central relational database that contains all measurements about a business or an organisation. This data comes from a variety of heterogeneous data sources, which includes databases of any type that back the applications used by the company, data files exported by some applications, or APIs provided by internal or external services.
But designing a data warehouse correctly is a hard task, which requires gathering information about the business processes that need to be analysed in the first place. These processes must be translated into so-called star schemas, which means, denormalised databases where each table represents a dimension or facts.
We will discuss these topics:
- How to gather information about a business;
- Understanding dictionaries and how to identify business entities;
- Dimensions and facts;
- Setting a table granularity;
- Types of facts;
- Types of dimensions;
- Snowflakes and how to avoid them;
- Expanding existing dimensions and facts.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and cover listening, reading, spoken interaction, spoken production, strategies, and writing skills. The checklists can be used to review overall proficiency, monitor learning progress, and plan language learning goals. Learners and teachers complete the checklists to assess the learner's abilities.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio for evaluating language proficiency levels A1, A2 and B1. The checklists can be used to assess one's own abilities and receive feedback from others on listening, reading, spoken interaction, spoken production, strategies and writing skills. The descriptors are based on the Common European Framework and allow learners to identify strengths and objectives for further development.
The document provides two self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used to assess one's proficiency in a particular language. The checklists contain descriptors of language ability across several skills (listening, reading, spoken interaction, etc.) at levels A1, A2, B1. Learners can use the checklists to self-assess their abilities, identify objectives, and monitor their language learning progress over time.
The document provides self-assessment checklists from the Swiss version of the European Language Portfolio. The checklists are based on common reference levels from the Common European Framework and can be used for self-assessment of language proficiency levels. The checklists include descriptors for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1, A2, and B1. Learners can use the checklists to evaluate their own abilities and objectives for language learning.
The document contains self-assessment checklists from the Swiss version of the European Language Portfolio for language learners at levels A1 and A2. The checklists allow learners to assess their abilities in listening, reading, spoken interaction, spoken production, and writing in the target language. Learners can mark what skills they feel they have mastered, what a teacher or other evaluator feels they have mastered, and what skills they want to improve. The checklists are based on the Common European Framework and are designed to help learners monitor their progress and identify objectives.
This document contains self-assessment checklists from the Swiss version of the European Language Portfolio to help learners evaluate their proficiency level in a language. The checklists are based on the Common European Framework reference levels and can be used to assess overall proficiency, monitor learning progress, and plan learning goals. They include criteria for listening, reading, spoken interaction, spoken production, strategies, and writing skills at levels A1 and A2. Learners and teachers can both assess the learner's abilities and identify objectives to work on.
Complete concept of communication skills to improve your soft skills. As you all know soft skills are very mandate today to survive in any corporate environment. So that's why i have uploaded this presentation for you all to learn and improve your softskills.
This document provides a lesson on verbal and non-verbal communication. It defines verbal communication as communication using words and non-verbal communication as communication through actions without words. It identifies different types of non-verbal communication such as body language, proximity, touch, eye movement, and paralanguage. Examples of both verbal and non-verbal communication are provided. Students are then asked to identify situations as verbal or non-verbal and analyze examples of non-verbal communication. The lesson aims to help students understand and differentiate between verbal and non-verbal communication.
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
Using Technology in the Spanish and French classroomMmeNero
This document provides an overview of how Shauna Néro, a French Immersion and Spanish teacher, uses technology in her language classrooms. Some key points:
- She uses technology to increase student engagement, empower digital native students, and allow for differentiated learning styles.
- Suggestions from other teachers on Twitter include using technology for oral communication practice, accommodating students with disabilities, and improving pronunciation.
- Néro describes various online tools and activities she uses, such as Edmodo, Voicethread, Wordle, Jeopardy, videos, and websites for exposing students to the target language and culture.
- She provides examples of assessing student oral skills development through recorded podcast
Dyslexia awareness and teaching strategies knStarryArgenta
This document discusses dyslexia and strategies to support students with dyslexia in the classroom. It defines dyslexia and explains how difficulties may manifest, such as with phonological processing, reading fluency, spelling, and directionality. The document provides examples of indicators a teacher may see in students' classroom work and describes useful teaching strategies like pre-teaching vocabulary, using visual aids, allowing extra time, and breaking tasks into smaller steps. Memory, organization, and technology strategies are also outlined.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
The document discusses appropriate oral communication skills, including the use of verbal, nonverbal, visual, and written communication. It emphasizes the importance of proper stance and behavior when giving information orally, such as maintaining good posture, eye contact, and using hand gestures. The document also provides examples of applying these skills, including a comic strip that models explaining preventative health measures for COVID-19 to a child.
This document provides guidance on being an effective facilitator. A facilitator helps a group understand their common objectives and achieve consensus without taking a position. The main tasks of a facilitator are to listen, give feedback, and receive feedback. Effective listening involves actively listening without filtering, second guessing, discounting, relating, rehearsing, forecasting, or placating. Proper feedback is constructive, considers content, manner, and timing, and expresses appreciation.
This document provides an English lesson on communicative styles and conditionals. It begins with a definition of conditionals and examples of their uses. Students then practice identifying different communicative styles like formal, casual, and intimate based on short descriptions. They role play conversations between a student and parent, friend, or teacher in different styles. Finally, students evaluate degree of formality and how relationship influences communication before creating scripts demonstrating a assigned style. Overall, the lesson teaches students to recognize and apply different communicative styles appropriate for various relationships and situations.
The document discusses using Edmodo and podcast projects to improve students' oral fluency and production in the language classroom. It provides details on how to structure podcast assignments, have students provide peer feedback, and conduct final oral assessments, with the goal of helping students gradually improve their oral communication skills through repeated practice and feedback. Assessment data from semester 1 showed most students were able to converse for longer periods of time by the end, demonstrating the approach helped develop their oral abilities.
The document discusses top-down and bottom-up listening processes. Top-down listening involves using contextual and schematic knowledge to understand a message, while bottom-up listening involves segmenting sounds and recognizing words without context. It recommends teaching listening strategies like prediction, monitoring comprehension, and evaluation. Specific strategies are outlined for teaching listening skills like understanding stress and intonation patterns, telephone conversations, and speech acts. Effective listening tasks extract topics, details, and evaluate emotional impact. Native and non-native listeners must use contextual and phonological clues to interpret oral messages.
The document provides information about skills-building activities for speaking in a KS3 (key stage 3) language classroom. It includes a student reflection sheet where students can evaluate their participation and language used during speaking tasks. The document also includes tables to track student progress in listening, speaking, reading and writing skills and language levels over the course of year 7.
Reading development occurs in stages from birth through adulthood. There are three main theoretical models of reading development: top-down, bottom-up, and interactive. The top-down model emphasizes learning through exploration of literature, while the bottom-up model focuses on direct instruction of decoding skills. The interactive model combines elements of both approaches. Several factors can affect a child's reading development, including physical/clinical issues, predictors at school entry, acquired literacy knowledge, family environment, and social/community influences.
Similar to Self assessment checklists for sac (20)
Webinar: Designing a schema for a Data WarehouseFederico Razzoli
Are you new to data warehouses (DWH)? Do you need to check whether your data warehouse follows the best practices for a good design? In both cases, this webinar is for you.
A data warehouse is a central relational database that contains all measurements about a business or an organisation. This data comes from a variety of heterogeneous data sources, which includes databases of any type that back the applications used by the company, data files exported by some applications, or APIs provided by internal or external services.
But designing a data warehouse correctly is a hard task, which requires gathering information about the business processes that need to be analysed in the first place. These processes must be translated into so-called star schemas, which means, denormalised databases where each table represents a dimension or facts.
We will discuss these topics:
- How to gather information about a business;
- Understanding dictionaries and how to identify business entities;
- Dimensions and facts;
- Setting a table granularity;
- Types of facts;
- Types of dimensions;
- Snowflakes and how to avoid them;
- Expanding existing dimensions and facts.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Presentation of the OECD Artificial Intelligence Review of Germany
Self assessment checklists for sac
1. Appendix 2
Self-assessment checklists from the Swiss
version of the European Language Portfolio
These checklists are based on the common reference levels elaborated in the
Common European Framework; they are thus closely related to the illustrative
scales set out in Appendix 1.
The Swiss ELP explains that the checklists can be used in two ways: (i) to re-
view one’s overall proficiency in a particular language prior to updating one’s
language passport at the beginning or end of an extended period of learning;
and (ii) to monitor one’s learning progress, perhaps in relation to a particular
skill or skills.
Like the illustrative scales, the checklists can also be used to plan a course of
learning and to identify appropriate learning tasks.
2. Self-assessment Checklist
Language:
Level A1 2
3.1
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for your
language learning at this level.
My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
Listening 1 2 3
I can understand when someone speaks very slowly to me and articulates carefully, with long pauses for me to ✓✓
assimilate meaning.
I can understand simple directions how to get from X to Y, by foot or public transport. ✓✓
I can understand questions and instructions addressed carefully and slowly to me and follow short, simple directions. ✓✓
I can understand numbers, prices and times. ✓✓
Reading 1 2 3
I can understand information about people (place of residence, age, etc.) in newspapers. ✓
I can locate a concert or a film on calendars of public events or posters and identify where it takes place and at what time ✓✓
it starts.
I can understand a questionnaire (entry permit form, hotel registration form) well enough to give the most important ✓✓
information about myself (name, surname, date of birth, nationality).
I can understand words and phrases on signs encountered in everyday life (for instance “station”, “car park”, “no ✓✓
parking”, “no smoking”, “keep left”.
I can understand the most important orders in a computer programme such as “PRINT”, “SAVE”, “COPY”, etc. ✓✓
I can follow short simple written directions (e.g. how to go from X to Y). ✓✓
I can understand short simple messages on postcards, for example holiday greetings. ✓✓
In everyday situations I can understand simple messages written by friends or colleagues, for example “back at 4 ✓✓
o’clock”.
Spoken Interaction 1 2 3
I can introduce somebody and use basic greeting and leave-taking expressions. ✓✓
I can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very ✓
familiar topics.
I can make myself understood in a simple way but I am dependent on my partner being prepared to repeat more slowly ✓
and rephrase what I say and to help me to say what I want.
I can make simple purchases where pointing or other gestures can support what I say. ✓
I can handle numbers, quantities, cost and time. ✓✓
I can ask people for things and give people things. ✓✓
I can ask people questions about where they live, people they know, things they have, etc. and answer such questions ✓✓
addressed to me provided they are articulated slowly and clearly.
I can indicate time by such phrases as “next week”, “last Friday”, “in November”, “three o clock”. ✓✓
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
3. My teacher/another
Use the following symbols:
In columns 1 and 2 In column 3
My objectives
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
Spoken Production 1 2 3
I can give personal information (address, telephone number, nationality, age, family, and hobbies) ✓✓
I can describe where I live. ✓
Strategies 1 2 3
I can say when I don’t understand. ✓
I can very simply ask somebody to repeat what they said. ✓
I can very simply ask somebody to speak more slowly. ✓
Writing 1 2 3
I can fill in a questionnaire with my personal details (job, age, address, hobbies). ✓✓
I can write a greeting card, for instance a birthday card. ✓✓
I can write a simple postcard (for example with holiday greetings). ✓✓
I can write a note to tell somebody where I am or where we are to meet. ✓✓
I can write sentences and simple phrases about myself, for example where I live and what I do. ✓✓
Montserrat Correa Santoyo
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
4. Self-assessment Checklist
Language:
Level A2 2
3.2
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for your
language learning at this level.
My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A2.
Me
Listening 1 2 3
I can understand what is said clearly, slowly and directly to me in simple everyday conversation; it is possible to make me
understand, if the speaker can take the trouble.
I can generally identify the topic of discussion around me when people speak slowly and clearly.
I can understand phrases, words and expressions related to areas of most immediate priority (e.g. very basic personal
and family information, shopping, local area, employment).
I can catch the main point in short, clear, simple messages and announcements.
I can understand the essential information in short recorded passages dealing with predictable everyday matters which
are spoken slowly and clearly.
I can identify the main point of TV news items reporting events, accidents etc. when the visual supports the commentary.
Reading 1 2 3
I can identify important information in news summaries or simple newspaper articles in which numbers and names play
an important role and which are clearly structured and illustrated.
I can understand a simple personal letter in which the writer tells or asks me about aspects of everyday life.
I can understand simple written messages from friends or colleagues, for example saying when we should meet to play
football or asking me to be at work early.
I can find the most important information on leisure time activities, exhibitions, etc. in information leaflets.
I can skim small advertisements in newspapers, locate the heading or column I want and identify the most important
pieces of information (price and size of apartments, cars, computers).
I can understand simple user’s instructions for equipment (for example, a public telephone).
I can understand feedback messages or simple help indications in computer programmes.
I can understand short narratives about everyday things dealing with topics which are familiar to me if the text is written in
simple language.
Spoken Interaction 1 2 3
I can make simple transactions in shops, post offices or banks.
I can use public transport : buses, trains, and taxis, ask for basic information and buy tickets.
I can get simple information about travel.
I can order something to eat or drink.
I can make simple purchases by stating what I want and asking the price.
I can ask for and give directions referring to a map or plan.
I can ask how people are and react to news.
I can make and respond to invitations.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
5. My teacher/anot her
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
I can make and accept apologies.
I can say what I like and dislike.
I can discuss with other people what to do, where to go and make arrangements to meet.
I can ask people questions about what they do at work and in free time, and answer such questions addressed to me.
Spoken Production 1 2 3
I can describe myself, my family and other people.
I can describe where I live.
I can give short, basic descriptions of events.
I can describe my educational background, my present or most recent job.
I can describe my hobbies and interests in a simple way.
I can describe past activities and personal experiences (e.g. the last weekend, my last holiday).
Strategies 1 2 3
I can ask for attention.
I can indicate when I am following.
I can very simply ask somebody to repeat what they said.
Language Quality 1 2 3
I can make myself understood using memorised phrases and single expressions.
I can link groups of words with simple connectors like ”and”, ”but” and ”because”.
I can use some simple structures correctly.
I have a sufficient vocabulary for coping with simple everyday situations.
Writing 1 2 3
I can write short, simple notes and messages.
I can describe an event in simple sentences and report what happened when and where (for example a party or an
accident).
I can write about aspects of my everyday life in simple phrases and sentences (people, places, job, school, family,
hobbies).
I can fill in a questionnaire giving an account of my educational background, my job, my interests and my specific skills.
I can briefly introduce myself in a letter with simple phrases and sentences (family, school, job, hobbies).
I can write a short letter using simple expressions for greeting, addressing, asking or thanking somebody.
I can write simple sentences, connecting them with words such as ”and”, ”but”, ”because”.
I can use the most important connecting words to indicate the chronological order of events (first, then, after, later).
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
6. Self-assessment Checklist
Language:
Level B1 2
3.3
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for your
language learning at this level.
My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level B1.
Me
Listening 1 2 3
I can follow clearly articulated speech directed at me in everyday conversation, though I sometimes have to ask for
repetition of particular words and phrases.
I can generally follow the main points of extended discussion around me, provided speech is clearly articulated in
standard dialect.
I can listen to a short narrative and form hypotheses about what will happen next.
I can understand the main points of radio news bulletins and simpler recorded material on topics of personal interest
delivered relatively slowly and clearly.
I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear.
I can understand simple technical information, such as operating instructions for everyday equipment.
Reading 1 2 3
I can understand the main points in short newspaper articles about current and familiar topics.
I can read columns or interviews in newspapers and magazines in which someone takes a stand on a current topic or
event and understand the overall meaning of the text.
I can guess the meaning of single unknown words from the context thus deducing the meaning of expressions if the topic
is familiar.
I can skim short texts (for example news summaries) and find relevant facts and information (for example who has done
what and where).
I can understand the most important information in short simple everyday information brochures.
I can understand simple messages and standard letters (for example from businesses, clubs or authorities).
In private letters I can understand those parts dealing with events, feelings and wishes well enough to correspond
regularly with a pen friend.
I can understand the plot of a clearly structured story and recognise what the most important episodes and events are
and what is significant about them.
Spoken Interaction 1 2 3
I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest.
I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I
would like to.
I can deal with most situations likely to arise when making travel arrangements through an agent or when actually
travelling.
I can ask for and follow detailed directions.
I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
7. My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
I can give or seek personal views and opinions in an informal discussion with friends.
I can agree and disagree politely.
Spoken Production 1 2 3
I can narrate a story.
I can give detailed accounts of experiences, describing feelings and reactions.
I can describe dreams, hopes and ambitions.
I can explain and give reasons for my plans, intentions and actions.
I can relate the plot of a book or film and describe my reactions.
I can paraphrase short written passages orally in a simple fashion, using the original text wording and ordering.
Strategies 1 2 3
I can repeat back part of what someone has said to confirm that we understand each other.
I can ask someone to clarify or elaborate what they have just said.
When I can’t think of the word I want, I can use a simple word meaning something similar and invite ”correction”.
Language Quality 1 2 3
I can keep a conversation going comprehensibly, but have to pause to plan and correct what I am saying – especially
when I talk freely for longer periods.
I can convey simple information of immediate relevance, getting across which point I feel is most important.
I have a sufficient vocabulary to express myself with some circumlocutions on most topics pertinent to my everyday life
such as family, hobbies and interests, work, travel, and current events.
I can express myself reasonably accurately in familiar, predictable situations.
Writing 1 2 3
I can write simple connected texts on a range of topics within my field of interest and can express personal views and
opinions.
I can write simple texts about experiences or events, for example about a trip, for a school newspaper or a club
newsletter.
I can write personal letters to friends or acquaintances asking for or giving them news and narrating events.
I can describe in a personal letter the plot of a film or a book or give an account of a concert.
In a letter I can express feelings such as grief, happiness, interest, regret and sympathy.
I can reply in written form to advertisements and ask for more complete or more specific information about products (for
example a car or an academic course).
I can convey – via fax, e-mail or a circular – short simple factual information to friends or colleagues or ask for
information in such a way.
I can write my CV in summary form.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
8. Self-assessment Checklist
Language:
Level B2 2
3.4
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for your
language learning at this level.
My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level B2.
Me
Listening 1 2 3
I can understand in detail what is said to me in standard spoken language even in a noisy environment.
I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation
straightforward and clearly structured.
I can understand most radio documentaries delivered in standard language and can identify the speaker’s mood, tone
etc.
I can understand TV documentaries, live interviews, talk shows, plays and the majority of films in standard dialect.
I can understand the main ideas of complex speech on both concrete and abstract topics delivered in a standard dialect,
including technical discussions in my field of specialisation.
I can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension
by using contextual clues.
Reading 1 2 3
I can rapidly grasp the content and the significance of news, articles and reports on topics connected with my interests or
my job, and decide if a closer reading is worthwhile.
I can read and understand articles and reports on current problems in which the writers express specific attitudes and
points of view.
I can understand in detail texts within my field of interest or the area of my academic or professional speciality.
I can understand specialised articles outside my own field if I can occasionally check with a dictionary.
I can read reviews dealing with the content and criticism of cultural topics (films, theatre, books, concerts) and
summarise the main points.
I can read letters on topics within my areas of academic or professional speciality or interest and grasp the most
important points.
I can quickly look through a manual (for example for a computer program) and find and understand the relevant
explanations and help for a specific problem.
I can understand in a narrative or play the motives for the characters’ actions and their consequences for the
development of the plot.
Spoken Interaction 1 2 3
I can initiate, maintain and end discourse naturally with effective turn-taking.
I can exchange considerable quantities of detailed factual information on matters within my fields of interest.
I can convey degrees of emotion and highlight the personal significance of events and experiences.
I can engage in extended conversation in a clearly participatory fashion on most general topics.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
9. My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
I can account for and sustain my opinions in discussion by providing relevant explanations, arguments and comments.
I can help a discussion along on familiar ground confirming comprehension, inviting others in, etc.
I can carry out a prepared interview, checking and confirming information, following up interesting replies.
Spoken Production 1 2 3
I can give clear, detailed descriptions on a wide range of subjects related to my fields of interest.
I can understand and summarise orally short extracts from news items, interviews or documentaries containing opinions,
argument and discussion.
I can understand and summarise orally the plot and sequence of events in an extract from a film or play.
I can construct a chain of reasoned argument, linking my ideas logically.
I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
I can speculate about causes, consequences, hypothetical situations.
Strategies 1 2 3
I can use standard phrases like ”That’s a difficult question to answer” to gain time and keep the turn while formulating
what to say.
I can make a note of ”favourite mistakes” and consciously monitor speech for them.
I can generally correct slips and errors if I become aware of them or if they have led to misunderstandings.
Language Quality 1 2 3
I can produce stretches of language with a fairly even tempo; although I can be hesitant as I search for expressions,
there are few noticeably long pauses.
I can pass on detailed information reliably.
I have sufficient vocabulary to express myself on matters connected to my field and on most general topics.
I can communicate with reasonable accuracy and can correct mistakes if they have led to misunderstandings.
Writing 1 2 3
I can write clear and detailed texts (compositions, reports or texts of presentations) on various topics related to my field
of interest.
I can write summaries of articles on topics of general interest.
I can summarise information from different sources and media.
I can discuss a topic in a composition or ”letter to the editor”, giving reasons for or against a specific point of view.
I can develop an argument systematically in a composition or report, emphasising decisive points and including
supporting details.
I can write about events and real or fictional experiences in a detailed and easily readable way.
I can write a short review of a film or a book.
I can express in a personal letter different feelings and attitudes and can report the news of the day making clear what –
in my opinion – are the important aspects of an event.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
10. Self-assessment Checklist
Language:
Level C1 2
3.5
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for your
language learning at this level.
My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level C1.
Me
Listening 1 2 3
I can follow extended speech even when it is not clearly structured and when relationships are only implied and not
signalled explicitly.
I can understand a wide range of idiomatic expressions and colloquialisms, appreciating shifts in style and register.
I can extract specific information from even poor quality, audibly distorted public announcements, e.g. in a station, sports
stadium etc.
I can understand complex technical information, such as operating instructions, specifications for familiar products and
services.
I can understand lectures, talks and reports in my field of professional or academic interest even when they are
propositionally and linguistically complex.
I can without too much effort understand films which contain a considerable degree of slang and idiomatic usage.
Reading 1 2 3
I can understand fairly long demanding texts and summarise them orally.
I can read complex reports, analyses and commentaries where opinions, viewpoints and connections are discussed.
I can extract information, ideas and opinions from highly specialised texts in my own field, for example research reports.
I can understand long complex instructions, for example for the use of a new piece of equipment, even if these are not
related to my job or field of interest, provided I have enough time to reread them.
I can read any correspondence with occasional use of a dictionary.
I can read contemporary literary texts with ease.
I can go beyond the concrete plot of a narrative and grasp implicit meanings, ideas and connections.
I can recognise the social, political or historical background of a literary work.
.
Spoken Interaction 1 2 3
I can keep up with an animated conversation between native speakers.
I can use the language fluently, accurately and effectively on a wide range of general, professional or academic topics.
I can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
I can express my ideas and opinions clearly and precisely, and can present and respond to complex lines of reasoning
convincingly.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
11. My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
Spoken Production 1 2 3
I can give clear, detailed descriptions of complex subjects.
I can orally summarise long, demanding texts.
I can give an extended description or account of something, integrating themes, developing particular points and
concluding appropriately.
I can give a clearly developed presentation on a subject in my fields of personal or professional interest, departing when
necessary from the prepared text and following up spontaneously points raised by members of the audience.
Strategies 1 2 3
I can use fluently a variety of appropriate expressions to preface my remarks in order to get the floor, or to gain time and
keep the floor while thinking.
I can relate own contribution skilfully to those of other speakers.
I can substitute an equivalent term for a word I can’t recall without distracting the listener.
Language Quality 1 2 3
I can express myself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a
natural, smooth flow of language.
I can produce clear, smoothly-flowing, well-structured speech, showing control over ways of developing what I want to
say in order to link both my ideas and my expression of them into coherent text.
I have a good command of a broad vocabulary allowing gaps to be readily overcome with circumlocutions ; I rarely have
to search obviously for expressions or compromise on saying exactly what I want to.
I can consistently maintain a high degree of grammatical accuracy ; errors are rare and difficult to spot.
Writing 1 2 3
I can express myself in writing on a wide range of general or professional topics in a clear and user-friendly manner.
I can present a complex topic in a clear and well-structured way, highlighting the most important points, for example in a
composition or a report.
I can present points of view in a comment on a topic or an event, underlining the main ideas and supporting my
reasoning with detailed examples.
I can put together information from different sources and relate it in a coherent summary.
I can give a detailed description of experiences, feelings and events in a personal letter.
I can write formally correct letters, for example to complain or to take a stand in favour of or against something.
I can write texts which show a high degree of grammatical correctness and vary my vocabulary and style according to
the addressee, the kind of text and the topic.
I can select a style appropriate to the reader in mind.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
12. Self-assessment Checklist
Language:
Level C2 2
3.6
Use this checklist to record what you think you can do (Column 1). Ask someone else, for example your
teacher, to also assess what they think you can do (Column 2). Use Column 3 to mark those things that
you cannot yet do which you feel are important for you (Column 3 = Objectives).
Add to the list – perhaps with your teacher – other things that you can do, or that are important for your
language learning at this level.
My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level C2.
Me
Listening 1 2 3
I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast
native speed, provided I have some time to get familiar with the accent.
Reading 1 2 3
I can recognise plays on words and appreciate texts whose real meaning is not explicit (for example irony, satire).
I can understand texts written in a very colloquial style and containing many idiomatic expressions or slang.
I can understand manuals, regulations and contracts even within unfamiliar fields.
I can understand contemporary and classical literary texts of different genres (poetry, prose, drama).
I can read texts such as literary columns or satirical glosses where much is said in an indirect and ambiguous way and
which contain hidden value judgements.
I can recognise different stylistic means (puns, metaphors, symbols, connotations, ambiguity) and appreciate and
evaluate their function within the text.
Spoken Interaction 1 2 3
I can take part effortlessly in all conversations and discussions with native speakers.
Spoken Production 1 2 3
I can summarise orally information from different sources, reconstructing arguments and accounts in a coherent
presentation.
I can present ideas and viewpoints in a very flexible manner in order to give emphasis, to differentiate and to eliminate
ambiguity.
Strategies 1 2 3
I can backtrack and restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.
13. My teacher/another
Use the following symbols:
My objectives
In columns 1 and 2 In column 3
✓ I can do this under normal circumstances ! This is an objective for me
✓✓ I can do this easily !! This is a priority for me
If you have over 80% of the points ticked, you have probably reached Level A1.
Me
Language Quality 1 2 3
I can express myself naturally and effortlessly; I only need to pause occasionally in order to select precisely the right
words.
I can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of expressions to
qualify statements and pinpoint the extent to which something is the case.
I have a good command of idiomatic expressions and colloquialisms with an awareness of implied meaning and meaning
by association.
I can consistently maintain grammatical control of complex language even when my attention is otherwise engaged.
Writing 1 2 3
I can write well-structured and easily readable reports and articles on complex topics.
In a report or an essay I can give a complete account of a topic based on research I have carried out, make a summary
of the opinions of others, and give and evaluate detailed information and facts.
I can write a well-structured review of a paper or a project giving reasons for my opinion.
I can write a critical review of cultural events (film, music, theatre, literature, radio, TV).
I can write summaries of factual texts and literary works.
I can write narratives about experiences in a clear, fluent style appropriate to the genre.
I can write clear, well-structured complex letters in an appropriate style, for example an application or request, an offer to
authorities, superiors or commercial clients.
In a letter I can express myself in a consciously ironical, ambiguous and humorous way.
These descriptors were developed for the Common European Framework and the Portfolio in the Swiss National Science Foundation project:
Schneider, Günther & North, Brian (2000): Fremdsprachen können – was heisst das? Chur/Zürich, Rüegger.