|21-01-20151 erk/ cefr in context 23 january 2015, groningen estelle meima language centre
Post on 19-Dec-2015
216 Views
Preview:
TRANSCRIPT
|21-01-2015
Overview
› Introduction to the ERK/CEFR › Familiarisation of descriptors› Standardisation exercise
2
|21-01-2015
Common European Frame of Reference (CEFR)
› Council of Europe
Bologna Process Transparency Validation
4
|21-01-2015
Familiarization and Standardization
What do we do at University of Groningen?
Familiarization:› Introductory activities with scales (e.g. with CEFTrain)
Standardization (or harmonization or alignment):› Use of some of the procedures described in A Manual› Both face-to-face training and an online Training area
(tasks and samples)
5
|21-01-2015
Sources for familiarizationCEFR book (Cambridge University Press 2001)- Can Do Descriptors for writing
pages 26 & 61-62- DIALANG scales for writing
page 232- Salient characteristics of CEFR levels
pages 33-36
6
|21-01-2015
Sources for standardizationCEFR Manual (Council of Europe 2009)- Written assessment criteria grid
page 187
Websites for Benchmarking:› CEFTrain: http://www.helsinki.fi/project/ceftrain/index.html› SLO/EMBED: http://www.erk.nl/docent/training/engels/
The Magicc Project: www.magicc.eu
7
|21-01-2015
Standardization & complexityLanguage learning and linguistic production are complex processes. Hence: Complexity of the CEFR?
› Multidimensional nature of proficiency› Within-learner inconsistency (“the unstable or dynamic system”)› Within text variation› Intra-rater inconsistency/inter-rater variation
› Assessment should acknowledge this complexity.
› This complexity means that standardization/alignment is an essential and continual process!
8
|21-01-2015
Exercise 1: samples of students’ writing
In pairs, rank the following samples of students’ writing from lowest to highest level.
- what were your criteria? - what are some key differences between the levels?
11
|21-01-2015
Exercise 2: global descriptors
Rank the global descriptors from lowest to highest level.
- Align these with the tasks of the students’ work. Do they match?
12
|21-01-2015
Exercise 3: task specificationMatch these two pieces of students’ writing with two pieces of the other six. What levels are they?
What went wrong?
13
|21-01-2015
Task Specification: This is a practical summary based on the CEFR Grid for Writing Tasks, CEFR Manual (2009: 161-164).
Target level for task completion
A1 – C2
Task Purpose
Background to task
Structure of task
Specific information
Number of tasks
Time for task (component)
Integration of skills
Channel
Number of words expected
Genre
Imagined audience
Rhetorical function
Register
Domain
Assessment criteria
14
|21-01-2015
Target level for task completion
Task Purpose
Background to task
Structure of task
Specific information
Number of tasks
Time for task (component)
Integration of skills
Channel
Number of words expected
Genre
Imagined audience
Rhetorical function
Register
Domain
Assessment criteria
15
Explanation from CEFR Grid for Writing Tasks
Purpose of task:
The purpose of the test may be general proficiency, for a specific purpose. State the purpose if
specific (English for Legal Purposes, German for Academic Purposes, etc.).
Imagined audience:
Choose from: friend/acquaintance, teacher, employer, employee, committee, board, business,
students, general public (e.g. with a newspaper article), other (specify).
Genre:
Choose from: letter (business), letter (personal), review, academic essay, composition, report,
story, proposal, article, form, other (specify).
Rhetorical function:
The functions which might be expected in the response. Choose from: describing (events),
describing (processes), narrating, commentating, expositing, explaining, demonstrating,
instructing, arguing, persuading, reporting events, giving opinions, making complaints,
suggesting, comparing and contrasting, exemplifying, evaluating, expressing
possibility/probability, summarising, other (specify). CEFR, p125–130.
Register:
The register the candidate is expected to adopt in their response. Choose from: informal,
unmarked to informal, unmarked, unmarked to formal, formal. CEFR, p118–122.
Domain:
The domain to which the expected response is imagined to belong. Choose from: personal, public, occupational, educational/academic. CEFR, p45–46.
|21-01-2015
Task specification exercise› Think of a writing task you assign your students
to do.
fill in the task specifications for this task
17
|21-01-2015
Familiarisation Individually, indicate the level of each descriptor (B1 – C2) and if it belongs to range (vocabulary), coherence, accuracy (grammar), argument and overall without looking at the descriptors on the next few pages. 1. Can write clear, highly accurate and smoothly flowing complex texts in an appropriate and personal style conveying finer shades of meaning. Can use a logical structure which helps the reader to find significant points. (Overall, C2) 2. Consistently maintains a high degree of grammatical accuracy; occasional errors in grammar, collocations and idioms. (Grammar, C1)
3. Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, using some complex sentence forms to do so. Language lacks, however, expressiveness and idiomaticity, and use of more complex forms is still stereotypic.. (Range, B2) 4. Can link a series of shorter discrete elements into a connected, linear text. (Coherence, B1 5. Can produce clear, smoothly flowing, complex reports, articles and essays which present a case or give critical appreciation of proposals or literary works. Can provide an appropriate and effective logical structure which helps the reader to find significant points. (Range, C1) 6. Has a good command of a broad range of language allowing him/her to select a formulation to express him-/herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. The flexibility in style and tone is somewhat limited.
18
|21-01-2015
Familiarisation › Highlight all the key words in the CEFR writing
grid that distinguishes the levels from each other.- Range- Coherence- Accuracy
19
|21-01-2015
Standardisation This is an academic essay at B2 level.
Discuss in pairs why it is B2 for range, coherence & accuracy (why higher than B1 or lower than C1)
- Refer to your descriptors- Highlight concrete examples
20
top related