ELP, curriculum development and (self)assessment

1. ELP, curriculum development and (self)assessment ELPiPL Seminar, Groningen, 12th March, 2010 Daniela Fasoglio, d.fasoglio@slo.nl

2. According to the programme, I am to talk about... CURRICULUM DEVELOPMENT ELP ASSESSMENT CEFR

3. Curriculum development: definition Curriculum: • from Latin, a ‘course’ or a ‘track’ to be followed; • in the context of education: usually a written plan .. • ... outlining what students will be taught and in which sequence ... • ... where learning is the central activity, Thus: CURRICULUM = a ‘plan for learning’

4. Curricular ‘gaps’ • intended / implemented / attained • curricular levels • curricular components • theory / practice

5. Curriculum representations (van den Akker, 2003)

6. Curriculum intended versus implemented / attained :success or fiasco? • 100% targeted • 70% heard • 50% seen • 30% owned • 15% used • 5% according intentions • ?? learning outcomes?? (van den Akker, 2007)

7. Curricular levels

8. Curricular components

9. ELP / CEFR to provide the rationale of the curriculum Language learning = a goal-directed activity Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both generaland in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditionsand under various constraintsto engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modification of their competences. Common European Framework of Reference, p. 9

10. Discussion • What impact has the rationale (ELP /CEFR) on the other curriculum components? In which way are you taking the 9 threads of the spider web into account within you ELPiPL project? • Do you miss anything? • Do the different levels of curriculum development (from supra to nano) influence your project, and if so, how?

11. CEFR / ELP : An action-oriented description of language ELP descriptors (can-do statements) can be used • to define a curriculum goal/learning target • to guide the selection of learning activities and the development of learning materials • to serve as the starting point for the development of assessment criteria Challenge: rethink each of these dimensions in terms of the other two

12. Defining goals and learning targets

13. Selecting learning activities A task : any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfill or an objective to be achieved. (Common European Framework of Reference, p. 10)

14. Characteristics of a task • A product (e.g. a website, a presentation, a travel schedule...) • Open, but with quality criteria • A realistic context • An ‘addressee’ • Input (from assignments, exercises, sources)

15. Characteristics of an assignment • Related to the final product • Functional for the task • Open/closed • Based on input

16. Characteristics of an exercise • Closed, focused on one specific purpose (e.g.: past tense, practising vocabulary about a certain subject) • Related to the final product • Functional for assignments/task

17. Task, assessment and exercise TASK ASSESSMENT ASSESSMENT ASSESSMENT exercise exercise exercise exercise exercise exercise exercise exercise exercise

18. Example of a task • Why is this a task? Think of the components of a task: • product • open • context • addressee • input • What are the assignments in this task? • What exercises could you make? • Can you think about any other assignments? Gap Year exercises

19. Is this an exercise, an assignment or a task? Lille second part

20. Use a format that can help you not forget any steps task format