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The CEFR: Relevance to planning, teaching, assessment

Aims of the CEFR. Stimulus for ReflectionSet of categories for activity and competence Curriculum reform; methodological implicationsCommon Reference Points Set of 6 expandable levels of proficiency Illustrative descriptors and samples. Stimulus for Reflection. Transparency and CoherenceDefine outcomes, create specifications and tell users what these are Language learner as social useraction-oriented approach: needs-based PlurilingualismPortfolio, CLIL, receptive skill.

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The CEFR: Relevance to planning, teaching, assessment

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    1. The CEFR: Relevance to planning, teaching, assessment Brian North Eurocentres Foundation EAQUALS ChaF2010, Zürich, 2nd September 2010

    2. Aims of the CEFR Stimulus for Reflection Set of categories for activity and competence Curriculum reform; methodological implications Common Reference Points Set of 6 expandable levels of proficiency Illustrative descriptors and samples

    3. Stimulus for Reflection Transparency and Coherence Define outcomes, create specifications and tell users what these are Language learner as social user action-oriented approach: needs-based Plurilingualism Portfolio, CLIL, receptive skill

    4. Common Reference Points Specifying content: What is taught and assessed Stating criteria: How performance is interpreted Describing the levels of programmes, tests and exams: How comparisons can be made

    5. A heuristic not an answer to all problems

    6. “We have NOT set out to tell practitioners what to do or how to do it. We are raising questions not answering them. It is not the function of the CEF to lay down the objectives that users should pursue of the methods they should employ”. (CEFR: ii)

    7. Relevance of the CEFR Networking and communication Joined up thinking: planning teaching Assessment Learner Focus

    8. Networks - Communication Before: The Tower of Babel Your lower intermediate is my advanced C; 4.5; 19; gut, (etc) Theoretical Problem Failure to relate test scores to real world

    9. Networks - Communication After: ALTE European Language Portfolios EAQUALS ECML EALTA CEFR Manual – 20+ cases studies

    10. Relevance of the CEFR Networking and communication Joined up thinking: planning teaching Assessment Learner Focus

    11. Learner focus Learner as social user: needs analysis Learner as subject – not object: learner experience at centre; personal meaning Links to previous knowledge, know-ledge of the world, skills-transfer Steps towards self-direction (ELP)

    12. Relevance of the CEFR Networking and communication Joined up thinking: planning teaching Assessment Learner Focus

    13. Joined-up thinking Planning: Curriculum aims, schemes of work “Sign-posting” with Can Dos Teaching: Action-oriented approach: language and activity Practice and error Assessment and Certification

    14. The school’s educational philosophy

    15. Signposting with Can Do‘s learners see why they are learning things learners and teachers set priorities teachers select appropriate communicative tasks learners focus on form during communicative tasks learners and teachers to assess progress schools to report progress to parents

    16. Eurocentres Beijing

    19. Eurocentres Beijing

    22. Joined-up thinking Planning: Curriculum aims, schemes of work “Sign-posting” with Can Dos Teaching: Action-oriented approach: language and activity Practice and error Assessment and Certification

    23. Teaching Activity Sequence

    24. Practice

    25. Implications

    26. Joined-up thinking Planning: Curriculum aims, schemes of work “Sign-posting” with Can Dos Teaching: Action-oriented approach: language and activity Practice and error Assessment and Certification

    27. Start with Familiarisation People think they know the levels without consulting descriptors & samples People associate CEFR levels with ones they are familiar with People interpret the written word differently – in descriptors too

    28. Assessing CEFR level Specification: relating the curriculum to Can Do’s teacher (and self- ) assessment checklists defining/selecting activities, tests Standardisation: training with documented performance samples bench-marking “local” performance samples Validation: two sources (test/teachers; two assessors)

    29. Specification = defining

    30. CEFR Table 3

    31. Selected Criteria (B2)

    32. Selected Criteria at B2

    33. Why do Standardisation?

    34. Standardisation Training

    35. External Validation

    36. The CEFR: Relevance to planning, teaching, assessment Brian North www.eurocentres.com www.eaquals.org

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