Welcome

2. Welcome

3. Fontys and FLOT

4. Post hbo L2 National profile of competences Teachers L2 Validation of knowledge and skills: -Portfolio work and Assessement (teachers exam) -Course: Post hbo L2 (teachers training)

5. Post hbo L2 Teachers training: One year: 1-2 days a week for study & practice Lessons on Friday: focus on knowledge & skills Tasks for practice: what have students learned? Portfolio: proof of practice

6. Post hbo L2 Topics: Language learning: L1 versus L2 Students L2 and their goals Theory about language skills: reading, writing, listening … How to teach language skills? How to coach students? How to exam knowledge and language skills? The context of language education in the Netherlands You as a member of your team, school, region

7. Bachelor National Knowledge Base for Teachers Trainers Leading to terms for exams Leading to curricula Leading to education of students, within our own building OR within the context of a secudary school

8. Master National Knowledge Base for Teachers Trainers Leading to terms for exams Leading to curricula Leading to education of students, within our own building OR within the context of a secudary school

9. KOP/PDG Focus on how to TEACH others Starting from theory and skills our (adult) students already have when they start our courses

10. Always Starting form a National Standard: Knowledge Base Competence profiles Leading to terms for the exams; Leading to curricula; Leading to practice within a course: Theory and practice in real contexts

11. Part of course assessed through portfolio work Multiple aims derived from ‘National Knowledge Base’, Dublin descriptors and course aims relating to different entries in taxonomy Students asked to study the standards and to ‘unpack’ them, i.e. to formulate criteria and descriptors in their own words, bring to class next session Example on a Poetry course

12. Competences Interpersonal communicationwithstudents, coaching of students Pedagogic safetywithin the classroom, studentswith special needs Field of knowledge and didactic skills Construction of lessons, teaching, coaching, evaluation in your field of knowledge Organisingplanning, control, improvisation Cooperating in school-contextas a member of the team Cooperating in the environment of the school Focus on Reflection and Development

13. Levels of competence Rubric:

14. Practice

15. Constructive alignment Biggs, 1996 T T T T T T …… o o o o o o o o o o o instruction Testing/Assessment

16. Rubrics arrange criteria and levels in descriptors which are ideally based on samples of work showing the levels The structure of rubrics may vary widely according to the complexity of the required skills or processes, and / or products There is a distinction between analytic and holistic rubrics The use of Rubrics

17. Analytic rubrics have a set form: Criteria x Levels of attainment Allows one to view the separate parts that make up the (complex) whole A score may (can) be assigned to each of the dimensions being assessed in the task Analytic Rubrics

18. Levels of Attainment

19. In holistic scoring, the rater makes an overall judgment about the quality of performance This suggests holistic rubrics are tailored to the assessment of the (final) product rather than the process Holistic Rubrics

20. Holistic rubrics

21. Holistic rubrics

22. Identify aims / learning objectives Identify observable attributes Brainstorm characteristics Write precise descriptors for lowest and highest level Write descriptors for the remaining (intermediate) levels Collect samples of work as examples for each level Evaluate. Revise the rubric if necessary Steps in making Rubrics (Overview) Adapted from Arter and Chappius: Creating Quality Rubrics

23. They provide teachers with a framework for assessment to discuss with students; the feed up They also allow teachers to formulate judgments on work in progress or achievements in learning; the feedback They aid a teacher in showing which level has been attained and where this deviates from the desired level (the ‘gap’); this is feed forward Rubrics and feedback Hattie and Timperley, 2007

24. Good, well-constructed rubrics provide clear criteria and aims and so enable students to utilize the rubric themselves for self- and peer feedback, and to improve work in progress Rubrics - Assessment for Learning

25. Such rubrics give students the ‘language’ to formulate strengths and weaknesses in their learning / creating Building a rubric with students (i.e. involving them in the wording of the standards to be attained) may motivate and help develop a critical attitude towards the work to be handed in or the performance to be given Rubrics - Assessment for Learning

26. Good, well-constructed rubrics provide transparency, one uses the same instrument for assessment that has been used for feedback Rubrics may boost intra-rater reliability (Jonsson and Svingby) Rubrics - Assessment of Learning

27. A student who has seriously studied the rubric knows the standards and the criteria from the start Building a rubric with students may lead to co-responsibility or co-ownership of the standards (which is motivating) Rubrics - Assessment of Learning

28. In the chapter from Arter and Chappius the authors stress the desired quality of rubrics and the depth of use with the students for rubrics to have impact In their 2010 article Rezaei and Lovorn show how using rubrics in itself is no guarantee there is inter-rater reliability and that that there will be no rater effects (so: training) Effectiveness of Rubrics

29. Jonsson and Svingby stress that rubrics aid students to understand criteria, enhance feedback and yield possibilities for peer- and self-assessment Students need to be made aware of the potential benefits Teachers need to train themselves and their students in the construction of quality rubrics for these to have effect Effectiveness of Rubrics

30. Difference between Teachers and Teacher Trainers Teacher Trainers have to take care of TRANSFER. They have to put an example of good behaviour and to express what’s behind their behaviour. Bumpy Moments: “I do this because……” Make your choice explicit!

31. What do you see?

33. Reflection • What do Teacher Trainers help Teachers • to see?

35. Feed up, Feedback, Feed forward Remember the rules of giving feedback! Feedback on task (+/-) Feedback on behaviour of the person (+) Behaviour (observation)? Effect? Goal achieved? Decide: Live or coaching by video-interaction?

36. A B C D A What happened? B What was well done? C What can be done better? D What will you do again, what do you want to change?

37. Teacher Trainers Knowledge: profound Skills: complex, in variouscontexts Attitude: focus on coaching the coachee Focus on Reflection of students

38. Volunteer – on duty Coach is leading – coach is following Coachen fromleftto right – coaching in depth Focus on what is going well – on problems Confrontation – Acceptation Summative – Formative assessments Focus on concern student – Expert analysis Toexplain and advise – Askquestions t en T: owntheory form practice – Theoryfrombooks Dimensions for Teacher Trainers

39. Make the elevator runas a Teacher Trainer People think, feel and want something!

40. Look under the surface And make the unseen seen by students (explicity)

41. Don’t judge, explore! My judgements or our orientation? Facilitating the Learning Proces of another!

42. Contact? Christel Kuijpers Mail to: ckuijpers@fontys.nl