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DIALANG

DIALANG. www.dialang.org Accept its limitations in order to appreciate its beauty …? Kevin Haines, RUG. DIALANG. Some Limitations Feedback is “ general ” or “ vague ” No “ reporting ” function – teacher has limited record of student performance

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DIALANG

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  1. DIALANG www.dialang.org Accept its limitations in order to appreciate its beauty…? Kevin Haines, RUG

  2. DIALANG • Some Limitations • Feedback is “general” or “vague” • No “reporting” function – teacher has limited record of student performance • There are problems with certain questions • There are technical difficulties at times • The database of questions is limited

  3. DIALANG • But… • Feedback and advice in CEF terms (all levels) • There are ways around copying results, although the students are better at it than me! • Problems with questions are few and they are consistent and therefore predictable • In our last pilot, we had no major technical difficulties (with 7 x 15 students) • The questions have been thoroughly validated

  4. DIALANG • Recommendation 1: • Pre-test training or acclimatization • “It was like basically the same as going to McDonalds”. • Student B October 2003

  5. DIALANG • Recommendation 2 • Follow-up is needed to make advice “real” and relevant to context • In my opinion we have not worked on the results of the DIALANG test. • Student A 21 October 2003

  6. DIALANG • Recommendation 3 • Practical exercises are needed to deal with the deficiencies defined in the test • I could already imagine what my weaknesses could be, but DIALANG made it visible for me. • Student C 21 October 2003

  7. DIALANG • Recommendation 4 • The test should take place within the context of a course rather than preceding it – a systematic lead from DIALANG into the tasks on the course • So that you know a little bit about how to relate the DIALANG test with the English course. • Student B 21 October 2003

  8. DIALANG • Recommendation 5 • The link made to the Common European Framework should be consolidated (through the European Language Portfolio?) • Students do come up with learning objectives, so perhaps that is the real gain. • Teacher journal September 2003

  9. DIALANG • … is a formative assessment tool • … is not a summative assessment tool • … is not a stand-alone tool • … can be integrated into a reflective language learning process

  10. DIALANG • … when you take the test you also know it’s not just a test but it’s also something that can help you over the year or even over the years to improve your English. • Student B 21 October 2003

  11. Reflective portfolio: benefits • Students are empowered through greater awareness of their own learning: increase in confidence • Students are better able to judge the value of their language courses by looking beyond the language classroom and into the wider context: increase in motivation • Teachers gain a better understanding of their students as individuals: engagement • Teachers can more effectively evaluate the relevance of their materials: reflexivity

  12. Reflective commentary • Definitions of portfolios emphasize the collection of work which includes a reflective commentary (Arter & Spandel 1992; Forster & Masters 1996; Baume 2001) • Klenowski et al 2006: 267

  13. An integrated reflective portfolio • Criteria: • (i) Train students in a common language through which they can reflect e.g. language descriptors, terminology from personal skills training or sociolinguistics • (ii) Be clear about the purpose of the portfolio from the outset • (iii) Combine the ‘written’ portfolio with verbal (face-to-face) feedback from teachers - and peers • (iv) Make consistent use of assessment scales and descriptors • (v) Integrate the portfolio into the wider curriculum (and beyond) • (vi) Encourage students to draw on meta-cognitive strategies (goal-setting, assessment, planning)

  14. A framework for using portfolios for learning and assessmentKlenowski et al 2006 DIALANG

  15. Some useful e-portfolio links • Council of Europe Portfolio • http://culture2.coe.int/portfolio/ • The Eaquals-ALTE eELP Guided Pathway • http://www.eelp.org/eportfolio/eELP_Guided_Pathway_web_en_GB.pdf • The Europass Language Passport • http://europass.cedefop.eu.int/ • Swiss European Language Portfolio for Higher Education • http://web.fu-berlin.de/elc/portfolio/ • And for initial familiarization of teachers with the CEF standards: • http://www.ceftrain.net/ • An interesting colloquium report on use of the ELP by David Little • http://www.britishcouncil.org/brussels-elp-colloquium-david-little.pdf • Initial source: Lut Baten: University of Leuven

  16. Student motivation • With the growth of awareness and • knowledge learners are increasingly empowered, and with the growth in their ability to self-monitor • and self-assess they become more confident • David Little 2004

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