Language learner autonomy: evaluation and assessment

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Language learner autonomy: evaluation and assessment. David Little Trinity College Dublin Ireland. Overview. Introduction to the workshop theme Questions Workshop activities Concluding reports from the working groups. Evaluation and assessment in L2 learning. Two working definitions - PowerPoint PPT Presentation

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PowerPoint PresentationDeveloping learner autonomy in foreign language learning
Language learner autonomy: evaluation and assessment
David Little
Developing learner autonomy in foreign language learning
Overview
Questions
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Evaluation and assessment in L2 learning
Two working definitions
Assessment focuses on individual learning gain/achievement
Traditionally
Assessment stands apart from learning and teaching
Evaluation of learning programmes happens only when quality assurance is an issue
The “autonomy” view
Learners are centrally involved: their engagement in evaluation and assessment is crucial in developing their reflective/metacognitive capacity in the TL
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Evaluation: “the pivot of learner autonomy”
Dam (1995: 49): “The function of evaluation is on the one hand to ensure that work undertaken is discussed and revised, and on the other to establish a basis of experience and awareness that can be used in planning further learning”
The evaluative cycle (ibid.):
Why am I / are we doing it?
How am I / are we doing it?
Good experiences?
Bad experiences?
What next?
Developing learner autonomy in foreign language learning
Assessing communicative proficiency
The European Language Portfolio (ELP) designed to support the development of learner autonomy:
Aids to reflection on various dimensions of L2 learning − cultural, intercultural, strategic, plurilingual, etc.
Goal setting and self-assessment using checklists of ‘I can’ descriptors arranged according to the activities (LISTENING, READING, SPOKEN INTERACTION, SPOKEN PRODUCTION, WRITING) and proficiency levels (A1, A2, B1, B2, C1, C2) of the Common European Framework of Reference for Languages (Council of Europe 2001)
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Self-assessment grid (CEFR)
I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Swiss ELP: goal-setting and self-assessment checklists
B1 Spoken interaction
I can start, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest
I can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what I would like to do
I can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling
I can ask for and follow detailed directions
I can express and respond to feelings such as surprise, happiness, sadness, interest and indifference
I can give or seek personal views and opinions in an informal discussion with friends
I can agree and disagree politely
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Assessing communicative proficiency
The European Language Portfolio (ELP) designed to support the development of learner autonomy:
Aids to reflection on various dimensions of L2 learning − cultural, intercultural, strategic, plurilingual, etc.
Goal setting and self-assessment using checklists of ‘I can’ descriptors arranged according to the activities (LISTENING, READING, SPOKEN INTERACTION, SPOKEN PRODUCTION, WRITING) and proficiency levels (A1, A2, B1, B2, C1, C2) of the Common European Framework of Reference for Languages (Council of Europe 2001)
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Assessing communicative proficiency
The European Language Portfolio (ELP) designed to support the development of learner autonomy:
Aids to reflection on various dimensions of L2 learning − cultural, intercultural, strategic, plurilingual, etc.
Goal setting and self-assessment using checklists of ‘I can’ descriptors arranged according to the activities (LISTENING, READING, SPOKEN INTERACTION, SPOKEN PRODUCTION, WRITING) and proficiency levels (A1, A2, B1, B2, C1, C2) of the Common European Framework of Reference for Languages (Council of Europe 2001)
When the communicative goals of the curriculum are expressed in these terms, the learning of the class can be planned, monitored and assessed using inventories of ‘I can’ descriptors
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Example from a Czech primary school (A1)
On the classroom wall: a large drawing of a tree
Five main branches: LISTENING, READING, SPOKEN INTERACTION, SPOKEN PRODUCTION, WRITING
A smaller branch for each ‘I can’ descriptor
A box of paper leaves
When they wish to make a self-assessment claim, learners write their name on a leaf and stick it on the appropriate branch
When the teacher or one of their peers is satisfied that the claim is justified, he / she countersigns the leaf, which the learner colours green
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Formation of working groups
Developing learner autonomy in foreign language learning
Workshop activities
Introduction to the proficiency levels of the Common European Framework of Reference for Languages (CEFR)
Agree on a learner group (age, CEFR proficiency level, learning focus, etc.)
For at least two CEFR activities at the level you have chosen, expand the descriptor in the self-assessment grid into ‘I can’ descriptors that could be used to communicate curriculum goals and support peer and self-assessment
Think of a way of turning your descriptors into a “progress chart” for the whole class (remember the Czech primary teacher − but no trees allowed!)