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Derek Doucet

http://www.coe.int/T/DG4/linguistic/Manuel1_EN.asp#TopOfPage - 0 views

www.coe.int/...Manuel1_EN.asp

assessment of language

shared by Derek Doucet on 20 Oct 12 - No Cached
  • The CEFR has had a particular influence on language assessment. The following tools are available to assessment providers and other practitioners with an interest in language testing:
  • Derek Doucet on 20 Oct 12
     
    "The CEFR has had a particular influence on language assessment. The following tools are available to assessment providers and other practitioners with an interest in language testing:"
Derek Doucet

CEFR and the DELF - 0 views

www.cpfalta.ab.ca/...CEFRandDELF.htm

CEFR DELF

shared by Derek Doucet on 22 Nov 12 - No Cached
  • The CEFR
  • was developed to promote language learning, to facilitate educational and occupational mobility, and to support plurilingualism and multiculturalism.
  • The CEFR is organized into six reference levels
  • ...11 more annotations...
  • A  Basic User B  Independent User C  Proficient User A1 Breakthrough A2 Waystage B1 Threshold B2 Vantage C1 Proficiency C2 Mastery
  • "The CEFR examines and values what an individual does know, based on their competencies. Its philosophical underpinning is that all individuals have the capacity to learn, there are many different ways to learn, that learning can continue throughout the life span.
  • Educators: learn more about the CEFR through an online professional learning workshop offered to members of the Canadian Association of Second Language Teachers. Contact mihaelavieru@caslt.org.
  • France has developed the Diplôme d'études en langue française (DELF) for levels A1 through B2 and the Diplôme approfondi de langue française (DALF) for levels C1 and C2. 
  • The DELF/DALF are offered in 154 countries to some 300,000 candidates each year.
  • A learner takes the level of assessment for which s/he feels confident (for students, the teacher normally assists in choosing the most appropriate level).  It is not required to take all of the tests, or to take them sequentially.
  • Having successfully passed one of the DALF / DELF exams, the candidate receives an official Diplôme issued by the Ministère de l'Éducation Nationale of France through the Centre International d'Études Pédagogiques (www.ciep.fr). The candidate also receives his/her marks for each portion of the exam.
  • This life-long certification is recognized internationally by employers and postsecondary institutions. For example, the B2 level is required for entrance into most universities in France. And, of course, the Diplôme and the accompanying proficiency descriptors are the perfect addition to any résumé, outlining in very practical terms what the individual is capable of doing in French.
  • In Canada, responsibility for the DELF/DALF rests with the Embassy of France. The DELF Scolaire is offered by a school district or a school in agreement with the Embassy, the DELF Junior by language schools such as the Alliance Française.
  • Each exam center receives the software and other materials required to conduct the exams. The center is responsible for logistical arrangements, assessors, registering candidates, printing the exams, marking the oral and written exams, and publishing the results.  The center establishes the fees it will charge for the exams.
  • A school or district can become an exam center through an agreement with the Embassy of France. Alternately, it can make arrangements with an existing exam center to administer the exams to interested students.
  • Derek Doucet on 22 Nov 12
     
    A website that explains the Common European Framework of Reference for Languages, and the Diplôme d'Éducation de la Langue Française. 
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
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