A preliminary exploration of the relationship between student ability, self-assessment and teacher assessment on the CEFR-J’s can-do statements

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  1 F ramework &  L anguage P ortfolio SIG Newsletter #9 May 2013 Table of Contents Page Introduction 2 1. News on the the FLP SIG Kaken Project 2012-2014- survey 2 2. Upcoming Events Pan SIG 2013 Other FLP related events  3 5 3. Feature Article: A preliminary exploration of the relationship between student ability, self-assessment and teacher assessment on the CEFR-  J’s can-do statements Judith Runnels ( Hiroshima Bunkyo Women’s University ) 6 4. The FLP SIG Kaken Project- get involved! 19 5. Ideas to improve the Newsletter- please contribute! 21  About the FLP SIG 22 Guidelines for Submissions to the FLP SIG Newsletter 23  Framework & Language Portfolio (FLP) SIG Newsletter #9 May 2013 2 INTRODUCTION Welcome to May 2013 edition of the FLP SIG newsletter. Some recent events related to the goals of the FLP SIG include the publication of the CEFR-J, and continuing use of the promotion of the use of can do lists in language education in Japan. We are very happy to follow up the feature article from the developers of the CEFR-J in the October 2012 newsletter with a feature article that implements the CEFR-J from the  “ bottom-up ”  . We hope that the FLP SIG can continue facilitate the dissemination, promotion and development of such action research type projects.  Again continuing from the October 2012 newsletter, we hope that this is the start/continuation of a dialogue among FLP SIG members and the wider education community about possible directions of language education. We again encourage you get involved in the FLP SIG Kaken Project , which aims to research and develop CEFR-informed textbooks. Please see page 2 for details how you can contribute to a survey , and page 19 for some basic details of how you can get further involved. We will be providing more details as plans evolve. We look forward to seeing you at the Pan SIG 2013  in Nagoya; we hope this newsletter has reached you before the conference and has whetted your appetite!  As always, please let us know what you think of how we, as a SIG, are doing and what more we could do to meet your needs, requirements, and expectations. Finally, please see the final pages of this newsletter for submission guidelines, and ideas you may want to submit. We urge you to consider sharing your ideas. We are always looking for reviewers of submissions to the newsletter, it could be a good chance to keep your hand on the pulse of new developments in this area. We aim to continue to improve  the newsletter, along with improving the prominence and effectiveness of SIG activities- for this we need the help of you, current and prospective members. Sincere regards, FLP SIG Committee   1. News on the The FLP SIG Kaken Project 2012-2014- survey Development of EAP Textbooks based on the CEFR    and Learner/Teacher Autonomy Support Tools--   You can find more information about related events and the project at http://tinyurl.com/FLPKaken . There are some more details on page 19 here also. The CEFR in Japan, a bottom up project (Please take the time to answer the survey please- https://www.surveymonkey.com/s/FLP-Link1 ) The research and use of the CEFR in Japan is gaining momentum, especially since the CEFR-J project (see the article of Negishi & Tono in our November 2012 Newsletter). Some members of our SIG (Naoyuki Naganuma as head of the pr oject as well as Noriko Nagai, Fergus O’Dwyer and me, Alexander Imig) are involved in a Kaken project about creating CEFR-informed textbooks for Japanese students. Beside the analysis of existing textbooks and the integration of CEFR-J material in the textbook production, a survey is one of the central elements of the FLP-SIG Kaken project. This survey should link the creation of the textbook to those, which are responsible to  Framework & Language Portfolio (FLP) SIG Newsletter #9 May 2013 3 use it in their lessons  –  to the teachers. The survey, based on the well-known internet tool survey monkey, doesn’t take a long time, if one just responds to the essential questions. But the survey can also be a tool to get involved and that is main purpose of the survey, even more than just getting some data. Well, the data is also important in our data driven world and the survey is therefore also designed to be taken by a wide audience. Question 20 (Have you ever heard of the CEFR or the European Language Portfolio) is one example for a questions targeting the wider audience. For members of the FLP-SIG and others, which are well informed about the CEFR and related programs the detailed description of the textbooks in use, the teaching conditions and work with textbooks are the main focus. One example would be question 24: “How is eval uation and feedback conducted?” an issue that can’t be overestimated in the area of teaching as communication. We need your opinions, your feedback and your engagement for the FLP-SIG Kaken project. If passionate teachers prove, that they know best how to create a well (!) informed CEFR-textbook for Japan, that will be strong signal, to the publishers and research institutions to listen to the opinions of the teachers. We, as experts in the CEFR philosophy know, that the CEFR was from the very beginning also a product of teachers knowledge. A lot of people seem to be afraid of the CEFR, because they see in the CEFR only as a rigid curriculum. But the CEFR is built on teacher-knowledge and learner-autonomy. For these strong aspects of the CEFR we need the involvement of the teachers  –  here in Japan. This is why the survey is so important and why I ask you to take the survey: https://www.surveymonkey.com/s/FLP-Link1  Alexander Imig Program chair, FLP-SIG 2. Upcoming Events   Pan SIG 2013 The SIG Forum Theme From multiple perspective judgments calls to the one grade Date/Place Sunday May 19 th , 11:55am- 1:30pm (Room 47)  Venue Nanzan University, Nagoya. How to register Online registration Website http://www.pansig.org/2013  How to streamline grading in teaching materials using tasks with the help of the CEFR Teachers often dislike having to grade students. And many a teacher feels insecure about grading accurately and fairly. This is especially true in cases where students are performing more communicative and/or interactive tasks. What are the criteria we ought to apply? How do we identify them in for us a time saving yet professional manner? What are the tools at our disposal?  Are we honing in on the right aspects? How useful are grids and sets of criteria we are using? On the one hand, good teaching materials should help and guide teachers towards answering such questions. On the other hand, grading should be open enough to allow for any given number of different task and activity types. Under no circumstances should grids and criteria restrict teacher and student creativity in designing, performing on, and even changing and modifying language learning tasks. Neither the learner nor the teacher ought to be a slave to the requirements. Tools and methods should be at our disposal to help and make things easier and smoother for all involved. Furthermore, the grading of tasks offers an excellent chance to make grading guidelines clear and more transparent to students. They can even be active in the process of identifying and selecting the most appropriate criteria. But how exactly do we go about developing such  Framework & Language Portfolio (FLP) SIG Newsletter #9 May 2013 4 guidelines for cutting edge teaching materials? Most certainly, open standards are needed for flexibility and predictability. The open standard descriptors as laid down in the Common European Framework are helpful here, as a basis for reliable judgment calls. However, teachers’ experience with tasks that s imply “work” is important as well.  How to juggle the various requirements, and how to perform the balancing act between simply having to grade and how to still offer exciting and engaging language learning tasks will be at the heart of this forum by the FLP, MW, and TBL SIGs. Details of more FLP SIG-related activities at JALT 2012 follow If you attend the conference, don’t forget to swing by the FLP SIG desk to say hello!  For your information, some FLP presentations at the Pan SIG:   Saturday May 18 th  Room 47   1400-1430: Curriculum development and the European Framework  Steven Kenneth Silsbee Momoyama Gakuin Daigaku   This presentation will focus on how the Common European Framework is being adapted to fit into an already existing English language curriculum at a medium-size university in Osaka, Japan. The speaker will begin with a brief overview explaining how the English program at the university has become what it is at present. Focus will then shift to how the framework is being implemented as a collaborative effort among the full time teachers. Finally, the speaker will address problematic issues that have been encountered, followed by questions from the audience. 1435- 1535   FLP SIG Kaken Project: CEFR-informed EAP Textbooks Fergus O'Dwyer 1  , Alexander Imig 2   1 Osaka University; 2 Chukyo University   The principal purpose of the FLP SIG Kaken Project (see http://tinyurl.com/FLPKaken, where you can find details of how to get involved) is to develop English language integrated skills textbooks that suitably adapt and apply the principles and practices of the CEFR for the higher education context in Japan. We also aim to develop supplemental learning materials such as a language portfolio, and autonomy informed resources. This workshop session will involve participants exchanging ideas about the makeup of the proposed textbooks, based on discussion of survey questions. Sunday May 19 th  935- 1005 Room 47 Enhancing student autonomy using language portfolios  Yukie Saito Dokkyo University It is often claimed that Japanese university students are not highly motivated toward learning English. How to cultivate studen ts’ autonomy is the key factor for Japanese university students to learn English effectively. In this presentation, how a writing class for freshmen at a university can enhance students’ autonomy using a language portfolio for writing adapted from the European Language Portfolio (ELP) and the Common European Framework of Reference for Language (CEFR). The contextual background leading to drafting the language portfolio, the contents included in the portfolio based on pedagogical theories and the students’ f  eedbacks on the portfolio are also presented. ---  Framework & Language Portfolio (FLP) SIG Newsletter #9 May 2013 5 Other FLP related events Workshop: Creating CEFR-J Can-do Statements for an Existing Curriculum Presenter: Annie Semmelroth, Hiroshima Bunkyo Women's University Date & Time: June 15th from 4pm to 6pm  Venue: The Kobe YMCA (see Kobe JALT for more details: http://kobejalt.org/upcoming-events)  Across Japan there is a movement toward creating or revising curriculum to represent the progressive skills of the CEFR-J (Common European Framework of Reference for Languages - Japan). Many institutions are likely to face the challenges of measuring an existing curriculum against the framework, which raises a crucial question: How can an existing curriculum successfully be compared to the CEFR-J self assessment grid? The first step toward this comparison is creating sound can-do statements which reflect the existing curriculum. The faculty at Hiroshima Bunkyo Women’s University undertook to accomplish valid  “can - do” r epresentations of their curriculum, including meetings, workshops, teacher cooperation, seeking general agreement, in-house and third-party validation. --- Symposium, "Self-Regulation in Foreign Language Learning: Shared Perspectives" is to be held at Shimonoseki City University, Shimonoseki, Yamaguchi, December 7th  –  8th, 2013. We are organising a symposium on the broad theme of self-regulated learning and learner development and invite interested researchers and practitioners to submit a presentation proposal. Proposals should be related to foreign language learning and self-regulated learning, learner autonomy, social dimensions of learning, or other related areas. The symposium, "Self-Regulation in Foreign Language Learning: Shared Perspectives" is to be held at Shimonoseki City University, Shimonoseki, Yamaguchi, December 7th  –  8th, 2013. For more details, please refer to the Call for Papers PDF: http://srl.shimonoseki-online.net/files/SRL2013-C4P.pdf   Visit the symposium website at: http://srl.shimonoseki-online.net  Or, you can contact us directly at srl2013@shimonoseki-online.net  Presentation proposals are being accepted up to July 15th. We look forward to receiving your proposal.
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