Cambridge English Empower: bringing Learning Oriented Assessment into the classroom

Transcription

1 Cambridge English Empower: bringing Learning Oriented Assessment into the classroom

2 Aims By the end of the session we will have: examined a Learning Oriented Assessment cycle seen how it can help teachers and students work systematically and effectively towards learning outcomes looked at how Learning Oriented Assessment works at practice classroom level.

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4 Challenges for teachers and learners

5 Starting with the learners

6 Learner issues I want to speak like real people I mean real language not classroom language. Marco

7 Learner issues I want to speak like real people I mean real language not classroom language. Marco If I am confident speaking, so it is good for me. I don t want to feel afraid. Naoko

8 Learner issues I want to speak like real people I mean real language not classroom language. Marco If I am confident speaking, so it is good for me. I don t want to feel afraid. Naoko I think my English is pretty ok. I know what I need to work on and it is useful when you do some exams cos it tells you how well you are compared to generally. Even though I don t like tests so much. Tomas

9 Learner issues I want to speak like real people I mean real language not classroom language. Marco If I am confident speaking, so it is good for me. I don t want to feel afraid. Naoko I think my English is pretty ok. I know what I need to work on and it is useful when you do some exams cos it tells you how well you are compared to generally. Even though I don t like tests so much. Tomas I want my teacher can tell me what to do after class for extra work. Because I need to improve my language. Ahmed

10 Cambridge English Levels Council of Europe Levels Example table Example table A1 Example table Example table A2 Example table Example table B1 Example table Example table B2 Example table Example table C1 Example table Example table C2

11 What about teachers?

12 Challenges for teachers Limited facilities for communication focus and multimedia activities, e.g. voice recording/video/mobile learning Lack of time to prepare and deliver activities and keep detailed records for students Large numbers of learners to provide with feedback and suggestions for personalised work

13 Learning Oriented Assessment

14 So how does Learning Oriented Assessment (LOA) help? Learning Oriented Assessment LOA = a familiar approach

15 Teachers aim to set learning outcomes

16 Teachers aim to set learning outcomes identify suitable tasks and deliver them effectively

17 Teachers aim to set learning outcomes identify suitable tasks and deliver them effectively assess learner progress and encourage self-assessment

18 Teachers aim to set learning outcomes identify suitable tasks and deliver them effectively assess learner progress and encourage self-assessment provide feedback

19 Teachers aim to set learning outcomes identify suitable tasks and deliver them effectively assess learner progress and encourage self-assessment provide feedback adjust future learning outcomes and lessons in response to this

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21 In the real world? Can you cover all of these elements consistently all of the time? Yes I can No, I can t

22 Using Empower

23 Using Empower

24 Using Empower

25 Assessing the learner

26 Assessing the learner Teacher assesses learners Observation

27 Assessing the learner Teacher assesses learners Observation Taking notes during activities Writing on to individual student report grids Marking and grading written work Giving immediate oral feedback Recording student output and responding

28 Assessing the learner Teacher assesses learners Observation Taking notes during activities Learners assess themselves Giving learners a checklist and asking them to assess self or peer Writing on to individual student report grids Marking and grading written work Giving immediate oral feedback Recording student output and responding

29 Assessing the learner Teacher assesses learners Observation Taking notes during activities Writing on to individual student report grids Marking and grading written work Giving immediate oral feedback Learners assess themselves Giving learners a checklist and asking them to assess self or peer Learners complete a list of Can Do statements Learner diary to record progress and frustrations Using answer keys Peer checking written work Recording student output and responding Group discussion after a task

30 Cambridge English Levels Council of Europe Levels Example table Example table A1 Example table Example table A2 Example table Example table B1 Example table Example table B2 Example table Example table C1 Example table Example table C2

31 Cambridge English Levels Council of Europe Levels Example table Example table A1 Example table Example table A2 Example table Example table B1 Example table Example table B2 Example table Example table C1 Example table Example table C2

32 Personalised learner pathways T1 Not grasped Language Presentation Understood a little Practice 1 Reasonable understanding Practice 2 T2 Fully understood Extension (Reading and Listening)

33 Metrica UPT test 2 nd attempt

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36 Cambridge English Levels Council of Europe Levels Example table Example table A1 Example table Example table A2 Example table Example table B1 Example table Example table B2 Example table Example table C1 Example table Example table C2

37 Speaking progress tests Learners: record themselves listen to themselves are assessed on pronunciation and fluency

38 Word stress task in a unit Speaking test

39 Different types of test Progress tests end of each unit including Speaking tests (formative) Competency tests mid-course and end-of-course including all four skills (summative)

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41 Student View learner profile

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43 Empowering Learning By the end of the session we will have: examined a Learning Oriented Assessment cycle in relation to learning issues seen how it can help teachers and students work systematically and effectively towards learning outcomes understood how Learning Oriented Assessment works at practice classroom level

44 Further information Developing functional language skills for Cambridge English: Key for Schools 15 and 17 June 2015 University of Cambridge Cambridge English Language Assessment 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0) Fax: +44 (0) helpdesk@cambridgeenglish.org Keep up to date with what s new via the Cambridge English Language Assessment website: For information on Cambridge English webinars for teachers: