<div id="transcript-title1" title="Waldemar Martyniuk Language Policy Division Council of Europe Strasbourg, France"><a style="text-decoration:none" id="transcriptimg1" title="Waldemar Martyniuk Language Policy Division Council of Europe Strasbourg, France Transcript"><h3>
Waldemar Martyniuk Language Policy Division Council of Euro... - Transcript <img src="http://www.slideserve.com/images/tpl_icon_tr_arrow.gif" border="0"></h3> </a>
</div>
<div class="arrow-general">
</div>
<p><b>1. </b> Waldemar Martyniuk Language Policy Division Council of Europe Strasbourg, France <br><br></p><p><b>2. </b>Analysed documents Council of Europe, 2001: Common European Framework of Reference for Languages: Learning, teaching, assessment
OECD, 2003: The PISA 2003 Assessment Framework
Commission of the European Communities, 2005: Towards a European Qualifications Framework for Lifelong Learning, SEC(2005) 957
<br><br></p><p><b>3. </b>Analysed elements Function
Aims
Approach / parameters / categories of description / descriptors
Levels <br><br></p><p><b>4. </b>CEFR European language neutral
framework of reference for development and assessment of proficiency in
FL by adult learners
Providing common meta-language and common reference points for
plurilingual education (FL)
Action-oriented approach; Descriptive Scheme for language use:
competences, activities and strategies, tasks and purposes, domains,
text types, themes, situations (contexts of use), conditions and
constraints
6 (9) Common Reference Levels: global scale, self-assessment scale, 54
scales of illustrative descriptors (qualitative and quantitative can-do
statements) <br><br></p><p><b>5. </b>PISA International assessment
framework for testing mathematical, scientific and reading literacy of
young adults at the age of 15
Monitoring outcomes of educational systems; providing basis for
collaboration on policy; providing input for standard-setting and
evaluation; supporting shift in policy focus from educational inputs to
learning outcomes
Dimensions of reading literacy: processes, content (knowledge and
understanding), context of application
5 levels, 5 subscales, one combined scale; task descriptions (similar to
can-do statements) <br><br></p><p><b>6. </b>PISA � assessing literacy
Human capital (OECD definition): �the knowledge, skills, competences and
other attributes embodied in individuals that are relevant to personal,
social and economic well-being�
Aim of PISA: �to measure how well young adults, at the age of 15 and
therefore approaching the end of compulsory schooling, are prepared to
meet the challenges of today�s knowledge societies�
Literacy: mastery of processes, understanding of concepts, ability to
function in various situations (contexts)
Reading literacy: �the capacity to understand, use and reflect on
written texts, in order to achieve one�s goals, to develop one�s own
knowledge and potential, and to participate in society�
<br><br></p><p><b>7. </b>PISA � Reading literacy Processes (aspects):
Forming a broad understanding
Retrieving information
Developing an interpretation
Reflecting on content of text
Reflecting on form of text
Content (knowledge and understanding):
Continuous texts (narrative, expository, descriptive, argumentative/persuasive, injunctive/instructive
Non-continuous texts (charts, graphs, diagrams, maps, forms, advertisements)
Context of application (situations) = CEFR domains:
Personal
Educational
Occupational
Public
<br><br></p><p><b>8. </b>PISA � Reading literacy: levels Mean score:
500 points (2/3 of candidates in PISA 2000 scored 400-600)
5 levels:
Level 1: 335 � 407 points
Level 2: 408 � 480
Level 3: 481 � 552
Level 4: 553 � 625
Level 5: over 625
Level Descriptors, e. g.: �Make a simple connection between information
in the text and common, everyday knowledge� (Level 1, Sub-scale:
Reflecting and evaluating)
Composite item map, e. g.: �Identify the implied starting date of a
graph� (retrieving information, non-continuous text, score 540)
<br><br></p><p><b>9. </b>EQF European meta-framework of reference for
qualifications as outcomes of lifelong learning
Enabling qualifications to be related to each other; facilitating
transfer and recognition; increasing transparency and supporting mutual
trust; quality assurance
Learning outcomes: knowledge, skills, wider competences � personal and
professional (autonomy and responsibility, learning competences,
communication and social competences); key competences integrated
8 levels, 3 scales <br><br></p><p><b>10. </b>EQF-elements Common
reference points (levels and scales)
Tools and instruments:
Integrated European credit transfer and accumulation system for lifelong
learning;
Europass scheme:
CV
Language Passport
Certificate Supplement
Diploma Supplement
Europass Mobility
Database on learning opportunities (Ploteus portal)
Set of common principles and procedures (addressing quality assurance,
validation of formal and informal learning, guidance and counselling,
and promotion of key competences) <br><br></p><p><b>11. </b>EQF-levels and scales 8 levels:
1-2: compulsory education
3: upper secondary or adult education
4: end of upper secondary / post- compulsory education; �gateway to HE�
5: completion of post-secondary; �short cycle� within the first cycle of HE
6: HE, first cycle
7: HE, second cycle
8: HE, third cycle
3 scales:
reference levels (ability descriptors)
supporting information (educational context)
indicators of level of qualification (recognition)
<br><br></p><p><b>12. </b>EQF � Key Competences A framework of
reference for competences to be acquired at the end of compulsory
schooling but also learned, updated and maintained throughout life �
integrated in the EQA at Level 2
Supporting national policies � part of EU Lisbon strategy �Education and
Training 2010�
8 key competences: Communication in mother tongue, Communication in a
FL, Mathematical literacy (incl. science and technology), ICT-skills,
Learning to learn, Interpersonal and civic competence, Enterpreneurship,
Cultural awareness
Descriptors: knowledge, skills, attitudes <br><br></p><p><b>13. </b>EQF �
Key Competences � Communication in MT Definition: �ability to express
and interprete thoughts, feelings and facts in both oral and written
form in the full range of societal contexts, work, home and leisure�
Knowledge: vocabulary, functional grammar and style, types of literary
and non-literary texts, paralinguistic features, types of verbal
interaction, functions of language, features of and styles and registers
in spoken and written language, awareness of variability in language
and communication over time
Skills: communicating, reading, writing, searching for and processing
information, using aids, formulating arguments
Attitudes: positive attitude to the MT, open mind ready to engage in
constructive and critical dialogue, strive for aesthetic quality, love
of literature, intercultural communication, confidence when speaking in
public <br><br></p><p><b>14. </b>EQF � Key Competences � Communication
in FL Definition: �as in MT � in languages other than the MT and the
language(s) of instruction at school, according to one�s wants and
needs; essential elements of communicative competence (reference to
CEFR-levels)
Knowledge: vocabulary, functional grammar, intonation and pronunciation,
types of literary and non-literary texts, paralinguistic features,
types of verbal interaction, functions of language, features of and
styles and registers in spoken and written language, awareness of
societal conventions and cultural aspects and variability of language in
different geographical, social and communication environments
Skills: listening, speaking, interacting, reading, writing, using aids,
autonomous learning
Attitudes: sensitivity to cultural differences and resistance to
stereotyping, interest in and curiosity about languages, intercultural
communication <br><br></p><p><b>15. </b>Summary CEFR, EQF: descriptive European meta-frameworks
PISA: international assessment framework
Competence based: focus on learning outcomes (ability based on knowledge)
Common target group: young adults (end of compulsory education)
Some differences in the use of terminology (competence, domain, situation, content, context, purpose)
Overarching framework structure:
Descriptive scheme
Reference levels and scales
Tools and instruments
Guidelines and procedures
Assessment scheme (with background surveys) <br><br></p><b>16. </b>Conclusions Need for closer cooperation on European and international level
Issues for discussion:
To what extent is competence based approach suitable for LE?
Which elements of the overarching framework structure might be developed for LE?
What other elements might be needed?
How to relate a LE framework to the existing frameworks?
<br><br><a href="http://www.slideserve.com/axl/waldemar-martyniuk-language-policy-division-council-of-europe-strasbourg-france">http://www.slideserve.com/axl/waldemar-martyniuk-language-policy-division-council-of-europe-strasbourg-france</a><br clear="all">
<br>-- <br>**************************************<br>N.b.: Listing on the lgpolicy-list is merely intended as a service to its members<br>and implies neither approval, confirmation nor agreement by the owner or sponsor of the list as to the veracity of a message's contents. Members who disagree with a message are encouraged to post a rebuttal, and to write directly to the original sender of any offensive message. A copy of this may be forwarded to this list as well. (H. Schiffman, Moderator)<br>
<br>For more information about the lgpolicy-list, go to <a href="https://groups.sas.upenn.edu/mailman/">https://groups.sas.upenn.edu/mailman/</a><br>listinfo/lgpolicy-list<br>*******************************************<br>