[lg policy] Council of Europe powerpoint: Waldemar Martyniuk Language Policy Division Council of Euro... - Transcript

Harold Schiffman hfsclpp at GMAIL.COM
Fri Mar 23 16:54:08 UTC 2012


Waldemar Martyniuk Language Policy Division Council of Euro... - Transcript


*1. * Waldemar Martyniuk Language Policy Division Council of Europe
Strasbourg, France

*2. *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

*3. *Analysed elements Function Aims Approach / parameters / categories of
description / descriptors Levels

*4. *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)

*5. *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)

*6. *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�

*7. *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

*8. *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)

*9. *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

*10. *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)

*11. *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)

*12. *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

*13. *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

*14. *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

*15. *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)

*16. *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?

http://www.slideserve.com/axl/waldemar-martyniuk-language-policy-division-council-of-europe-strasbourg-france

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