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[Assessment 417] Re: FW: [SpecialTopics 164] Re: Keeping students' eyeson the prizePauline Mcnaughton pmcnaughton at language.caThu Jul 20 14:22:25 EDT 2006
I attended a workshop on the European Language Portfolio, based on the Common European Framework. It has really excited me about the possibilities of a standardized, widely recognized portfolio model. I think this portfolio model has a lot to offer in terms of adult ESL learners managing and taking charge of their learning progress. A standardized portfolio model such as the ELP moves beyond standardized testing which can at best provide only a snapshot of general language proficiency at key points in time. I think it's essential to move beyond standardized assessment tools and focus on the documentation of specific language competencies relevant to specific learner goals and objectives. A standardized portfolio tool, perhaps initiated in an adult ESL classroom, which goes with the learner from class to class, program to program and even to the workplace - would provide a much more detailed self-assessment. In the ESL classroom it would inform the development of individualized learning plans and encourage learner autonomy and self-direction both in and out of the classroom. Quoting from some of the research done on the ELP, it could provide "an important interface between language learning, teaching and assessment" and achieve these "invisible learning outcomes: - commitment to and ownership of one's language learning: - tolerance of ambiguity and uncertainty in communicative situations and learning - willingness to take risks in order to cope with communicative tasks - learning skills and strategies necessary for continuous, independent language learning - reflective basic orientation to language learning, with abilities for self-assessment of language competence Pauline McNaughton Executive Director / Directrice executive Centre for Canadian Language Benchmarks/Centre des niveaux de competence linguistique canadiens 200 Elgin Street, Suite 803 / 200 rue Elgin, piece 803 Ottawa, ON K2P 1L5 T (613) 230-7729 F (613) 230-9305 pmcnaughton at language.ca < http://www.language.ca/> This communication is intended for the use of the recipient to which it is addressed, and may contain confidential, personal, and or privileged information. 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Si vous avez recu ce communique par erreur, ou une reponse subsequente, veuillez le supprimer ou le detruire. -----Original Message----- From: Marie Cora [mailto:marie.cora at hotspurpartners.com] Sent: July 20, 2006 9:15 AM To: Assessment at nifl.gov Subject: [Assessment 416] FW: [SpecialTopics 164] Re: Keeping students' eyeson the prize Colleagues - from the Special Topics List: -----Original Message----- From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov] On Behalf Of John Comings Sent: Wednesday, July 19, 2006 8:30 AM To: specialtopics at nifl.gov Subject: [SpecialTopics 164] Re: Keeping students' eyes on the prize I, too, think national curriculum frameworks for subgroups of students (based on their goals and their learning needs) would be helpful to persistence. It would make it much easier to build learning plans that included guides self-study, classes, tutoring, one-day intensive workshops and other modes of learning into a coherent learning activity. --On Tuesday, July 18, 2006 10:49 AM -0400 john strucker <john_strucker at harvard.edu> wrote: > Hi David and colleagues, > One part of a total approach to improved persistence that we should > explore is the one they are trying in the UK. Their adult students take > a series of nationally developed curriculum-based benchmark tests that > give them feedback on their mastery of various specific competencies and > also give them a sense of how much closer they are getting to reaching > their long-term goals. > Best, > John Strucker > > --On Sunday, July 16, 2006 4:25 PM -0400 David Rosen > <djrosen at comcast.net> wrote: > >> John, and other colleagues, >> >> Part of the persistence challenge is that some adult learners make >> progress very slowly and have so very far to go before they see the >> prize they may have their eyes on. The prize might be a high school >> diploma, a better job, a living wage, a good job with a decent salary >> and good benefits, or going to college, but these may be basic >> literacy or beginning English language students who need years of >> study to achieve one of these goals. One answer might be to increase >> intensity, more time on task, more hours of study. But this is not >> always possible for programs, because they lack the funding to >> increase intensity of classroom instruction, or for learners, who >> usually have other commitments like working and parenting. Funders >> -- especially companies when they fund "workplace literacy" -- often >> want results in a few weeks or months, and even major federal and >> state funders want results at the end of the fiscal year, either one >> of these prizes or evidence of progress toward its attainment. >> >> Are there some ways we could sustain the student's original motive or >> goal (the GED diploma, a good job, or an admission to college prize) >> over several years, if needed. What do we know about strategies >> like awarding certificates for small achievements, holding annual >> recognition ceremonies, and providing good formative assessment so >> students can see they have reached some milestones? How about >> strategies like building community, providing food, helping students >> to learn skills that they can use in daily living? Can we articulate >> from research and/or professional wisdom what strategies work (if >> any) in sustaining long-term students' motivation and convince >> funders that we need their support for these strategies? >> >> David J. Rosen >> djrosen at comcast.net >> >>
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