Different Approaches to Different Approaches to Competence DescriptorsCompetence Descriptors

Key IssuesKey Issues

Language and meaningLanguage and meaning

Reduction of complex wholes into Reduction of complex wholes into constituent parts constituent parts

The use of ‘competence’The use of ‘competence’

language competence

linguistic, strategic, sociocultural

modes, skills

behaviours

DescriptorsDescriptors Specific - related to an assessment Specific - related to an assessment

tasktask

Broad - indicator of learning Broad - indicator of learning appropriate to attainment at a appropriate to attainment at a particular levelparticular level

...in move from ...in move from broad to narrow broad to narrow

statementsstatements

loss of key elementsloss of key elements

separation of key elementsseparation of key elements

teaching becomes mechanisticteaching becomes mechanistic

ProgressionProgression

A

B

Write a letter

‘‘Write a postcard’Write a postcard’

‘‘...that inadvertently ...that inadvertently conveys conveys homesickness’homesickness’

Negotiation of meaningNegotiation of meaning

Cultural assumptionsCultural assumptions Contextual cluesContextual clues Implicit understandingImplicit understanding

Difference between first and second Difference between first and second language acquisition language acquisition

Relationship between language as Relationship between language as subject and language in other subject and language in other subjectssubjects

Descriptors as focus for Descriptors as focus for assessmentassessment

Specific testing requirementsSpecific testing requirements

Broad approach to assessment Broad approach to assessment needed in other contextsneeded in other contexts

Descriptors as a focus for Descriptors as a focus for education as a righteducation as a right

Learning outcomes for assessment Learning outcomes for assessment purposes may be too narrowpurposes may be too narrow

Role for descriptors in identifying rightsRole for descriptors in identifying rights

Descriptors have potential Descriptors have potential toto

make activities more focused and make activities more focused and purposefulpurposeful

act as reminder of the need for act as reminder of the need for acquisition of skills and competencesacquisition of skills and competences

make process of learning more make process of learning more transparenttransparent

help support and identify progressionhelp support and identify progression

BUTBUT Must not detract from genuine Must not detract from genuine

engagement, intrinsic motivation, engagement, intrinsic motivation, focus on meaningfocus on meaning

Bald statements of outcome say little Bald statements of outcome say little about the importance of the about the importance of the educational process that makes for educational process that makes for successful learningsuccessful learning

DescriptorsDescriptors

Community of practiceCommunity of practice