Date post: | 17-Jan-2018 |
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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