Transcript Whose English? Whose Standard?

Performance-based
Curriculum Standards
Prof. Denise E. Murray
National Centre for English
Language Teaching and Research
Macquarie University
http://www.nceltr.mq.edu.au
Why standards?
A lesson of 3 railway systems
Working coherently or
going in different
directions?
What does this teach us?
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No articulation
Costs to clients
Variable quality
No accountability
Chaos
Danger
Why performance-based
standards?
• Old model
Inputs
Program
Why performance-based
standards?
• New model
Program
Outcomes
Not HOW
achieved;
but WHAT
achieved
Types of performance-based
standards
Program:
•Teacher knowledge
•Student learning
•Coherent syllabus
Content:
Teacher:
•What learners
know and can do
•Teachers’
knowledge, skills
& dispositions
Intersection of standard types
Program
Content
Teacher
Content standards
• Learner knowledge
• Learner skills
What learners know and
are able to do
Standards development
process
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Determine theoretical framework
Identify outcomes/goals
Define outcomes as standards
Develop descriptors to explain standards
Define performance indicators
Define performance benchmarks/levels
Develop syllabus
Theoretical framework: An
example (ESL Standards for Pre-K-12 Students, p.6)
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Language is functional
Language varies
Language learning is cultural learning
Language acquisition is a long-term process
Language acquisition occurs through meaningful
use and interaction
• Language processes develop interdependently
• Native language proficiency contributes to second
language acquisition
• Bilingualism is an individual and societal asset
Identify outcomes
• Who are the stakeholders?
• What are learners’ needs & wants?
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Language structures?
Skills?
Genres?
Registers?
Speech acts/functions?
Socio-cultural appropriacy?
Process/product?
Generic skills?
Non-language outcomes?
Conceptual Framework
TESOL Standards for Teachers
of Adult Learners
Outcome & standard (TESOL draft
Standards for Teachers of Adult Learners)
Outcome/Domain/Goal: Planning
Standard: Teachers plan instruction to
promote learning and meet learner goals,
and modify and adjust instruction plans in
relation to learner engagement and
achievement.
Descriptors (TESOL draft Standards for Teachers
of Adult Learners)
Teachers must be able to plan lessons and curriculum to facilitate learning of
content, both language and subject matter. Teachers of adults teach a variety
of different content, depending on the context of the program. For example, in
survival programs, teachers help learners navigate in social and business
situations in the U.S., such as banking and transport. In workplace settings,
teachers help learners acquire vocational knowledge in addition to how to use
language in that workplace. Teachers must be able to plan instruction that
takes into account students’ backgrounds, prior knowledge, and current
interests. Teachers must plan for both long and short term learning goals and
include in that planning a repertoire of instructional strategies to address
individual learner difference. Teachers must be able to diagnose what learners
already know and what they don’t in order to be able to plan lessons that meet
learner needs. When learning goals are met, teachers must be able to make
decisions quickly about how to proceed and adjust instruction in relation to
ongoing learning. To help achieve learning goals, teachers develop activities
that encourage learners to use English and content knowledge beyond the
classroom. When current learning goals are met, teachers must be able to
develop new learning goals.
Performance indicators (TESOL
draft Standards for Teachers of Adult Learners)
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identify and articulate learning goals for both language and other content
design short-term and long-term plans to promote learning
integrate learners’ background & prior knowledge in planning
integrate learners’ current interests in planning
integrate learner needs in planning
organize lesson plans to allow enough time for student learning, review and
assessment
identify what learners already know
select appropriate resources
design and sequence instructional strategies and activities to deliver content
and to address individual differences
select activities that accomplish the learning objectives
adjust planning based on student progress and feedback
connect individual lessons to course, curriculum, and program objectives
develop plans that encourage learners to use English beyond the classroom
establish expectations for student behavior
Outcome & standard: Grades 4-8
(ESL Standards for Pre-K-12 Students)
Outcome/Domain/Goal: To use English to
communicate in social settings
Standard: Students will use English to
participate in social interactions
Descriptors (ESL Standards for Pre-K-12
Students)
• Sharing and requesting information
• Expressing needs, feelings, and ideas
• Using nonverbal communication in
social interactions
• Getting personal needs met
• Engaging in conversations
• Conducting transactions
Sample progress indicators
(ESL Standards for Pre-K-12 Students)
• Ask peers for their options, preferences, and
desires
• Correspond with pen pals, English-speaking
acquaintances, and friends
• Write personal essays
• Make plans for social engagements
• Negotiate solutions to problems, interpersonal
misunderstandings, and disputes
• Elicit information and ask clarification questions
ESL Framework of Stages
(Australian Language Levels Guidelines, 1991)
Communication goals: To enable learners to
obtain information by searching for specific
details in spoken or written text and then
process and use the information obtained.
ESL Framework of Stages: Upper
secondary (Australian Language Levels
Guidelines, 1991)
Objectives
Activities
Learners will be able to:
extract information from a listening to/watching a radio/TV program and
range of spoken texts
answering specific questions related to it,
discussing issues raised in the program,
writing a summary of the issues
understand a process and
be able to explain the
process to another learner
watching a process being demonstrated (e.g.,
a science experiment), repeating it/explaining
to another learners
follow specific
examination instructions
completing a trial exam according to
instructions
ESL Framework of Stages: Upper
secondary (Australian Language Levels
Guidelines, 1991)
Objectives
write a summary
Activities
finding an article of interest in a newspaper,
writing a summary, and giving a short talk to
the class about it
watching a specially selected current affairs
program or discussion of a controversial issue
and summarising the program/the arguments
of opposing sides
extract information from
charts and tables
transforming visual or tabulated information
into spoken or written form and vice versa
extract information and
make a
judgement/evaluation
Making comments on statistical data
extracted from charts/tables of information
The assessment process (Managing the
Assessment Process, p. 5)
“Assessment is a
celebration of
learning”
(Broadfoot, 1991)
Planning assessment (Managing the Assessment
Process, p. 16)
• Identify learning objectives
• Identify purpose of assessment
• Develop timeline for task, collection of data, and
use of data
• Select instructional strategies
• Choose/develop appropriate assessment tasks
• Set performance criteria
• Develop performance levels/benchmarks
Assessment : Key concepts
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Testing
Assessment
Evaluation
Proficiency
Achievement
Formative
Summative
Norm-referenced or criterion-referenced
Validity
Reliability
Assessment issues
• Leaner self-assessment
• Peer assessment
• Teacher assessment
Learner & peer self-assessment
• Helps learners judge own strengths and
weaknesses
• Helps learners set realistic goals
• Improves motivation
• Develops learners’ responsibility for their
own learning
• Learners need explicit training
• Instruments need to be transparent
• Cultural influences — teacher-student roles
Learner self-assessment (Lewis
1990)
Imagine you are applying for a job. How difficult are the following tasks
for you?
You must read the newspaper
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Very Easy
to look for a job. How
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difficult is this for you?
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Impossible
Learner self-assessment (Lewis
1990)
Imagine you are applying for a job. How difficult are the following tasks
for you?
You must talk in detail about
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Very Easy
your work experience. How
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difficult is this for you?
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Impossible
Teacher assessment
“If teachers are to be charged with the
responsibility for constructing and
administering their own assessment tasks, it
is very important to provide adequate
support in the form of professional
development, materials development, rater
training and to establish systems for
ensuring the quality of the assessment tools
used.” Brindley (forthcoming)
ESL Framework of Stages:
Writing a short report (Australian
Language Levels Guidelines, 1991)
The local newspaper is running a series of articles
on different schools in the area. Write a report on
your school under the following headings:
Location
Facilities (e.g., buildings, classrooms, sports
facilities, playgrounds)
Students (e.g., numbers, uniforms, behaviour,
achievements)
Summary (e.g., good points, bad points)
The report will be published in the local newspaper
next week.
ESL Framework of Stages:
Writing a short report (Australian
Language Levels Guidelines, 1991)
Stage 2
Stage 3
The teacher rates the learner response globally on the above continuum,
guided by the following general criteria and key indicators.
General criteria:
Did the learner provide relevant information as required by the activity?
Did the learner provide an element of interest in the presentation of the
information?
Was the learner’s response sufficiently accurate so as not to interfere with
meaning?
Was the learner’s response appropriate to the target audience?
Was the learner’s response coherent?
Did the learner need support from others?
Did the learner display understanding of the structuring of information?
ESL Framework of Stages:
Writing a short report (Australian
Language Levels Guidelines, 1991)
Stage 2
Stage 3
The teacher rates the learner response globally on the above continuum,
guided by the following general criteria and key indicators.
Key indicators:
Learners at Stage 2 tend to:
• have difficulty in selecting what to write about
• have difficulty expressing judgment in writing
• have a less defined concept of the structure and language of a report
• have trouble manipulating language to fit under headings (e.g., may not
put appropriate information under right headings; may have insufficient
information under a heading)
ESL Framework of Stages:
Writing a short report (Australian
Language Levels Guidelines, 1991)
Stage 2
Stage 3
The teacher rates the learner response globally on the above continuum,
guided by the following general criteria and key indicators.
Key indicators:
Learners at Stage 3 tend to:
• be able to write a formal report, though will still have some difficulty
• be able to write for a formal, unknown audience
• however tend to relate their points in their writing to themselves and
their experiences, rather than to generalise
• have some difficulty nominalising and keeping language indirect (e.g.,
The students have to wear uniform rather than Uniform is compulsory)
CSWE III: Community Access
Competency 12: Can write a short informal
letter
Elements
Performance Range
Criteria
Statements
Evidence
Guide
CSWE III: Community Access
Competency 12: Can write a short informal
letter
•You can use your dictionary
•Write about 50 words
•Time: 10 minutes
You receive a letter from a friend who offers you and your
family the use of their holiday house in the country during the
school holidays.
Write a short letter to thank them and decline the offer.
Elements
Discourse features
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can use appropriate staging
can use appropriate cohesive links
Grammar and vocabulary
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can use appropriate vocabulary
can use appropriate grammatical structures
NSW AMES Nov 1997
Performance Criteria
• uses appropriate staging and format
• uses conjunctive links as appropriate
• uses reference to track people and things
• uses appropriate vocabulary relevant to
topics and level of informality
• uses grammatical structures appropriately
NSW AMES Nov 1997
Range Statements
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Minimum 50 words
Relevant
Recourse to dictionary
Time limit 10 minutes
No teacher assistance
May include a few graphological errors but
errors should not interfere with meaning or
dominate text
NSW AMES Nov 1997
Evidence Guide
Sample Tasks
Learners write an informal letter such as:
• a thank you letter
• a letter of invitation to a friend or neighbour
NSW AMES Nov 1997
Sample benchmarks
 Content
Completed
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 Communication Goals
– Comprehension
– Intelligibility of response
– Linguistic accuracy
– Fluency
Minimal
Total
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Minimal
Total
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Minimal
High
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Minimal
High
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Not
Sample performance benchmarks
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The learner participates
in discussions.
The learner uses
appropriate nonverbal
signals.
The learner is able to
negotiate meaning.
The learner can
agree/disagree
appropriately.
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1 2 3 4 5
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1 2 3 4 5
3
1 2 3 4 5
4
1 2 3 4 5
Sample performance
benchmarks cont.
The learner can give
personal opinions.
5.
1 2 3 4 5
6. The learner is able to
convey factual
information.
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1 2 3 4 5
7. The learner’s
contributions are
relevant.
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1 2 3 4 5
5.
Nunan, 1988.
Sample Performance Criteria for
Writing
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Purpose, audience
Text organization
Development
Usage, mechanics & sentence structure
EAP 100– Essay: Performance
criteria and levels (NCELTR, Macquarie
University)
Exc
1
Length of essay
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Relevance of essay to topic/question
3
Overall organization of essay
Introduction:
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Background information – lead in
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Thesis statement (main argument)
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Preview of essay development
Body Paragraphs:
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Topic Sentences (clear? Appropriate?)
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Organization of evidence/arguments
3
Relevance of all points made/examples
given
V.
Good
Good
Sat
Unsat
EAP 100– Essay: Performance
criteria and levels (NCELTR, Macquarie
University)
Exc
Evidence:
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Acknowledgement of sources used
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Appropriateness of quotations/references
3
Format of quotations/references
4
Format of Bibliography (List of References)
Communicative Quality:
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Sentence level grammar (agreement etc)
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Word choice, collocation
3
Range of sentence structure
4
Cohesion/coherence
5
Academic style
V.
Good
Good
Sat
Unsat
Portofolio assessment
• is the use of records of a student’s work over time
and in a variety of modes to show the depth,
breadth, and development of the student’s
abilities;
• is the purposeful and systematic collection of
student work that reflects accomplishment relative
to specific instructional goals or objectives;
Portfolio assessment
• can be used as an approach for combining the
information from both alternative and
standardized assessments; and
• has as key elements student reflection and selfmonitoring. Pierce & O’Malley 1992.