Cambridge English Empower: bringing Learning...

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Cambridge English Empower: bringing Learning Oriented Assessment into the classroom

Transcript of Cambridge English Empower: bringing Learning...

Page 1: Cambridge English Empower: bringing Learning …assets.cambridgeenglish.org/webinars/cambridge-english-empower.pdf · Cambridge English Empower: bringing Learning Oriented Assessment

Cambridge English

Empower: bringing Learning

Oriented Assessment into

the classroom

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Aims

By the end of the session we will have:

• examined a Learning Oriented Assessment cycle

• seen how it can help teachers and students work systematically and effectively towards learning outcomes

• looked at how Learning Oriented Assessment works at practice classroom level.

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Challenges for teachers and

learners

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Starting with the learners

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Learner issues

‘I want to speak like real people … I mean real

language – not classroom language.’ Marco

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Learner issues

‘I want to speak like real people … I mean real

language – not classroom language.’ Marco

‘If I am confident speaking, so it is good for me.

I don’t want to feel afraid.’ Naoko

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Learner issues

‘I want to speak like real people … I mean real

language – not classroom language.’ Marco

‘If I am confident speaking, so it is good for me.

I don’t want to feel afraid.’ Naoko

‘I think my English is pretty ok. I know what I need

to work on and it is useful when you do some

exams ‘cos it tells you how well you are compared

to generally. Even though I don’t like tests so much.’

Tomas

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Learner issues

‘I want to speak like real people … I mean real

language – not classroom language.’ Marco

‘If I am confident speaking, so it is good for me.

I don’t want to feel afraid.’ Naoko

‘I think my English is pretty ok. I know what I need

to work on and it is useful when you do some

exams ‘cos it tells you how well you are compared

to generally. Even though I don’t like tests so much.’

Tomas

‘I want my teacher can tell me what to do after class

– for extra work. Because I need to improve my

language.’ Ahmed

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Cambridge English Levels Council of Europe Levels

Example table Example table A1

Example table Example table A2

Example table Example table B1

Example table Example table B2

Example table Example table C1

Example table Example table C2

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What about teachers?

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Challenges for teachers

Limited facilities for

communication focus

and multimedia

activities, e.g. voice

recording/video/mobile

learning

Lack of time to

prepare and deliver

activities and keep

detailed records for

students

Large numbers of

learners to provide

with feedback and

suggestions for

personalised work

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Learning Oriented

Assessment

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So how does Learning Oriented

Assessment (LOA) help?

Learning Oriented Assessment –

LOA

= a familiar approach

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Teachers aim to …

• set learning outcomes

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Teachers aim to …

• set learning outcomes

• identify suitable tasks and deliver them

effectively

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Teachers aim to …

• set learning outcomes

• identify suitable tasks and deliver them

effectively

• assess learner progress and encourage

self-assessment

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Teachers aim to …

• set learning outcomes

• identify suitable tasks and deliver them

effectively

• assess learner progress and encourage

self-assessment

• provide feedback

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Teachers aim to …

• set learning outcomes

• identify suitable tasks and deliver them

effectively

• assess learner progress and encourage

self-assessment

• provide feedback

• adjust future learning outcomes and

lessons in response to this

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In the real world …?

Can you cover all of these elements

consistently all of the time?

Yes I can

No, I can’t

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Using Empower

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Using Empower

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Using Empower

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Assessing the learner

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Assessing the learner

Teacher assesses learners

Observation

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Assessing the learner

Teacher assesses learners

Observation

Taking notes during activities

Writing on to individual student

report grids

Marking and grading written

work

Giving immediate oral feedback

Recording student output and

responding

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Assessing the learner

Teacher assesses learners Learners assess themselves

Observation Giving learners a checklist and

asking them to assess self or

peer

Taking notes during activities

Writing on to individual student

report grids

Marking and grading written

work

Giving immediate oral feedback

Recording student output and

responding

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Assessing the learner

Teacher assesses learners Learners assess themselves

Observation Giving learners a checklist and

asking them to assess self or

peer

Taking notes during activities Learners complete a list of Can

Do statements

Writing on to individual student

report grids

Learner diary to record progress

and frustrations

Marking and grading written

work

Using answer keys

Giving immediate oral feedback Peer checking written work

Recording student output and

responding

Group discussion after a task

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Cambridge English Levels Council of Europe Levels

Example table Example table A1

Example table Example table A2

Example table Example table B1

Example table Example table B2

Example table Example table C1

Example table Example table C2

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Cambridge English Levels Council of Europe Levels

Example table Example table A1

Example table Example table A2

Example table Example table B1

Example table Example table B2

Example table Example table C1

Example table Example table C2

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Language Presentation

Practice 1

Practice 2

T1 Not

grasped

T2

Understood

a little

Reasonable

understanding

Fully understood

Extension

(Reading and Listening)

Personalised learner pathways

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Metrica UPT test – 2nd attempt

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Cambridge English Levels Council of Europe Levels

Example table Example table A1

Example table Example table A2

Example table Example table B1

Example table Example table B2

Example table Example table C1

Example table Example table C2

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Speaking progress tests

Learners:

• record themselves

• listen to themselves

• are assessed on pronunciation and

fluency

Page 38: Cambridge English Empower: bringing Learning …assets.cambridgeenglish.org/webinars/cambridge-english-empower.pdf · Cambridge English Empower: bringing Learning Oriented Assessment

Word stress task in a unit

Speaking test

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Different types of test

Progress tests end of each unit including Speaking tests (formative) Competency tests mid-course and end-of-course

including all four skills (summative)

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Student View learner profile

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Empowering Learning

By the end of the session we will have:

• examined a Learning Oriented Assessment cycle in relation to learning issues

• seen how it can help teachers and students work systematically and effectively towards learning outcomes

• understood how Learning Oriented Assessment works at practice classroom level

Page 44: Cambridge English Empower: bringing Learning …assets.cambridgeenglish.org/webinars/cambridge-english-empower.pdf · Cambridge English Empower: bringing Learning Oriented Assessment

Further information

University of Cambridge

Cambridge English Language Assessment

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 (0)1223 553997

Fax: +44 (0)1223 553621

Email: [email protected]

Keep up to date with what’s new via the

Cambridge English Language Assessment website: www.cambridgeenglish.org

For information on Cambridge English webinars for teachers:

www.cambridgeenglish.org/webinars

Developing functional language skills for Cambridge English: Key

for Schools

15 and 17 June 2015