European Frameworks of Reference for Language Competences
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Transcript of European Frameworks of Reference for Language Competences
European Frameworks of Reference for Language
Competences
Waldemar Martyniuk Language Policy Division, Council of Europe / Jagiellonian University, Poland
Documents analysed• Council of Europe, 2001: Common European
Framework of Reference for Languages: Learning, teaching, assessment
• OECD, 2003: The PISA 2003 Assessment Framework
• Commission of the European Communities, 2005: Towards a European Qualifications Framework for Lifelong Learning
• Commission of the European Communities, 2005: Proposal for a recommendation of the European Parliament and of the Council on key competences for lifelong learning
• Commission of the European Communities, 2006: Proposal for a recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning
CEFR
• European framework of reference for development and assessment of proficiency in FL by adult learners
• Common meta-language and common reference points for plurilingual education (FL)
• Action-oriented approach • Descriptive Scheme for language
learning/use• 6 (9) Common Reference Levels
The CEFR – core elements
• Comprehensive description of language user/learner and language use/learning
• Common reference levels of language proficiency
• Scales of illustrative descriptors• Self-assessment scales• Curriculum scenarios for a coherent
approach to plurilingual education• The concept of „a toolkit”
PISA• International assessment
framework• Assessing literacy of young adults
at the age of 15• Monitoring outcomes of
educational systems• Dimensions of reading literacy• 5 levels, 5 subscales, one
combined scale
PISA – assessing literacy
• „Human capital” (OECD definition)• Aim of PISA• Definition of Literacy• Definition of Reading literacy
PISA – Reading literacy
• Processes (aspects)• Content (knowledge and
understanding)• Context of application (situations)
= CEFR domains
PISA – Reading literacy: levels
• Mean score: 500 points• 5 levels• Level descriptors• Composite item map
EQF• European meta-framework of reference
for qualifications as learning outcomes• Enabling qualifications to be related to
each other; facilitating transfer and recognition; increasing transparency and supporting mutual trust; quality assurance
• Learning outcomes: knowledge, skills, (wider) competences
• Key competences integrated (Level 2)• 8 levels, 3 scales
EQF-elements
• Common reference points (levels and scales)• Tools and instruments:
– Integrated European credit transfer and accumulation system for lifelong learning (ECTS + ECVET);
– Europass scheme:• CV• Language Passport• Certificate Supplement• Diploma Supplement• Europass Mobility
– Database on learning opportunities (Ploteus portal)• Set of common principles and procedures
(addressing quality assurance, validation of formal and informal learning, guidance and counselling, and promotion of key competences)
EQF-levels and scales
• 8 levels: – 1-2: compulsory education– 3: upper secondary or adult education– 4: end of upper secondary / post- compulsory
education; „gateway to HE”– 5: completion of post-secondary; „short cycle”
within the first cycle of HE– 6: HE, first cycle– 7: HE, second cycle– 8: HE, third cycle
• 3 scales: – reference levels (ability descriptors)– supporting information (educational context)– indicators of level of qualification (recognition)
EQF – Key competences
• A framework of reference for competences to be acquired at the end of compulsory schooling
• Supporting national policies• 8 Key competences• Descriptors: knowledge, skills,
attitudes
Summary• CEFR, EQF: descriptive European meta-
frameworks• PISA: international assessment framework• Competence based (CEFR, PISA, EQF-Key
Competences); focus on learning outcomes (EQF)
• Common target group: young adults (end of compulsory education)
• Lifelong learning concept• Overarching framework structure:
– A descriptive scheme– Reference levels and scales– Tools and instruments for implementation– An assessment scheme (with background surveys) – Guidelines and procedures for quality assurance
Conclusions
• Need for closer cooperation on European and international level
• Issues for discussion:– To what extent is a competence based
approach suitable for LE?– Which elements of the overarching
framework structure might be developed for LE?
– What other elements might be needed?– How to relate an LE framework to the
existing frameworks?