Language learner autonomy: evaluation and assessment

1. Language learner autonomy: evaluation and assessment David Little Trinity College Dublin Ireland

2. Overview • Introduction to the workshop theme • Questions • Workshop activities • Concluding reports from the working groups

3. Evaluation and assessment in L2 learning • Two working definitions • Evaluation focuses on learning programmes and the learning process • Assessment focuses on individual learning gain/achievement • Traditionally • Assessment stands apart from learning and teaching • Evaluation of learning programmes happens only when quality assurance is an issue • The “autonomy” view • Evaluation (learning programme and learning process) and assessment (L2 proficiency) are mutually reinforcing • Learners are centrally involved: their engagement in evaluation and assessment is crucial in developing their reflective/metacognitive capacity in the TL

4. Evaluation: “the pivot of learner autonomy” • Dam (1995: 49): “The function of evaluation is on the one hand to ensure that work undertaken is discussed and revised, and on the other to establish a basis of experience and awareness that can be used in planning further learning” • The evaluative cycle (ibid.): • What am I / are we doing? • Why am I / are we doing it? • How am I / are we doing it? • Good experiences? • Bad experiences? • Ideas for changes? • What can it be used for? • What next?

5. Assessing communicative proficiency • The European Language Portfolio (ELP) designed to support the development of learner autonomy: • Aids to reflection on various dimensions of L2 learning − cultural, intercultural, strategic, plurilingual, etc. • Goal setting and self-assessment using checklists of ‘I can’ descriptors arranged according to the activities (listening, reading, spoken interaction, spoken production, writing) and proficiency levels (A1, A2, B1, B2, C1, C2) of the Common European Framework of Reference for Languages (Council of Europe 2001)

6. Self-assessment grid (CEFR) I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

7. Swiss ELP: goal-setting and self-assessment checklists

8. Assessing communicative proficiency • The European Language Portfolio (ELP) designed to support the development of learner autonomy: • Aids to reflection on various dimensions of L2 learning − cultural, intercultural, strategic, plurilingual, etc. • Goal setting and self-assessment using checklists of ‘I can’ descriptors arranged according to the activities (listening, reading, spoken interaction, spoken production, writing) and proficiency levels (A1, A2, B1, B2, C1, C2) of the Common European Framework of Reference for Languages (Council of Europe 2001)

9. Assessing communicative proficiency • The European Language Portfolio (ELP) designed to support the development of learner autonomy: • Aids to reflection on various dimensions of L2 learning − cultural, intercultural, strategic, plurilingual, etc. • Goal setting and self-assessment using checklists of ‘I can’ descriptors arranged according to the activities (listening, reading, spoken interaction, spoken production, writing) and proficiency levels (A1, A2, B1, B2, C1, C2) of the Common European Framework of Reference for Languages (Council of Europe 2001) • When the communicative goals of the curriculum are expressed in these terms, the learning of the class can be planned, monitored and assessed using inventories of ‘I can’ descriptors

10. Example from a Czech primary school (A1) • On the classroom wall: a large drawing of a tree • Five main branches: listening, reading, spoken interaction, spoken production, writing • A smaller branch for each ‘I can’ descriptor • A box of paper leaves • When they wish to make a self-assessment claim, learners write their name on a leaf and stick it on the appropriate branch • When the teacher or one of their peers is satisfied that the claim is justified, he / she countersigns the leaf, which the learner colours green

11. Formation of working groups Appointment of rapporteur

12. Workshop activities • Introduction to the proficiency levels of the Common European Framework of Reference for Languages (CEFR) • Agree on a learner group (age, CEFR proficiency level, learning focus, etc.) • For at least two CEFR activities at the level you have chosen, expand the descriptor in the self-assessment grid into ‘I can’ descriptors that could be used to communicate curriculum goals and support peer and self-assessment • Think of a way of turning your descriptors into a “progress chart” for the whole class (remember the Czech primary teacher − but no trees allowed!) • How could you turn these workshop activities into learning activities controlled by your learners?