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The Common European Framework and the European Language Portfolio:

The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process David Little ( Trinity College Dublin). R easons why learners should be engaged in self-assessment.

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The Common European Framework and the European Language Portfolio:

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  1. The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process David Little (Trinity College Dublin)

  2. Reasons why learners should be engaged in self-assessment Participation of learners in decisions about the curriculum and the curriculum outcomes.  Learners should be aware of tasks they can perform in L2 and set new goals. Learners can turn occasions of L2 use into opportunities for further language learning.

  3. Questions learners should ask and answer to achieve self-assessment What are we learning?  Why are we learning it?  How are we learning it?  With how much success?  What are going to learn next?

  4. Forms of self-assessment 10-point scale where 1=nothing and 10=everything.  Portfolio learning and assessment.

  5. Contribution of Common European Framework of Reference for Languages (CEFR) and European Language Portfolio (ELP) Development of assessment culture in the learning process.

  6. Standards set by the CERF C Level A Level B Level C2 C1 B1 A2 B2 A1

  7. The ELP obligatory components A language passport, in other words the owner’s linguistic identity. A language biography, that is the owner’s most important linguistic experie-nces. A dossier, a selection of the owner’s personal work.

  8. The ELP limitations • Self-assessment instruments of ELP focus on incidental, subjunctive criteria that one sets for oneself. • A trap may be the idea that a level has been achieved on the basis of one or two tasks only.

  9. Questions

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