Assessment of Learning, for Learning, and as Learning

In Chapter 1, I described a “preferred future” for assessment. My vision is one that makes assessment an integral part of learning-guiding the process and stimulating further learning. The word assessment is derived for the Latin assidere, meaning “to sit beside or with”. Although this notion of a teacher sitting with her students to really understand what is happening as they pursue the challenges of learning is far removed from the role that assessment and evaluation have typically played [...]

Additional language teacher education and assessment literacy: brief overview and challenges for language teacher education courses in Brazil

Assessment Literacy (Stiggins, 1991; Inbar-Lourie, 2008; Fulcher, 2012; Coombe, 2018) of pre- and in-service additional language teachers is complex and has unique needs (Levi and Inbar-Lourie, 2019). In 2017, an electronic search was carried out to verify the presence of the theme Language Assessment in the subject names, pedagogical projects, curricula and programmes of Language Teacher Education undergraduate and graduate courses in 50 Brazilian federal higher education institutions. 141 [...]

Saberes necessários ao professor para avaliar a aprendizagem de crianças na sala de aula de línguas estrangeiras

In the last few decades, there has been significant growth in the teaching of foreign languages to children in Brazil, particularly the English language. Considering learning assessment as a crucial element in teaching and learning, in this article we discuss teacher’s assessment literacy in this educational field. The data was generated by means of an online questionnaire, which was answered by 151 teachers from all over the country. The original questionnaire consisted in 70 statements [...]

Twinkl

Twinkl is a website that provides ready to use or to create new educational resources that can be used at each step of a child's learning journey. The teacher-created resources available provide entire schemes of work, lesson planning and assessments right through to online educational games, augmented reality and so much more. They have over 525,000 resources and new content gets added every day.

Guide for Continuous Teacher Training: final years of Secondary Education

The Guide for Continuous Teacher Training supports the planning and execution of specific continuous education actions for English language teachers, based on the BNCC and the CEFR. The Guide is divided into two parts: in the first one, we discuss the quality premisses for training initiatives and present references and explanatory texts about the linguistic and pedagogical dimensions of skills needed by English teachers; the second part is practical and includes steps and tasks to support [...]

Proficiency Guide: final years of Secondary Education

The Proficiency Guide defines what is meant by linguistic-discursive proficiency, showing how the idea of proficiency deviates from a single, fixed conception of language use and learning. It presents linguistic-discursive expectations for students and teachers of the English language, bringing a greater understanding of the proficiency levels within reach at the end of elementary school and being able to inform and guide the planning of teacher training initiatives. (in Portuguese)

Curriculum Framework: final years of Secondary Education

The Curriculum Framework is guided by competencies. The document defines the vision of young people soon-to-be graduates and suggests a curriculum organization for the final years of elementary school, which contemplates the BNCC and the CEFR, adding the cognitive dimension to the socio-emotional skills as constituents of the teaching and learning process. The document explains important concepts in the context of basic education and English language teachings, such as integral education, [...]

Assessment Guide: final years of Secondary Education

Guide for monitoring the development of English language students in the final years of Secondary School. The Assessment Guide supports teachers in the design of assessment instruments consistent with the learning objectives provided in the Scope and Sequence and in the Curriculum Framework.

Common European Framework of Reference for Languages: learning, teaching, assessment – Companion volume with new descriptors

This companion volume to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) represents another step in a process that has been pursued by the Council of Europe since 1971 and owes much to the contributions of members of the language teaching profession across Europe and beyond. In order to ensure complete coherence and continuity with the existing CEFR scales, the Council of Europe asked the Eurocentres Foundation to take once again the [...]

Common European Framework of Reference for Languages: learning, teaching, assessment

The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. It describes in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow [...]

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