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 [...]

Who are the Brazilian English teachers?

On average, an English teacher teaches 303 students; within the ethnic/racial and gender perspective, black teachers represent 24.56% of the total, white 32.96% and indigenous, 0.3%

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, [...]

Scope & Sequence: final years of Secondary Education

The Scope & Sequence describes and organizes the learning objectives, skills and knowledge to be addressed in the final years of Elementary School (Key stage 3 and first half of Key Stage 4), as indicated by the Common National Curricular Base (BNCC), demonstrating equivalences with the Common European Framework of Reference (CEFR) descriptors. It also presents a suggestion for a logical sequence and progression development within the same year. (in Portuguese)

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.

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