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  • Diary:Cascade Training Session 1-6 (Overall Reflections)

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    Rexana Rhea
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    The document provides reflections from a teacher training session on assessing language skills based on the Common European Framework of Reference (CEFR). In the session, the teacher learned how CEFR can provide a common framework to structure courses and monitor student progress. They found the speaking section invaluable to understand the assessment scales. However, they are still unsure how to apply the scales in the future. The teacher believes students can benefit from self-assessment using the "can do" statements if properly introduced. These statements are positive and avoid intimidating students. However, the writing scale was the most difficult to understand and will require more training. From a teacher's perspective, the assessment scales can be overwhelming and vague. Strictly

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    The document provides reflections from a teacher training session on assessing language skills based on the Common European Framework of Reference (CEFR). In the session, the teacher learned how CEFR can provide a common framework to structure courses and monitor student progress. They found the speaking section invaluable to understand the assessment scales. However, they are still unsure how to apply the scales in the future. The teacher believes students can benefit from self-assessment using the "can do" statements if properly introduced. These statements are positive and avoid intimidating students. However, the writing scale was the most difficult to understand and will require more training. From a teacher's perspective, the assessment scales can be overwhelming and vague. Strictly

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    10 views1 page

    Diary:Cascade Training Session 1-6 (Overall Reflections)

    Uploaded by

    Rexana Rhea
    The document provides reflections from a teacher training session on assessing language skills based on the Common European Framework of Reference (CEFR). In the session, the teacher learned how CEFR can provide a common framework to structure courses and monitor student progress. They found the speaking section invaluable to understand the assessment scales. However, they are still unsure how to apply the scales in the future. The teacher believes students can benefit from self-assessment using the "can do" statements if properly introduced. These statements are positive and avoid intimidating students. However, the writing scale was the most difficult to understand and will require more training. From a teacher's perspective, the assessment scales can be overwhelming and vague. Strictly

    Copyright:

    © All Rights Reserved
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    DIARY :CASCADE TRAINING SESSION 1-6 (OVERALL REFLECTIONS)

    Give an account of what you have learned and experienced today. Describe your thoughts and
    feelings and any other valuable insights and difficulties which you have encountered. Explain
    how, what you have learned will enable you to fulfil your role more effectively as an English
    teacher.
    INTRODUCTION.
    As a language teacher, I find CEFR useful because it provides a common framework which
    can not only help us structure a course, but also monitor and assess students progress. It
    makes our lives as assessors easier by providing clear and unambiguous (at least
    theoretically) statements of students language ability. As it was pointed out in the the
    introduction session, can dos might also be used to motivate our learners by showing them
    the progress they have made.

    SPEAKING.
    This section has been invaluable to me. I have learned how to understand various scales in
    assessing reading skills. I feel that I understood the explanation of the scales. Nevertheless I
    still in doubt on how it will be carry out in future.

    LISTENING.
    After this session, as a language learner, I like the idea of being able to monitor my own
    progress and ticking off boxes with can-dos as I learn. I know sounds super geeky, but it
    gives me a feeling of improvement and achievement. Obviously, not all learners will feel the
    same about CEFR (or any other structured assessment program), but I do think that if the
    students are properly introduced and eased into the idea of self-assessment using the can do
    statements, they will benefit from it. The statements are positive, and therefore avoid the risk
    of intimidating or discouraging students with negative feedback.
    WRITING
    In my opinion, this is the most difficult scale. It took a very long time to understand the
    whole scale. Nevertheless, since this is only the familiarisation course, it is hopeful that in the
    future there will be more in-house training to help teachers to acquire all the scales.
    READING.
    From a teachers perspective, the scale can be quite overwhelming at the beginning. Ive also
    found them a bit vague at times or too long and descriptive. In addition, if we were really to
    follow the can do statements in every class and conduct the assessment according to them,we
    would spend most of the class time evaluating our students, rather than teaching them.

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