Developing learner autonomy in foreign language learning
Language learner autonomy:
evaluation and assessment
David Little
Trinity College Dublin
Ireland
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Overview
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Introduction to the workshop theme
Questions
Workshop activities
Concluding reports from the working groups
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
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
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
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.):
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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?
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
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)
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
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).
Swiss ELP: goal-setting and self-assessment checklists
B1 Spoken interaction
I can start, maintain and close simple face-to-face conversation on topics
that are familiar or of personal interest
I can maintain a conversation or discussion but may sometimes be difficult
to follow when trying to say exactly what I would like to do
I can deal with most situations likely to arise when making travel
arrangements through an agent or when actually travelling
I can ask for and follow detailed directions
I can express and respond to feelings such as surprise, happiness,
sadness, interest and indifference
I can give or seek personal views and opinions in an informal discussion
with friends
I can agree and disagree politely
Developing learner autonomy in foreign language learning
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)
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
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
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
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
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Formation of working groups
Appointment of rapporteur
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011
Developing learner autonomy in foreign language learning
Workshop activities
1. Introduction to the proficiency levels of the Common European
Framework of Reference for Languages (CEFR)
2. Agree on a learner group (age, CEFR proficiency level, learning
focus, etc.)
3. 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
4. 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!)
5. How could you turn these workshop activities into learning
activities controlled by your learners?
IATEFL LASIG International Conference, Università Ca’Foscari Venezia, 9 September 2011