Arunee Wiriyachitra, Chiang Mai University

Slides:



Advertisements
Similar presentations
Performance Assessment
Advertisements

Importance of Questioning and Feedback Technique in developing 3 Cs
PORTFOLIO.
1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of assessment.
Assessment Report Computer Science School of Science and Mathematics Kad Lakshmanan Chair Sandeep R. Mitra Assessment Coordinator.
Bilingual Special Education Interface Developing IEPs for Exceptional Language Minority Students.
1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training Implementing English K-6 Using the syllabus for consistency of teacher judgement.
PEER REVIEW OF TEACHING WORKSHOP SUSAN S. WILLIAMS VICE DEAN ALAN KALISH DIRECTOR, UNIVERSITY CENTER FOR ADVANCEMENT OF TEACHING ASC CHAIRS — JAN. 30,
Information Literacy Demonstration – Partnership of Faculty and Library Gergana Georgieva Information Literacy Librarian August 25, 2008.
We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of the impact on learning.. - DuFour,
Teaching Language in Context First edition 1986 Third edition 2001
Consistency of Assessment
Weber State University Master of Education in Curriculum and Instruction Candidate Assessment Plan.
Using Course books for Language Teaching
E-Program Portfolio Let’s Begin Department of Reading and Language Arts Program Portfolio Central Connecticut State University Name: Date Submitted: Program.
Indigenous languages and Long Distance Learning Eva Prionas, Ph.D. Stanford University.
Revised Illinois Professional Teaching Standards Rori R. Carson Western Illinois University.
Standards and Guidelines for Quality Assurance in the European
performance INDICATORs performance APPRAISAL RUBRIC
Literacy and NCEA Denise Hitchcock National Coordinator Secondary Literacy Secondary Student Achievement Te Tapuae o Rehua.
Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because.
FLCC knows a lot about assessment – J will send examples
Dinos Demetriades Curriculum Coordinator Qatar University.
Making the National Standards Part of Your Language Classes Prof. Guiomar Borrás A. Glendale Community College Dallas,
Chapter 4 Listening for advanced level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.
CAA’s IBHE Program Review Presentation April 22, 2011.
Curriculum Reform Professor WONG Yuk-shan Chairman of the Curriculum Development Council 11 December 2004.
The Comprehensive School Health Education Curriculum:
Jeanne M. Clerc, Ed.D. Western Illinois University (WIU) October 14, 2011.
SIOP: Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2007.
The draft NSW English K-10 syllabus Version 2 February, 2012.
The CEFR in Canada Presentation to Policy Forum COE Jennifer Macdonald, Public Service Commission of Canada Larry Vandergrift, Institute of Official Languages.
General Considerations for Implementation
Dr E. Lugo Morales1 6/28/2012. Develop academic vocabulary Read to acquire new information Understand information presented orally Participate in classroom.
Interstate New Teacher Assessment and Support Consortium (INTASC)
(2) Using age-appropriate activities, students expand their ability to perform novice tasks and develop their ability to perform the tasks of the intermediate.
English Language New Senior Secondary Curriculum.
Prof. György BAZSA, former president Hungarian Accreditation Committee (HAC) CUBRIK Workshop IV Beograd, 13 March, 2012 European Standards and Guidelines.
IB Mission Statement High quality international education for a better world The International Baccalaureate aims to develop inquiring, knowledgeable.
Academic Writing and Critical Thinking some ideas for the classroom Christopher Graham Russia, November 2013.
NSW and the rest of the country. The Australian Curriculum: English involves learning about English language, literature and literacy The Australian Curriculum:
Workshop 3 Early career teacher induction: Literacy middle years Workshop 3 Literacy teaching and NSW syllabus 1.
National Educational Technology Standards for Teachers Including Artifacts.
ESL STANDARDS TExES - Texas Examination of Educator Standards NBPT - National Board of Professional Teaching TESOL - Teaching of English to Speakers of.
Fall 2005 English Communication (ENG101 X 3) This course introduced students to everyday English and provided them with a strong foundation in the language.
Second Language and Curriculum Goals. Knowing how, when, and why to say what to whom. Successful Communication:
The linguistic integration of adult migrants: ways of evaluating policy and practice 24−25 June 2010 Summing up David Little.
What could we learn from learning outcomes assessment programs in the U.S public research universities? Samuel S. Peng Center for Educational Research.
Advanced Language Learners Levels V, VI, VII (2) Using age-appropriate activities, students master novice tasks, expand their ability to perform intermediate.
 Exploring and extending ideas leading to an original or interpretive product or performance.
Summative vs. Formative Assessment. What Is Formative Assessment? Formative assessment is a systematic process to continuously gather evidence about learning.
Contemporary Issues September 12, NJEA Today.
National Standards: 5 C’s ACTFL Performance Guidelines Summer Teacher Institute ‘08 Naomi Omizo.
Government of Nepal Ministry of Education National Center for Educational Development.
Assessing Student Learning Workshop 2: Making on-balance judgements and building consistency.
COURSE AND SYLLABUS DESIGN
Denise Hitchcock National Coordinator Secondary Literacy Secondary Student Achievement Te Tapuae o Rehua.
Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.
Proposed End-of-Course (EOC) Cut Scores for the Spring 2015 Test Administration Presentation to the Nevada State Board of Education March 17, 2016.
EL Program in a Nutshell EL Program Flow Chart.
Objectives of EFL Teaching objectives The difference between ”aims”, “goals” and “objectives”.  An aim is an expression of a long-term purpose, usually.
QCC General Education Assessment Task Force March 21 and 22, 2016 Faculty Forum on General Education Outcomes.
Prince William County Public Schools Strategic Plan “Providing a World-Class Education” Superintendent’s Advisory Council on Instruction November 14, 2013.
Ways of doing Needs Assessment
Chapter 8: Performance-Based Strategies
FEAPs (Florida Educator Accomplished Practices)
Topic Principles and Theories in Curriculum Development
Unit 7: Instructional Communication and Technology
WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
Presentation transcript:

English Learning Standards for Thai University Students: From Policy to Practice Arunee Wiriyachitra, Chiang Mai University Jirada Wudthayagorn, Maejo University

Motivation English is playing an important role in all aspect of life: social, academic, professions, etc. The universities must make sure their graduate have enough knowledge of English. An idea to reform English language instruction has been taken place.

Reform History 1999-2000 Research on the topic of the English proficiency level of Thai students when entering universities. 2000 The committee to improve the standards of English language teaching was appointed by MUA

Reform History… 2001 National seminar of about 100 heads of English department and co-ordinators of Foundation English courses from Thai universities to consider social needs, research recommendation, and present syllabus.

Consensus has been made on what to change and how to manage change. There should be only one set of English scores to consider students entering the university: the English language scores from English Entrance Examination.

Consensus… Each university use the scores to place students according to their level of proficiency. -low score = remedial course (no credit) -average score = Foundation English 1 -higher score = Foundation English 2 or 3 and take advanced English courses to make up the required credits.

Consensus… The English proficiency test should be standardized and each year the Ministry should inform the universities of the four levels of scores.

Consensus… Each student should take at least 4 compulsory English courses. The first two are integrated and study skills courses. The other two may be EAP or ESP as required by each major.

Consensus… Each student should take a National English proficiency test before leaving the university.

Policy of English language teaching in Thai universities. Based on the consensus, MUA approved the policy with minor adaptations.

Policy Universities which use quota system should consider using the English language scores from English proficiency test by MUA to admit the students.

Policy… Scores from the test to place the students according to their levels of proficiency. Level 1 Below the university standards. Level 2 Attend Foundation English 1 Level 3 Attend Foundation English 2 Level 4 Attend Foundation English 3

Policy… Universities should consider revising the Foundation English syllabus by having students take at least 4 compulsory English courses. Foundation English 1 and 2 are integrated language skills and study skills courses. The others are either EAP or ESP.

Policy… Universities should have students take English Proficiency Test before leaving the university. This test will not be considered as a requirement for graduation, only to measure their proficiency.

What was done in 2001? National Seminar to consider the scores to be used to place students. 0-35 scores Remedial course 35-70 scores Foundation English1 70-80 scores Foundation English 2 80 up Foundation English 3

What was done in 2002? Survey conducted to find out the goals and standards of the existing English foundation courses of each university. Workshop to formulate national goals and standards (adapted from ACTFL). Public hearing on goals and standards. Revised goals and standards. Disseminated goals and standards of Foundation English 1 and 2 courses.

How about 2003? Survey conducted to find out the problems in using goals and standards. Revised goals and standards and made extension of these goals and standards to four courses.

Revised Goals and Standards Curriculum Standards for Foundation English Courses 1- 4 (June 2002) Definitions of Terms Thai University English Foundation Courses have been framed around two goals and seven standards. Goals The goals cover two areas in which students need to develop competence in English: social language, and academic language. Each goal is supported by standards. Upon meeting these standards, students will have developed competence to function in a basic range of academics and social contexts.

Continued.. Standards The seven standards indicate more specifically what students should know and be able to do as a result of instruction. The standards in Goal l focus on using English to accomplish personal and social interaction tasks, including addressing cultural differences. The standards in Goal 2 are concerned with using English to accomplish personal and academic tasks, to further study, and to promote life-long learning. Both Goals specifically target the use of learning strategies to enhance the use of English for social and academic purposes.

Continued… Descriptors The descriptors are broad categories of discrete, representative behaviors that students exhibit when they meet a standard. They reflect a range of behaviors that is needed to use English effectively and accurately in personal, social, and academic circumstances.

Continued… Sample Progress Indicators* The sample progress indicators list assessable, observable activities that students may perform to show progress toward meeting the designated standard. These progress indicators represent a variety of instructional techniques that may be used by teachers to determine how well students are doing and they can be achieved by all students at some level of performance. Because students enter universities with different levels of English, the progress indicators represent a sampling of activities that can be demonstrated by the students at different proficiency levels of English (beginning, intermediate, advanced).

Continued… Goal 1: To use English to communicate in social settings both inside and outside the university: Standard 1: Students will use spoken and written English for personal statement, and for enjoyment and enrichment. Standard 2: Students will use spoken and written English to participate appropriately in social interaction. Standard 3: Students will recognize and understand cultural differences. Standard 4: Students will use appropriate learning strategies to extend their communicative competence.

Continued… Goal 2: To use English to help achieve personal and academic goals and to promote life-long learning: Standard 1: Students will use English to access and process information and to construct knowledge in both spoken and written forms. Standard 2: Students will use English to participate in academic contexts. Standard 3: Students will use appropriate learning strategies to acquire, construct, and apply academic knowledge and to develop critical thinking skills.

Continued… Goal 1: To use English to communicate in social settings both inside and outside the university: Standard 1: Students will use spoken and written English for personal statement, and for enjoyment and enrichment. Descriptors: expressing needs, feelings, values, ideas, and opinions getting personal needs met describing, reading about, or participating in favorite activities Sample progress indicators: describe feelings, emotions, or opinions after watching a movie or listening to a song indicate interests, opinions, or preferences related to certain topics or class projects make recommendations about a place, a film etc.

Recent task in 2006 Survey conducted to find out the success of implementing the policy