THE DEVELOPMENT AND USE OF AN ASSESSMENT TOOL FOR THE EVALUATION OF TEACHER PRACTICE IN POWERFUL TASK-BASED LEARNING ENVIRONMENTS Workshop TBLT September 2005 Mieke Devlieger en Greet Goossens Centre for Language and Migration – Katholieke Universiteit Leuven

© 2005 Content of the workshop  Background of the development of the assessment tool  Defining powerful language learning environments in terms of good teacher practice  Analysing and discussing teacher practice on video by means of (part of) the assessment tool

© 2005 Background  Scientific evaluation of Priority Policy Brussels  Goal of the development of the assessment tool  objective rating and comparison of teacher practices

© 2005 What is a powerful language learning environment?  Integrating internal and external criteria for powerful language learning environments  Basic figure of three concentric circles

© 2005 Interactional support Meaningful tasks Positive climate The three circles of powerful language learning environments

© 2005 What is good teacher practice? Class climate 1)Classroom arrangement 2)Classroom management 3)Well-being 4)Language climate Meaningful tasks 1)Objectives 2)Motivation and commitment to the learning process 3)Input and production of language 4)Organisational format Interactional support 1)Mediation 2)Negotiation of meaning 3)Differentiation

© 2005 A closer look at four indicators Functional tasks  Objectives  Motivation and commitment to the learning process  Organisational format Interactive support  Mediation

© 2005 Rating scales ++Good practice Systematically +, never - +On its way to good practice Regularly +, seldom - +/-First step in the direction of good practice A few times + or - -Far from good practice No +, frequent - ?Not observable

© 2005 Proceedings of the video rating Video 1: Mr. Jones  1: first impressions  2: individual rating  3: discussion in small groups (5 min.) Video 2: Mrs. White  1: individual rating  2: discussion in small groups (5 min.) Plenary

© 2005 Video 1: Mr. Jones Writing assignment for the school paper Three extracts:  Class brainstorming on open-air classes  Class discussion on writing guidelines  Preparation of writing plan (individually or in small groups)

© 2005 Video 2: Mrs. White World Studies: Inventions Three extracts: Task 1:  Personal testimonies on important inventions Reading/reporting – discussion (small groups) Task 2:  Looking up important inventions in informative books - Making a personal top three(individually)  Choosing the most important invention (small groups)