jagomart
digital resources
picture1_Cefr Pdf 101303 | 126011 Using Cefr Principles Of Good Practice


 211x       Filetype PDF       File size 0.98 MB       Source: www.cambridgeenglish.org


File: Cefr Pdf 101303 | 126011 Using Cefr Principles Of Good Practice
using the cefr principles of good practice october 2011 what can do is to stand as a central point of reference itself always open to amendment and further development in ...

icon picture PDF Filetype PDF | Posted on 22 Sep 2022 | 3 years ago
Partial capture of text on file.
  Using the CEFR:  
  Principles of Good Practice
  October 2011
               ‘What [the CEFR] can do is 
               to stand as a central point of 
               reference, itself always open 
               to amendment and further 
               development, in an interactive 
               international system of  
               co-operating institutions ... 
               whose cumulative experience 
               and expertise produces a 
               solid structure of knowledge, 
               understanding and practice 
               shared by all.’
               John Trim (Green in press 2011:xi)
         Contents
         Introduction ........................................................................................................................... 2
         Section 1: Overview ............................................................................................................. 3
         What the CEFR is … and what it is not ..........................................................................4
         A brief history of the CEFR ................................................................................................5
         How to read the CEFR .........................................................................................................7
          The actionoriented aroach ....................................................................................7
          The coon reference ees .....................................................................................
           an­ua­e use and the earner’s coetences .......................................................‚
         Section 2: Principles and general usage ......................................................................11
         ƒrincies for teachin­ and earnin­ ...............................................................................„2
          …sin­ the CEFR in curricuu and syabus desi­n ..............................................„2
          …sin­ the CEFR in the cassroo† teachin­ and esson annin­ ....................„‡
         ƒrincies for assessent ..................................................................................................„ˆ
          …sin­ the CEFR to choose or coission aroriate assessents ............„ˆ
          …sin­ the CEFR in the deeoent of assessents ..........................................„7
         ƒrincies for deeoent and use of Reference  ee ‰escritions .................2„
          …sin­ resources fro Reference  ee ‰escritions in earnin­Š  
            teachin­ and assessent ........................................................................................2„
          …sin­ the CEFR to deeo Reference  ee ‰escritions .................................2‡
         Section 3: Applying the CEFR in practice ....................................................................2
         Ayin­ the CEFR in ractice† Ai­nin­ Cabrid­e E‹Œ  eŽainations  
            to the CEFR .................................................................................................................. 2ˆ
          ƒoint „ – ‹hared ori­ins and on­ter en­a­eent  ..........................................2
          ƒoint 2 – Inte­rated ite ban’in­ and caibration systes ...............................2‚
          ƒoint ‡ – “uaity ana­eent and aidation systes ......................................2‚
          ƒoint 4 – Ai­nent and standardsettin­ studies ...............................................‡”
          ƒoint 5 – Aication and eŽtension of the CEFR for En­ish ............................‡„
          ‹uary ........................................................................................................................... ‡„
         Appendices ............................................................................................................................ 33
         AendiŽ A – Reference  ee ‰escritions ................................................................‡4
         AendiŽ • – References ...................................................................................................‡ˆ
                                     1
         Using the CEFR: Principles of Good Practice
         Introduction
         The Common European Framework of Reference for Languages: 
         Learning, teaching, assessment (CEFR) was created by the Concil 
         of Erope to proide ‘a coon basis for the elaboration of 
         langage syllabses crricl gidelines eainations 
         tetboo s etc. across Erope’ (€‚‚ƒa:ƒ). „t was enisaged 
         priarily as a planning tool whose ai was to proote 
         ‘transparency and coherence’ in langage edcation.
         The CEFR is often sed by policy…a ers to set ini langage re†ireents for a wide 
         range of prposes. „t is also widely sed in crricl planning preparing tetboo s and any 
         other contets. „t can be a alable tool for all of these prposes bt sers need to nderstand its 
         liitations and original intentions. „t was intended to be a ‘wor  in progress’ not an international 
         standard or seal of approal. „t shold be seen as a general gide rather than a prescriptie 
         instrent and does not proide siple ready…ade answers or a single ethod for applying it.  
         ‡s the athors state in the ‘ˆotes for the User’:
            ‰e hae ˆŠT set ot to tell practitioners what to do or how to do it. ‰e are raising 
            †estions not answering the. „t is not the fnction of the CEF(R) to lay down the 
            ob‹ecties that sers shold prse or the ethods they shold eploy.
            (€‚‚ƒa:i)
         The CEFR is sefl to yo if yo are inoled in learning teaching or assessing langages. ‰e hae 
         aied this boo let at langage professionals sch as teachers and adinistrators rather than 
         candidates or langage learners. „t is based on Cabridge EŒŠŽ’s etensie eperience of wor ing 
         with the CEFR oer any years.
         The CEFR is a coprehensie docent and as sch indiidal sers can find it difficlt to read 
         and interpret. The Concil of Erope has created a nber of gidance docents to help in this 
         interpretation. “elping yo find yor way arond the CEFR and its spporting docents is one of 
         or  ey ais in creating Using the CEFR: Principles of Good Practice. „f yo want a brief oeriew of the 
         CEFR read Œection ƒ of this boo let. „f yo are a teacher or adinistrator wor ing in an edcational 
         setting and wold li e gidance on sing and interacting with the CEFR then reading Œection € will 
         be sefl to yo. „f yo want to find ot abot how Cabridge EŒŠŽ wor s with the CEFR then read 
         Œection ”. Each section is preceded by a page that signposts  ey frther reading.
                                     2                     < Back to contents
                                     2
The words contained in this file might help you see if this file matches what you are looking for:

...Using the cefr principles of good practice october what can do is to stand as a central point reference itself always open amendment and further development in an interactive international system co operating institutions whose cumulative experience expertise produces solid structure knowledge understanding shared by all john trim green press xi contents introduction section overview it not brief history how read actionoriented aroach coon ees ua e use earner s coetences general usage rincies for teachin earnin sin curricuu syabus desi n cassroo esson annin assessent choose or coission aroriate assessents deeoent ee escritions resources fro deeo applying ayin ractice ai nin cabrid eainations oint hared ori ins on ter en eent inte rated ite banin caibration systes uaity ana aidation nent standardsettin studies aication etension ish uary appendices aendi references common european framework languages learning teaching assessment was created concil erope proide basis elaboration langage s...

no reviews yet
Please Login to review.