![Page 1: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/1.jpg)
EPOSTL in teaching practiceالعملية بية التر فى للغات المعلمين للطلاب الأوروبى الإنجاز ملف استخدام
Mahfuz Fadl Haggag MohamedDean of Hurghada Faculty of Education Lecturer of Linguistics & TEFL Methodology
South Valley University, Egypt South Valley University, Egypt
Hurghada Faculty of Education South Valley University
![Page 2: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/2.jpg)
Objectives..…
To relate the EPOSTL to the assessment process in teacher education programs in Egypt.
To shed light on the advantages and challenges of using the EPOSTL in the teaching practice in Egypt.
To present the different ways of using the EPOSTL in formative and summative assessments.
To present insights and reflection on both translation and use of the Arabic version of the EPOSTL.
To offer some recommendations for effective EPOSTL use in teacher education based on obtained primary data.
![Page 3: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/3.jpg)
Unifying concepts….
Assessment Evaluation
Tests
![Page 4: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/4.jpg)
Relating EPOSTL to assessment..
Assessment :
Collecting information about learner’s performance .
Evaluation :
Making value judgments or decisions about the worth of a learner’s performance or a program.
Test:
Only one assessment tool .
![Page 5: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/5.jpg)
Why portfolios? Essays Projects Interviews Experiments Exhibitions Case studies Oral presentations Portfolios = why EPOSTL? Homework Quizzes and tests Classroom tasks- Considerations of validity, reliability, fairness and practicality.
![Page 6: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/6.jpg)
“We need an assessment tool that provides personalized engaging useful feedback on meaningful work”
EPOSTL
![Page 7: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/7.jpg)
Why EPOSTL? EPOSTL and assessment
Formative (AFL)AFL is an integral part of teaching and learning.
The purpose is to improve learning .
Summative (AOL)AOL evaluates or judges student achievement.
Counts toward the final grade.
It is easy to find and use summative tools more than formative ones.
![Page 8: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/8.jpg)
How it was used in Egypt?
![Page 9: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/9.jpg)
Hurghada Faculty of EducationEstablished in 1995N.1500 students (different programs)
![Page 10: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/10.jpg)
EPOSTL in teaching practice
A. Teaching practice in Egyptian teacher education programs:
“An important component and a main requirement to pass”
1 .Faculties of Education (Majors – Basic 3rd & 4th years)
2 .Diploma programs.• Schools (N.13) from Hurghada, Red Sea Governorate.• A number of 250 (E.160) student-teaches have used/are using
EPOSTL during their weekly teaching practice in the different schools of the Ministry of Education in Hurghada, Red Sea Governorate.
B. Currently, a translation course “Readings in Education” for Higher Diploma in Hurghada Faculty of Education.
![Page 11: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/11.jpg)
The main EPOSTL areas and descriptors in were successfully used in Arabic and English departments at Hurghada Faculty of education’s teaching practice programs. Considering three main challenges:
a. Different culture.b. Different language.c. Different content.
![Page 12: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/12.jpg)
Terms of use!
It was used under the umbrella of the Ministry of Higher Education but not the Ministry of Education.
- Challenge:Theory in University - Practice in school-What we did to bridge the gap?Training mentors on using EPOSTL through:a. Teaching Practicum annual meeting at the college.b. Faculty-staff supervision meetings in schools.
![Page 13: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/13.jpg)
What areas in EPOSTL were used?
![Page 14: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/14.jpg)
Using the same areas of self assessment in the EPOSTL
Context• A. Curriculum• B. Aims and Needs• C. The Role of the Language Teacher• D. Institutional Resources and Constraints
Methodology• A. Speaking/Spoken Interaction• B. Writing/Written Interaction• C. Listening• D. Reading• E. Grammar• F. Vocabulary• G. Culture (It helped a lot that students are aware of target language culture)
![Page 15: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/15.jpg)
Lesson Planning
• A. Identification of Learning Objectives (3rd, 4th and Diploma”• B. Lesson Content• C. Organization
Conducting a Lesson• A. Using Lesson Plans• B. Content• C. Interaction with Learners• D. Classroom Management• E. Classroom Language
![Page 16: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/16.jpg)
Independent Learning
• A. Learner Autonomy• B. Homework• C. Projects• D. Portfolios• E. Virtual Learning Environments• F. Extra-curricular Activities
![Page 17: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/17.jpg)
Assessment of Learning
• A. Designing Assessment Tools• B. Evaluation• C. Self- and Peer Assessment• D. Language Performance• E. Culture• F. Error Analysis
![Page 18: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/18.jpg)
Primary Challenges a. Different uses of concepts
Page 51 in EPOSTL “for such a portfolio assessment .. “ it is AFL not AOF .
b. Time “Students and Mentors .)
c. Fairness :-Avoiding bias. “Does our education encourage self assessment?
-Fear of being used as a summative instrument .
d. Reliability (summative)Accuracy and “the consistency of assessment results” (Nitko, 2007)
-It was difficult for some students (mainly in Arabic) to stop and start over at certain points in their learning process and even DRAW it in a line .
![Page 19: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/19.jpg)
An overview of students’ performance Key points from the obtained data
“Challenges ”
Speaking / spoken interaction:
5 .I can evaluate and select different activities to help learners to become ware of and use different text types (telephones conversations,
transactions, speeches etc.)) .p.21(
يدركوا. 5 أن على المتعلمين تساعد مختلفة أنشطة أختار و أقيم أن أستطيعالتليفونية ( المحادثات مثل المختلفة النصوص من أنواع ويستخدموا
) .( وغيرها )ص 18والحوارات
المصرية بالمدارس النصوص طبيعة
![Page 20: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/20.jpg)
Writing / written interaction
6 .I can help learners to gather and share information for their writing tasks) .p.23(
وتبادل. 6 جمع على المتعلمين أساعد أن أستطيع) . الكتابة أنشطة خالل )ص 20المعلومات
بمصر الحرة الكتابة ونصوص العدد الفصل طبيعة. تقييمها عن البعد نحو واالتجاه
![Page 21: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/21.jpg)
Grammar القــواعــد
1. I can introduce a grammatical item and help learners to practice it through meaningful context and appropriate texts.
2. I can evaluate and select grammatical exercise and activities, which support learning and encourage oral & written communication.
![Page 22: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/22.jpg)
Culture
Translation reflection and use1 .student-teachers did not feel culture-dilemma in the
translated Arabic version of EPOSTL.
2 .There was a challenge with understanding related acronyms in the EPOSTL such as CEFR, ELP, ECML and CLIL.
3 .Another challenge was in exposing the students to the European assessment scales (A1-C2) since they are not used to these scales. As a result it was difficult to use the table of
terms in page 81. or 77 Arabic .
![Page 23: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/23.jpg)
Can we use EPOSTL for summative evaluation?
Pedagogical considerations -Marks and scores are not the main objectives of self-assessment.
-How to score self-assessment?
-Yes validity ensures reliability but what if students’ responses to the rubrics of the EPOSTL are not reliable? How to score changing opinions and
decisions?
-What are the criterion-referenced measurements upon which assessors (e.g. mentors) can grade students’ responses to EPOSTL items.
Therefore EPOSTL has been used as an AFL tool not as an AOL one but it was also used as an indicator for a summative assessment procedure .
![Page 24: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/24.jpg)
H. Gohar Language School, Hurghada
![Page 25: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/25.jpg)
For assessment/evaluation…
![Page 26: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/26.jpg)
Waleed Gaafary Prep School, Red SeaDiversity of culture challenge
![Page 27: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/27.jpg)
EPOSTL for feedback …
![Page 28: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/28.jpg)
EPOSTL for discussions …
![Page 29: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/29.jpg)
For real reflection…
![Page 30: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/30.jpg)
Recommendations for effective EPOSTL use
1 .Better explanation for categorization of descriptors (p.4).
2 .Competencies (p.22).
3 .Reflection matrix. (p.58). “Adding space instead under every descriptor for ease of use.”
4 .List of idioms (careful /more than this ,p.70).
![Page 31: EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed](https://reader038.vdocuments.net/reader038/viewer/2022110116/551b1586550346cf5a8b5275/html5/thumbnails/31.jpg)
Questions??
Thank you