Standards-Based Evaluation of Standards-Based Evaluation of Ticket to English1 & Gateway1Ticket to English1 & Gateway1

Is there a consistency?Is there a consistency?

A. ES-SOBTI (essobti@gmail.com)A. ES-SOBTI (essobti@gmail.com) Inspectors’ colloq. 2007 Inspectors’ colloq. 2007

General outline of the presentationGeneral outline of the presentation::1. Rationale:2. Aims:3. Defining concepts: Standard

descriptors sample progress indicators

Competency4. Who sets standards?:5. The resulting misconception:6. The impact of the misconception on TB:7. Evaluation homework:8. Data collected from classroom observation:9. Data collected from teachers:10. Concluding remarks:11. Recommendations:

11 . .RationaleRationale::

Adherence to CBI by the National Charter.

Learning standards VS materials standards.

Reacting to some

misconceptions/controversies.

22 . .AimsAims::

Improving the quality of the National

Textbook & making it a flexible tool.Resolving controversies & finding a

consensus over the use of key concepts/terms.

Speaking the same lge with teachers.

33 . .Defining concepts:Defining concepts: (TESOL 97) (TESOL 97)

1. Standard:

what ss should know & be able to do as a result of instruction.

Standards describe lge competencies ss need to acquire to be fully proficient in English.

Generally agreed upon, relatively stable criteria used

to judge & justify persons, institutions, programs, performance and/or outcome.

2. Descriptors:

«They are broad categories of discrete, representative behaviours that ss exhibit when they meet a standard ».

3. Sample Progress indicators:

« they List assessable, observable activities that ss may perform to show progress towards meeting the designated standard».

4. Competency:

A number of abilities & skills that a learner should acquire at school to be able to face the challenges of life.

It indicates that learners will be able to perform a task or use a set of information competently.

It reflects what learners have learned as opposed to what teachers think they have taught.

44 . .Who sets standardsWho sets standards??

Goals (Policy makers)

↓ Standards (Educ. Policy makers)

↓

Performance objectives (Teachers)

↓ Standards evaluation (Academy & teachers)

5. 5. The resulting misconception:The resulting misconception:

The use of two terms/concepts to mean ” بالكفايات “التدريس

The confusion among teachers of English as whether the 2 terms should be used interchangeably.

What does ” بالمعايير ?mean “التدريس

66 . .The impact of the misconception on TBThe impact of the misconception on TB::

Redundant use of terms. e.g. Standards, competencies, & skills in Gateway 1.

Avoidance of use of these terms in Ticket to English 1.

Overloaded map of both books.Misleading/confusing rubrics in the maps: lge

dev’t – communication (various levels).

77 . .Evaluation frameworkEvaluation framework::

Stated methodology VS performed methodology

Any consistency?

88 . .Data collected from classroom Data collected from classroom observationobservation::

Both books are easy to use & inovative in terms of activities & techniques.

Ts’ avoidance of using standards/competencies in lesson planning.

Classroom activities are highly motivating; yet not well reshaped by Ts to meet the target standard.

Lesson planning does not follow the model suggested in the Guidelines p.8. (resistance to change)

Continuous assessment does not systematically measure the 5 Cs to see whether a particular standard is met.

Functions are, most of the time, practised in writing as the books suggest (Focus only on identification). However, the very few instances in the books are well designed to promote ss’ pragmatic awareness.

Functional practice does not make use of cultural section (pragmatic awarenes is required).

GW sometimes integrates functions in listening→interaction.

The target standard is not clear. The lesson is a hotch-potch of activities & tasks targetting various levels of lage proficiency.

99 . .Data collected from teachersData collected from teachers::

The following evaluation is based on the  5Cs:

communication, cultures, connections,

comparisons and communities as well as the

other factors such as skills, language

development in Gateway To English 1 & Ticket

To English 1:

The 5 Cs in The 5 Cs in Gw1 & T to E 1Gw1 & T to E 1:: 1 .Communication:

Positive feedback:

Students interact with each other in meaningful ways.

Activities include authentic language. Activities provide guidance and hints for

facilitating comprehension. Activities are age-appropriate.

Negative feedbackNegative feedback::

Communication and grammar activities are presented in de-contextualized settings as far as the theme of the unit is concerned. Some activities do not respond to students’ interest (Unit 1: Our Cultural heritage: History of Morocco) GW > TE

Activities poorly allow students to demonstrate their knowledge & skill in English (lack of production stage).

22 . .CulturesCultures:: Positive feedback:

Culturally-based visual images are current and authentic.

Some of these images depict different peoples/cultures that use English for communication.

Text activities integrated with the visual images incite students’ observation, identification, discussion, and analysis of cultural practices or products.

A variety of regions/countries where English is spoken are represented.

Students are asked, in some units, to identify, analyze and discuss perspectives, behaviors, and practices of the foreign culture (English Speaking countries and others) school, family, games, sports, etc

Negative feedback:Not all the themes in the syllabus are culturally

explored.

3. Connections:

Positive feedback:  Students have opportunities to discuss and discover

more about topics learned in other subject areas. (maths, science, history, geography, etc)

There are opportunities for students to build on prior personal experiences and existing background knowledge.

Students are encouraged and given opportunities to use English for leisure activities (media, sports, games, travel, music, etc.) (Units of Mass Media, Health and Welfare, Our Society)

Students are given opportunities to participate

in projects in which they acquire information

through Hi-Tech, personal interviews, print

media (newspapers, magazines), visual media (television, videos, advertising) or print

references (dictionaries, encyclopedias), and the assigned projects + rubric of learn to learn.

4. Comparisons:

Positive feedback:  Activities offer opportunities for students to

demonstrate understanding of similarities and differences between their own language/culture and the English one. (See Boost your Cultural Awarenes/cultural corner)

Negative  feedback: Activities do not present discussion or activities

based on borrowed words, cognates, and idiomatic expressions in Arabic, Amazigh and French.

5. Communities:

Positive feedback: Students are asked to communicate with

speakers outside their own classroom in conversation, writing, performances, and presentations ( Projects in the five Units)

Negative feedback:   The textbook rarely presents the English culture

projects that involve interacting with members of the local community or using community resources. (Most projects revolve around self-centered work about native issues).

1010 . .Concluding remarksConcluding remarks::

There is enough room for innovation in the 2 books.The activities and procedures undoubtedly are well

designed to meet a number of standards related to the goals of EFL in Morocco; yet, the books do not explicitly state the learning standards in their maps & match them with procedures & activities.

The 2 books do not share the same conceptual framework (see the maps). While GW defines the terms in Teacher’s Book, TE does not.

Gw presents Richards & Roger’s definition of competencies which actually overlaps with the definition of standards presented (p.6).

11. 11. Recommendations:Recommendations:Reconsider the map of the book & use the terminology

related to standards-based approach (see Guidelines 2007). Content standards – performance standards – proficiency standards) + taxonomies used in the literature: descriptors & sample progress indicators (see TESOL 97)

State standards explicitly in relation to EFL goals & in relation to the components of the TB. «The necessity for having clear, straightforward and well-articulated standards is self-evident” (Guidelines 2007:7)

Be consistent in terminology: CBI (Canadian/French) VS SBA (American).

Evaluate a standard in terms of its descriptors to help textbook writers & teachers identify curriculum objectives.

Design sample progress indicators that show ss’ progress towards meeting the target standard.

Relate the teaching of functions to the teaching of culture to raise ss’ pragmatic awareness.

THANK YOU

References.

1. Carr & Harris (2001) Succeeding with Standards. ASCD Premium

2. Gudelines (2006)

3. TESOL (1997) ESL Standards for Pre-K12 students.