Competencies & Standards

P r e p a r e d b y

E L T M e m b e r s

ELT General Supervision

State of Kuwait

Ministry of Education

ELT General Supervision

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Competencies & Standards

A Framework for Curriculum Design

The Ministry of Education strategic vision is to seriously improve the quality of the

whole educational provision with the National Curriculum. This vision is articulated in the

following long-term aims:

Educating internationally competitive students that master the “competencies for

the 21st century, and

Building –up effective schools supported by highly prepared and efficient

leadership and teaching staff.

Quality students as a result of quality learning are not possible without a High Quality

Curriculum. It is well known that current day Quality Curricula in the world are competence-

based , aiming at attaining highly ranked student achievement standards. That’s why dealing

with “ Competencies and Standards” became a must and need to be discussed because the

new trend in Curriculum Design worldwide is “Competence-and Standard-based Curriculum”

and not Content-and Knowledge-based”. We are after “to know how , why , when than simply

“to know”

The main idea of competency-based curriculum illustrates:

1. Instead of objectives, think “competencies”;

2. Instead of content, think outcomes;

3. Learner activities will be based on performance of learner and accomplishment of

criteria; 4. Teaching activities are learner centered; 5. Formative evaluation is necessary.

In the table , the overviews compare and contrast between disciplined-based

curriculum with competency-based curriculum:

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Compare and contrast discipline based and competency-based curriculum design

Disciplined-Based Competency-Based Content Outcomes

Objectives Competencies Norm referenced grade Criterion referenced grade Subjective assessment Objective assessment

Teacher centered Learner centered Passive Learning Integrated learning

Pedagogy Androgogy Summative evaluation Formative formulation Instructional delivery Learner performance

Knowledge/theory focus Skills/performance focus Structural /process focus Outcomes focus

Assessed by counting Assessed by performance Exposed to specific content for

pre- assigned time

Time and sequence derived

by assessment

I- What are competencies? The dictionary definition of competence as “ a state of being adequately or sufficiently

qualified to perform a task that is reasonably well defined”.

The International Board of Standards for Training , Performance and Instruction (ibstpi)

defines a competency as “an integrated set of skills , knowledge , and attitudes that enables one

effectively perform the activities of a given occupation, “ in our case TEACHING”, or function

to the standard expected”. It is defined as “ A measurable pattern of knowledge , skills , abilities

, behaviours ,values and other characteristics that individual needs to perform successfully”.

They refer to skills or knowledge that lead to superior performance. These are formed through

an individual / institutions knowledge , skills and abilities and provide a framework for

distinguishing between poor performances through to exceptional performance.

Competencies specify the “HOW” of performing job tasks , or what the person needs to

do the job successfully. Competencies represent a whole-person approach to assessing learners.

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Skills knowledge Attitudes

They enable Students to effectively perform activities to the standard expected

They provide a framework for distinguishing between poor performances

and exceptional performance

Students Core Competencies

speak English confidently and spontaneously in all classroom situations

listen to, read and view a wide variety of texts that deal with increasingly complex issues

and abstract ideas

write and produce a wide variety of texts

II- Standards

Definition:

“Standards describe the goals of schooling, the destinations at which students should

arrive at the end of the unit or term. For example, most standards expect students graduating

from high school to be able to write for different audiences in different formats -- things such as

reports, instructions, literary criticism, and persuasive and reflective essays -- and to

demonstrate a command of standard written English.

Competencies

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Note that the standard doesn't prescribe how to get the students to this destination -- that

is determined by the curriculum. Standards do not prescribe any particular curriculum: National

standards don't mean that local ability to choose teaching materials and methods are

compromised. Standards indicate what students should know and should be able to do at grade

4, grade 8, grade 12. The teacher can choose whatever curriculum he or she finds appropriate

to help the students meet the standards.

Standards are the WHAT of education while curriculum and instruction are the HOW.”

Kinds of Standards

Two kinds of standards are referred to –

Content standards

Performance standards.

Content standards indicate what students should know and should be able to

do in a particular content or subject area. The expectations articulated in the

content standard outline the knowledge, skills, and abilities for all students in the

subject area. For example, students should be able to write and speak for a variety

of purposes and for diverse audiences, using conventional grammar, usage,

sentence structure, punctuation, and spelling.

A performance standard measures how well a student's work meets the

content standard. A performance standard has levels (4, 3, 2, and 1; or advanced,

proficient, novice, and basic) and frequently examples of student work are provided for

each level. Performance standards can be either explicit ,elaborate descriptions or limited

to a label which describes the performance level in general terms. A cut-off* point must

be established to be able to discriminate between those that have attained the

performance standards and those who have not.

*The lowest possible credit score one can have / Minimum number of points needed in a Credit Scoring system to

qualify as creditworthy

Read more: http://www.answers.com/topic/cut-off-score#ixzz2HLoSN8Yy

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Performance standards are essentially the same as rubrics. Rubrics describe what student

work must consist of to get a certain score. Rubrics or performance standards list one of the

characteristics of student work .

Performance standards can just distinguish between two categories of performance

(meets the standard, does not meet it) or can categorize different levels of achievement (i.e.

basic, proficient, outstanding).

The need for standards. Why?

Clarifying expectations for the expected results and performance.

They help educators plan and carry out instruction and assessment

Provide a clear focus

Being a tool for accountability and quality assurance.

Promoting equity :every student can achieve high results

Ensure quality instruction through professional development

Provide guidance for teachers

Provide common criteria to assess learning and professional performance.

Standards are useful to establish a criteria for selection, for certification and for

recognition of high levels of performance

Teachers and Standards

Before teachers begin to teach students, they must answer the following questions:

• What standard(s) are being addressed?

• What type or format of assessment will be used? Will students have to write a report? Answer

multiple-choice questions? Do a project? Respond to a short scenario? Give an oral report?

• What are the specific skills/knowledge students will have to include in their response to

demonstrate that they have learned the standard?

Standards-based education does not mean that teachers must abandon current

classroom projects and lessons. Much of the good presently done in classrooms is

indeed appropriate and should be retained and enhanced. However, what is done

must be aligned to specific standards. Many standards may influence development

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of a unit, but only those to be assessed through the unit should be identified.

Identifying only the standards to be assessed limits the unit to a reasonable number of standards.

Standards samples

Primary stage grade five

Listening

- Listen to the lesson story and read while tracking print.

- Listen for specific information ( aural comprehension skills )

- Listen for detailed information in order to complete sentences

Speaking

- Perform a question and answer dialogue.

- Talk about oneself and others.

Reading

- Read to comprehend meaning of new words in a text.

- Read to answer questions about a given text.

Writing

- Reorder sentences to form meaningful story /event.

- Use nouns, verbs, pronouns, adjectives and adverbs in writing

Intermediate stage grade eight

Speaking

- use the vocabulary , structures and grammar of spoken standard English and be able to use them fluently and accurately

Writing

- use the writing process to produce well organized composition of different modes and

functions

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Secondary stage grade ten

Speaking

- use the vocabulary, structures and grammar of standard spoken English and be able

to use them fluently and accurately and with increasing assurance.

Writing

- complete writing tasks to demonstrate understanding and correct use of various

language structures, punctuation and word usage

Levels of Achievement

The most crucial part of communicating student learning is to ensure a shared

understanding between the current teacher, the student, parent, and the future teacher receiving

the information. “Assessment, evaluation and communication of student achievement and

growth are essential parts of the teaching and learning process.” (Western and Northern

Canadian Protocol for Collaboration in Education, 2006: viii). Effective communication lets the

student, parent and educators know the grade level of achievement the student has demonstrated

and informs next steps in the student’s learning. (see for example, Stiggins, 2001).

See attached tables with samples of standards from grade 5 and the levels of achievement which

should accompany any approved standards set by educationalists.

References:

* the International Board of Standards for Training, Performance and Instruction

*Linda Darling-Hammond is the Charles E. Ducommun Professor of Education at the Stanford University School of Education

*the ELT National Curriculum Statement

*Standards for the English language and Arts. NATIONAL COUNCIL OF TEACHERS OF ENGLISH

1111 W. Kenyon Road, Urbana, Illinois 61801-1096

Read more: http://www.answers.com/topic/cut-off-score#ixzz2HLoSN8Yy

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1) Listening Competencies

I. General Competencies:

1. Learners develop applying skills and strategies for listening to information in a variety of situations communicated from a variety of

sources and speakers for specific purposes.

II. Specific competencies:

1.1 Learners will listen attentively to gain, comprehend, interpret and communicate information.

1.2 Learners will listen and respond to instructions to finish a variety of tasks.

1.3 Learners will apply skills and strategies of the process of listening to build up comprehension to listened-to-text.

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DESCRIPTORS FOR MEASURING THE STANDARDS: EXAMPLE – English Language

III-Standards

STANDARDIZING MEASURING

Achievement standards by the end of grade 5 Levels of achievement

1 2 3 4 5

English

Listening

Learners will listen attentively to gain,

comprehend, interpret and

communicate information applying

skills and strategies for listening to

information in a variety of situations

communicated from a variety of

sources and speakers to (a) respond to

instructions (b) finish a variety of tasks

(c) fluently ( d) accurately (e) in not

more than 5minutes

The student is

unable to

demonstate an

understanding of

ideas and cannot

use the language

of the oral text to

communicate

information

The student

Demonstrates

limited ability to

develople,

explain and

communicate

information and

interpretations of

oral texts with

limited fluency

and accuracy

needing more

than 7 minutes

The student

Demonstrates

some abilities to

comprehend,

interpret and

communicate and

respond to

information and

instructions and

finidshes tasks with

acceptable

accuracy anf

fluency within 6

minutes

The student

Demonstrates

undertanding of

ideas,

interpretations

and can

communicate and

respond to

information and

instructions

applying

acceptable

listening

startegies both

fluently and

accurately in

more than 5

minutes

The student

listens attentively

to gain,

comprehend,

interpret and

communicate

information

applying skills

and strategies for

listening to

information in a

variety of

situations

communicated

from a variety of

sources and

speakers &

responds to

instructions &

finish a variety of

tasks fluently &

accurately in not

more than

5minutes

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2) Speaking Competencies

I. General Competencies:

1 Learners speak clearly, confidently, fluently and accurately on a variety of topics, in a variety of situations for different audiences and

purposes

II. Specific competencies:

1.1 Learners will use different voice level, phrasing and intonation when speaking in a variety of situations

1.2 Learners will learn through speaking vocabulary, structures and grammar of spoken standard English and be able to use them

fluently and accurately

1.3 Learners will share ideas and participate in group discussions to offer information, to clarify ideas and support a position.

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DESCRIPTORS FOR MEASURING THE STANDARDS: EXAMPLE – English Language

III-Standards

STANDARDIZING MEASURING

Achievement standards

by the end of grade 5 Levels of achievement

1 2 3 4 5

English

Speaking:

Use appropriate

vocabulary to describe

objects, people and places.

The student

describes with great

difficuluy an object,

a person or a place

*in about 7

sentences

* neglecting

intonation and

pronunciation rules.

* neglecting

speaking strategies

learned from grades

1- 5

* in more than 6

minutes.

The student describes

with difficuluy an

object, a person or a

place

* in about 7 sentences

* neglecting intonation

and pronunciation

rules.

* neglecting speaking

strategies learned from

grades 1- 5

* in more than 5

minutes.

The student describes

with some difficuluy

an object, a person or a

place

* in about 7 sentences

* using intonation and

pronunciation to some

extent

.

* using speaking

strategies learned from

grades 1- 5

* in about 5 minutes.

The student

describes an object, a

person or a place

fluently and

accurately to some

extent.

* in about 7

sentences

* using correct

intonation and sound

pronunciation.

* using speaking

strategies learned

from grades 1- 5

* in not more than 4

minutes.

The student describes

an object, a person or

a place fluently and

accurately

*in about 7 sentences

* using correct

intonation and sound

pronunciation.

* using speaking

strategies learned

from grades 1- 5

* in less than 3

minutes.

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3) Reading Competencies

I. General Competencies:

1. Learners read with fluency and accuracy a range of texts, fiction and non- fiction, applying various reading skills and strategies when

reading for information, comprehension, interpretation, analysis and evaluation.

II. Specific competencies:

1.1 Learners will use phonological and phonemic awareness to read with fluency

and accuracy.

1.2Learners show ability to understand how grammatical features of the English

language affect meaning.

1.3 Learners use word analysis and vocabulary skills to increase reading

comprehension and fluency.

1.4 Learners use skills and strategies of the reading process to comprehend a

variety of fiction and non-fiction grade level texts.

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III.STANDARDS

STANDARDIZING MEASURING

Achievement standards by the end of grade 5

Levels of achievement

1 2 3 4 5

ENGLISH

1.1.1.

1.1.2.

Reading :

read information texts

(e.g.observation reports

explanation, instructions, and

process narrative) (a) about 7 lines

(b) about a certain topic from the

text book (c) using reading

strategies learned in grades 1-5 (

d) in not more than 3 minutes

D1 The student

reads with great

difficulty a

simple text ;

about a)about 7

lines b) about

certain topic

from the text

book c)not using

any reading

stretgies learned

in previous

grades , with no

concentration

d)in more than 6

Minutes

D2 The student

reads with

difficulty an

information

text(e.g.simple

text (a) about 7

lines (b) about a

certain topic

from the text

book (c) unable

to use reading

strategies

learned from

grades 1-5 ( d) in

more than 5

minutes

D3 The student reads

with some difficulty

an information

text(e.g.explanation,

instructions, )

(a)about 7 lines (b)

about a certain topic

from the text book

(c) using some of the

reading strategies

learned from grades

1-5 ( d) in about 5

minutes

D4 The student reads

accurately to some

extent an information

text(e.g.explanation,

instructions, and

process narrative)

(a)about 7 lines (b)

about a certain topic

from the text book (c)

using reading

strategies learned from

grades 1-5 ( d) in not

more than 4 minutes

D5: The student fluently

and accurately reads an

information

text(e.g.explanation,

nsitructions, and process

narrative) (a)about 7

lines (b) about a certain

topic from the text book

and other texts (c) using

reading strategies

learned from grades 1-5

( d) in less than 3

minutes

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4)Writing Competencies

I. General Competencies:

1. learners communicate in clear and appropriate written English for a variety of purposes and audiences , producing various written

forms and genres.

II. Specific competencies:

1.1 learners practice developing a legible style of writing including writing in cursive.

1.2 Learners learn to use a variety of spelling strategies in order to spell words individually and in context.

1.3 Learners complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and

word usage.

1.4 Learners practice using basic interpretive, analytical, critical and problem- solving skills to finish a variety of writing modes:

expressive, expository, functional, persuasive and research-based…..etc..

1.5 Learners use the writing process to produce well-organized composition of different modes and functions.

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DESCRIPTORS FOR MEASURING THE STANDARDS: EXAMPLE – English Language

III-Standards

STANDARDIZING MEASURING

Achievement standards by the end of grade

5 Levels of achievement

1 2 3 4 5

English

Writing

1) write short paragraphs

a) of about 5 meaningful correct sentences

b) about certain simple topics c) with the help of guide words and

picture prompts d) using some conjunctions ( “but ,

and , or”…) correctly e) applying suitable punctuation

marks “ ( capital letters , full stops and commas” )

f) using simple tenses correctly g) in not more than 10 minutes

The Student is

unable to write short

paragraphs

a)the sentences are

meaningless with lots of

mistakes

b)doesn’t understand

the topic

c)not able to use the

guide words and picture

prompts properly

d)using no conjunctions

e)not applying any of the

punctuation marks

f)not using any of the

simple tenses

g)in more than 20

minutes

The student with limited ability writes short paragraphs

a)of about 5 sentences with many mistakes b)about certain topics c)with the help of guide words and picture prompts d)using one conjunction “ and” e)applying two of the punctuation marks “ capital letters , full stops ” f)using one simple tense “present” g)in more than 17 minutes

The student writes short paragraphs a)of about 5 meaningful sentences with some mistakes b)about certain topics c)with the help of guide words and picture prompts d)using few conjunctions( “but , and ”) e)applying few punctuation marks “ capital letters ,( full stops ” ) f)using some simple tenses g)in not more than 15 minutes

The student accurately writes short paragraphs a)of about 5 meaningful correct sentences with a few mistakes b)about certain topics c)with the help of guide words and picture prompts properly d)using conjunctions (“but , and , or”) e)applying some rules of punctuation marks( “ capital letters , full stops”) f)using some of the simple tenses g)in not more than 13 minutes

The student

accurately

writes short

paragraphs a)of about 5 meaningful correct sentences with no mistakes b)about certain topics c)with the help of guide words and picture prompts properly d)using conjunctions (“but , and , or”) e)applying suitable rules of punctuation marks (“ capital letters , full stops and commas”) f)using simple tenses correctly g)in not more than 10 minutes

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Sample Table

General Competences/strands

Specific Competences/ Sub-strands

Examples of Learning activities Curriculum standards

1 2 3 4

II. listening …………………………………………………………

1. A range of language realities 1.1

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1.2 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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1.3 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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1.4 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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National Curriculum

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3.1.2 Learning content

1)

2_

General Competences / strands

Specific Competences/ Sub-strands

Examples of Learning activities Curriculum standards

1 2 3 4

listening ……………… 2. A range of operations 2.1. …………………………………………..

3. A range of personal responses

3.1

…………………………………………………

………………………………………………..

4. 4. A range of connections - Math : - Music : - Science :

- Social studies : Religion: