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EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed Dean of Hurghada Faculty of.

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Presentation on theme: "EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed Dean of Hurghada Faculty of."— Presentation transcript:

1 EPOSTL in teaching practice استخدام ملف الإنجاز الأوروبى للطلاب المعلمين للغات فى التربية العملية Mahfuz Fadl Haggag Mohamed Dean 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

2 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.

3 Unifying concepts…. Assessment Evaluation Tests

4 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.

5 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.

6 “We need an assessment tool that provides personalized engaging useful feedback on meaningful work” EPOSTL

7 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.

8 How it was used in Egypt?

9 Hurghada Faculty of Education Established in 1995 N.1500 students (different programs)

10 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 3 rd & 4 th 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.

11 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.

12 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.

13 What areas in EPOSTL were used?

14 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)

15 Lesson Planning A. Identification of Learning Objectives (3 rd, 4 th 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

16 Independent Learning A. Learner Autonomy B. Homework C. Projects D. Portfolios E. Virtual Learning Environments F. Extra-curricular Activities

17 Assessment of Learning A. Designing Assessment Tools B. Evaluation C. Self- and Peer Assessment D. Language Performance E. Culture F. Error Analysis

18 Primary Challenges a. Different uses of concepts Page 51 in EPOSTL “for such a portfolio assessment.. “ it is AFL not AOF.EPOSTL 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.

19 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)p.21 5. أستطيع أن أقيم و أختار أنشطة مختلفة تساعد المتعلمين على أن يدركوا ويستخدموا أنواع من النصوص المختلفة ( مثل المحادثات التليفونية والحوارات وغيرها ). (18 ص )18 ص طبيعة النصوص بالمدارس المصرية

20 Writing / written interaction 6. I can help learners to gather and share information for their writing tasks. (p.23)p.23 6. أستطيع أن أساعد المتعلمين على جمع وتبادل المعلومات خلال أنشطة الكتابة. ( ص 20) ص 20 طبيعة الفصل العدد ونصوص الكتابة الحرة بمصر والاتجاه نحو البعد عن تقييمها.

21 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.

22 Culture Translation reflection and use 1. 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 81. 77 Arabic

23 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.

24 H. Gohar Language School, Hurghada

25 For assessment/evaluation…

26 Waleed Gaafary Prep School, Red Sea Diversity of culture challenge

27 EPOSTL for feedback…

28 EPOSTL for discussions…

29 For real reflection…

30 Recommendations for effective EPOSTL use 1. Better explanation for categorization of descriptors (p.4).(p.4). 2. Competencies (p.22).(p.22). 3. Reflection matrix. (p.58). “Adding space instead under every descriptor for ease of use”.p.58 4. List of idioms (careful /more than this, p.70).p.70)

31 Questions?? Thank you

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