DESCRIPTORS – ISCED 1, 2
Milena Ivšek, Slovenia
1. Criteria by which a descriptor is
chosen and formulated
• 1.Listening, 2.Reading, 3.Spoken
interaction (in a dialogue situation), 4.Oral
reproduction (description, presentation,
narrative, etc.), 5.Writing expression
(report, article, etc), 6. Mediation
(summary, report, translation etc.) are not
all explicitly present in the curriculum for
Slovene as LS
1. Criteria by which a descriptor is
chosen and formulated
•
•
•
-
Who?
How?
Support in preparation of
descriptors for external assessment of
knowledge.
- research development project New
culture of knowledge assessment (2005 2006?)
Shortcomings
• Students have not been involved enough
in the process of formulating the
descriptors.
• Spoken interaction (in dialogue situation)
and Mediation (summary, report,
translation, etc.) - the main shortcomings
appear in Slovene and less so in other
languages where this is planned well.
2. What particular (extra) considerations
went into that formulation?
1. Understanding the target audience –
teachers.
2. The guidelines are the curriculum goals
and expected achievements.
3. Students’ abilities (age, grade and
medium level of the required knowledge,
and not minimum or maximum)
Shortcomings
1. Descriptors are not oriented enough
towards the development
2. Lack of holistic approach to a special
topic in a particular subject (activities as
reading, listening, speaking and writing).
3. What the next higher or lower level of
reference (proficiency) would look like
for that particular aspect of competence?
3. Semantic competence
a. Are able to explain the meaning of the
given word/word phrase from the text
b. Are able to select appropriate and
effective vocabulary corresponding to the
meaning (while producing texts)
c. They are aware that the meaning of the
word affects the meaning of the text
•
2. Metalinguistic activities
ISCED 1
b. Students identify the structure of sentence and the
correlation between sentences
c. Students identify the features of some/selected texts
ISCED 2
b. Students identify the structure of sentence and the
correlation between sentences and classify and
categorize them
c. Students identify the features of selected texts and
classify and categorize them
A sample of literature text
ISCED 1
• a. Students paraphrase (in speech or writing) their imaginative,
conceptual and feeling perception of literary characters (describe a
few motives for their actions), identify time and location, summarise
the text with technical accuracy (show proficient level of response to
literary text).
ISCED 2
• a. Students identify and describe (orally or in writing) literary
characters ... See the handout!
• In drama or play they differentiate between the stage instructions
and dialogues, they understand, describe or retrieve information
from texts (talk about the importance of instructions for
understanding texts); in comedy they identify and describe the comic
perspective; evaluate the role of theatre/puppet show or radio play
features and their importance for understanding the text (show
proficient level of response to literary texts)
Shortcomings
1. Descriptors still lack the in-depth understanding of the
reading texts and the critical judgment/evaluation to
some extent despite the fact that this is required at all
stages, of course, at different levels of interpretation.
2. As for the hierarchical requirements of each descriptor,
the more prevailing component is still the quantity rather
than the quality.
Descargar

Slide 1