The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process
The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process
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欧洲共同框架和欧洲语言组合：让学习者及其判断参与评估过程
DOI：
10.1191/0265532205lt311oa
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发表时间：
2005
期刊：
影响因子：
4.1
通讯作者：
David Little
中科院分区：
文献类型：
--
作者：
David Little
以学习者为中心的语言教学方法，特别是那些寻求发展学习者自主性的方法，要求学习者对学习的目标、内容和方法作出决定;它们还赋予自我评估以中心作用。虽然以学习者为中心的逻辑要求学习者自我评估应该以某种方式与其他形式的评估相结合，但迄今为止，这只是少数人的关注，通常与一种或另一种形式的档案袋学习有关。欧洲语言共同参考框架（CEFR）最近的出版及其姊妹篇欧洲语言组合（ELP）的日益广泛采用，重新提出了发展评估文化的挑战，既促进又充分考虑了学习者的自我评估。本文首先简要介绍了自我评估在第二语言学习中的重要性和局限性。报告接着阐述了《欧洲英语标准框架》和《英语学习计划》依次提出的原则问题，然后报告了一个项目的情况，该项目：·利用《欧洲英语标准框架》确定了爱尔兰小学非英语学生的英语学习课程;·开发了一个《英语学习计划》版本，作为教与学的基础;·目前正在制定评估和报告程序，其中学习者自我评估发挥着核心作用。
Learner-centred approaches to language teaching, especially those that seek to develop learner autonomy, require the learner to take decisions concerning the goals, content and methods of learning; they also assign a central role to self-assessment. Although the logic of learner-centredness demands that learner self-assessment should somehow be integrated with other forms of assessment, to date this has been only a minority concern, usually in relation to one or another form of portfolio learning. The recent publication of the Common European Framework of Reference for Languages (CEFR) and the increasingly widespread adoption of its companion piece, the European Language Portfolio (ELP), renew the challenge to develop a culture of assessment that both facilitates and takes full account of learner self-assessment. This article begins by briefly considering the importance and limitations of self-assessment in second language (L2) learning. It goes on to address issues of principle raised in turn by the CEFR and the ELP, and then reports on a project that:• has drawn on the CEFR to define an ESL curriculum for non-English-speaking pupils attending Irish primary schools;• has developed a version of the ELP as the foundation of teaching and learning; and• is currently elaborating assessment and reporting procedures in which learner self-assessment plays a central role.