How frameworks (can) drive the education system by Dr Jamie Dunlea

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Thank you for British Council Indonesia for having this event.


How frameworks (can) drive the education system by Dr Jamie Dunlea, Assessment Research Group British Council. 

Delivered in the 3rd national Symposium on English Language Assessment (Session 1)

O'Sullivan, 2020 mentioned that standards as part of a comprehensive learning system. 

Curriculum > Assessment  (Formative / Summative) > Delivery (teacher training, textbooks, classroom designs)  > Curriculum.

 What we can learn from CEFR implementation:

1. lack of empirical evidence to establish links between learning outcomes and CEFR levels

2. ability of MFL teachers to use CFR in their lessons as intended

3. links between MFL learning outcomes to CEFR levels lack in general empirical evidence although many countries implement CEFR in examinations

4. Teachers knowledge on CEFR depends on place of  CERF in curriculum and teacher training in the country

5. CEFR provides transparency and creates possibilities to make comparisons of the courses offered. 

Adapting CEFR to local framework > CEFR-J = developed in Japan to be relevant to local context of learning and teaching in schools. 

Locally appropriate: pronunciation, topics, situations, vocabulary, standards

Globally neutral: pronunciation, topics, situations, vocabulary, standards

The role of standards in education system > standards as part of wider system (O'Sullivan, 2017). Curriculum > Assessment > Delivery (more flexibility, exposure to diversity, manipulate the level of challenge) > Curriculum 

Things to do:

1. be patient

2. be flexible : adapt dont adopt; monitor, evaluate and innovate

3. be collaborative: national and institutional level


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