1 Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at Primary Level 8 & 10 December

1

Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at Primary Level

8 & 10 December 2011

2

Objectives

To introduce the LPF for English Language and its role in the learning-teaching-assessment cycle

To explore the use of the LPF as a reference tool to identify students’ strengths and weaknesses and plan holistically for effective learning, teaching and assessment

To provide practical suggestions on using the LPF to enhance assessment for learning

3

What is a Learning Progression Framework (LPF)?

The LPF:

• represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum;

• is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment;

• helps teachers better understand and articulate learners’ performance; and

• helps teachers plan strategically how to enhance English Language learning and teaching. ………

………1

……… ………2

……… ………3

……… ………4

……… ………5

……… ………6

……… ………7

……… ………

Level

8

Learning Outcomes

4

The Growth of Learners across Key Stages

……… ………

……… ………

……… ………

……… ………

……… ………

……… ………

……… ………

……… ………

Learning Outcomes

5

Speaking

Writing

Reading

Listening

Level

Skills

Outcome Statements

Pointers

Learning Outcomes

Learners at this level can, for example,

Content, organisation and communication strategies

Language

Pronunciation, stress, rhythm and intonation

Underlying principles

Structure of LPF - Speaking

CONTENT, ORGANISATION & COMMUNICATION STRATEGIES

The outcome statements show the progression in terms of :

Complexity of information and ideas

Familiarity of topics

Organisation of information and ideas

Range of communication strategies

The LPF – Speaking

7

The LPF – Speaking

LANGUAGE


Language forms and functions used at different levels of speaking

PRONUNCIATION, STRESS, RHYTHM & INTONATION


Accuracy in pronunciation Appropriate use of stress, rhythm & intonation

8

Underlying Principles

language development strategies, generic skills, and positive values and attitudes (all 4 skills)

the provision of support and the need to encourage learner independence (all 4 skills)

meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing)

interplay between tasks and texts (Listening and Reading)

To elucidate some of the learning objectives which do not readily lend themselves to the description in terms of 8 levels of attainment but are essential to English language learning, e.g.

9

Speaking

Writing

Reading

Listening

Level

Skills

Outcome Statements

Pointers

Learning Outcomes


Content

Organisation

Language and style


Structure of LPF - Writing

10

The LPF – WritingCONTENTThe outcome statements show the progression in terms of : Complexity of information and ideas Length of texts Familiarity of topics

ORGANISATIONThe outcome statements show the progression in terms of : Linkage between ideas within and across paragraphs Overall organisation of ideas

LANGUAGEThe outcome statements show the progression in terms of : Language forms and functions used at different levels of writing

11

Level

Skills

Outcome Statements

Speaking

Writing

Reading

Listening

Learning Outcomes

Pointers


Structure of LPF – Reading and Listening


Content

Language

Strategies

12

The LPF - Reading and Listening


Depth of processing information, ideas and feelings (understanding, inferring and interpreting)

Text complexity information load (length, density) vocabulary organisation explicitness abstraction

Range and application of strategies

13

LPF – Exemplars for illustrating outcome statementsSpeaking exemplars students’ authentic work annotations transcript and audio/video clips

Writing exemplars students’ authentic work annotations

Listening exemplars questions annotations tapescript and audio clips

Reading exemplars questions annotations

14

Curriculum Framework

(What students are expected to learn)

Values and attitudes

Skills

Knowledge

Learning Progression Framework

(What students can doas a result of learning and

teaching)

Basic Competency

Relationship between the Curriculum Framework, LPF and BC

15

Curriculum Framework,Learning, Teaching and Assessment,and Learning Progression Framework (LPF)

Curriculum Framework

(What students are expected to learn)

Goals

(What students can do as a result)

LearningProgressionFramework

AttainmentProcess

16

TSA(HKEAA)

Assessments for Basic

Competency

Assessment for Learning

Curriculum and Assessment

Curriculum Framework and Learning Progression Framework

Curriculum Framework and Learning Progression

Framework

Basic Competency

Assessment in Schools

Assessments for Basic Competency

TSA

(HKEAA)

17

School Assessment Practices

Assessment for Learning

(informs learning and teaching)

What are the purposes of developing LPF?

For identifying students’ strengths and areas for improvement

For enhancing learning and teaching providing quality feedback to students reviewing expectations of student learning revising learning content improving teaching strategies

For reflecting on whether opportunities have been provided for students to demonstrate their performance

Not for summative assessmentNot for benchmarking students

19

The LPF - Reading


Depth of processing information, ideas and feelings understanding inferring interpreting Text complexity

information load (length, density) vocabulary organisation explicitness abstraction

Range and application of strategies

20

LPF for ReadingLPF for Reading

Depth of processing

Text complexity

Range and applicationof

reading strategies

Abstractness

Organisation

Density of information

21

Relationship between Relationship between Learning Outcomes and Pointers Learning Outcomes and Pointers

Outcome

Statements

Pointers

Pointers tell what students are able to do at each level.

22

From Reading to Listening

The practical suggestions provided so far for the use of the LPF in the learning and teaching of reading are also applicable to the learning and teaching of listening. Note the similar organisation of the LPF for both receptive skills.

LPF for Reading & Listening Depth of processing Text complexity Range & application of strategies

Task demand should increase with text complexity.

To cater for learner diversity, simple tasks can be included for complex texts to cultivate learners’ confidence, and difficult tasks for simple texts to stretch their abilities.

To promote learner independence, the amount of support provided could be gradually reduced. To this end, various effective teaching strategies for reading could be integrated into the reading programme.

Interplay between Tasks and Texts

Task Demand

Text Complexity

24

The LPF – Writing

CONTENTThe outcome statements show the progression in terms

of :

Complexity of information, ideas and opinions

Length of texts

Familiarity of topics

25

The LPF – Writing

ORGANISATIONThe outcome statements show the progression in terms

of :

Linkage between ideas within and across paragraphs

Overall organisation of ideas

26

The LPF – Writing

LANGUAGEThe outcome statements show the progression in terms

of :

The language forms and functions used at different levels of writing appropriacy accuracy

27

From Writing to Speaking The practical suggestions provided so far for the use of the LPF in the

learning and teaching of writing are also applicable to the learning and teaching of speaking. Note the similar organisation of the LPF for both productive skills.

LPF for Writing & Speaking – Content & organisation Complexity of information, ideas and opinions Linkage between ideas and overall organisation Length of texts Familiarity of topics

LPF for Writing & Speaking – Language Appropriacy and accuracy of language forms and functions

LPF for Speaking – pronunciation, stress, rhythm & intonation Appropriacy and accuracy

29

Using the LPF to Enhance Learning, Teaching and Assessment

to set more specific learning objectives

to identify/adapt/design appropriate tasks and activities for

effective learning, teaching and assessment

to identify individual students’ strengths and weaknesses in a

specific language skill

to give constructive feedback to students

to design appropriate tasks and activities to cater for student

diversity

to develop a better understanding of the curriculum requirements

to reflect on current teaching practices and make necessary

modifications

30

LPFLPF

Recap of Today’s Message

Help students progress to the next

level of learning

Plan strategically for effective learning,

teaching & assessment

Identify students’ strengths & weaknesses

Documents

1 Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment of English Language at Primary Level 8 & 10 December