Frame course specifications in competencies and build in 'I can do...' benchmark tasks as informal assessment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide recommends that since students' principal aim is to speak the target language, "the course description should be framed in terms of competencies", stating what students will be able to do by the end, with an indication of methodology including what will not be done or expected. During the course, the method "should provide feedback on progress" through an "'I can do...' reminder every now and then, which can take the form of a task to be completed", from simple tasks such as asking the way to complex negotiation or explanation interactions. The guide states such "benchmarks of success and competence are major motivators" and that many students like such informal assessments.

Design Implications¶

Context¶

Requirements¶

• Course aims and objectives worked out by centre and tutors together
• Written level descriptions to help students choose the right course

Constraints¶

• The guide notes HMI found stated course aims often too brief to be helpful and that students often decide their own level without guidance

Target Learners¶

• adult foreign language learners choosing and attending courses

Target Learning Goals¶

• spoken communicative competence and awareness of progress

Related Strategies¶

Examples¶

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Key Sources¶

• Arthur, L., & Hurd, S. (Eds.). (1992). The Adult Language Learner: A Guide to Good Teaching Practice. Centre for Information on Language Teaching and Research. https://eric.ed.gov/?id=ED352829