Pathways through assessing, learning and teaching in the CEFR

About the training kit

This KIT includes WORKSHEETS A (more conceptual) and WORKSHEETS B (more focused on practice and class activities).

The WORKSHEETS have been devised to be a flexible tool so every teacher/teacher trainer can decide freely in what order to use them. However, scenarios of usage and reports of experiences are presented in the Guide ECEP.

Below the title, each WORKSHEET presents the goals, the keywords and the references both to the Guide (sections of the Guide ECEP concerned) and to the CEFR (chapter and sections of the CEFR where the main subject of the CARD is treated).

In the cases where some additional material is required to complete the WORKSHEET, there is the indication: “To complete this worksheet you’ll need …”

Each WORKSHEET contains one or more tasks, and each task contains one or more steps too.

Next to each task there is an indication of the working arrangements:

• = Individual work
• = Pair work
• = Group work

Kit worksheets

	Type of worksheet	Type of worksheet
Key concepts and paradigm	A		X
Communicative and action-oriented approach	A	B
Methodological spectrum	A	B	X	X
Situation and situational context	A	B		X	X
Professional competences and development	A	B	X	X
Personal theory of teaching	A	B		X	X
Learners' needs and learning objectives	A	B		X
General competences	A	B		X		X
Reflection on types of competences	A	B				X
Plurilingual profiles and partial competences	A	B			X
Pragmatic competence	A	B				X
Sociolinguistic competence	A	B				X
Sociocultural competence	A	B				X
Lexical and semantic competence	A	B				X
Communicative language competence	A	B				X
Plurilingual (and pluricultural) competence	A	B		X	X
Plurilingualism vs multilingualism	A	B			X
Role of previous knowledge and experiences in learning	A	B			X	X
Curriculum and curricular scenarios	A				X	X
Branching approach	A	B		X
Construction of teachers’ professional competences	A	B		X
Successful teachers and successful learners	A	B		X
Critical thinking and relation to norms	A	B			X
Individual/social dimensions in learning	A	B		X	X
Reflexivity and autonomy in the professional practice	A	B		X	X
The users/learners and their strategies	A	B		X
Learning to learn	A	B		X
Language biography	A	B		X	X
CEFR and ELP	A	B	X
Existential competence and the user/learner's mental context	A	B				X
Home and target cultures	A	B			X
Domains: the context of language use	A	B			X	X
Literature and aestetic uses of the language	A	B			X
Reception and production	A	B			X	X
Interaction	A	B			X	X
Mediation	A	B			X	X
Intercultural awareness	A	B			X	X
Tasks	A	B				X
Intercultural tasks	A	B				X
Successful task completion	A	B				X
Constraints	A	B			X	X
Level scales, checklists, grids	A	B					X
Fundamental principles of assessment	A	B					X
Descriptors of communicative activities and competences	A	B				X	X
Assessment traditions	A	B			X		X
Curriculum objectives and linguistic competences	A	B	X	X	X	X
Curriculum objectives and communicative activities	A	B	X	X	X	X
Curriculum objectives and domains/strategies/tasks		B	X	X	X	X
Responsibilities in assessment	A						X
Assessment pairs	A	B					X
Error (vs mistake)	A	B		X			X
Personal experience of assessment	A			X
The issue of objectivity in assessment	A	B		X	X	X	X
Assessing and classifying: when and how?	A	B					X
Assessment: from competence to action	A	B					X
Assessment: actors, modalities and reasons	A	B					X