Το Μεταπτυχιακό πρόγραμμα «Ελληνική Γλώσσα και Λογοτεχνία» του Ανοικτού Πανεπιστημίου Κύπρου φιλοξενεί τη Δρα Ντίνα Τσαγγαρή, Καθηγήτρια στο Μητροπολιτικό Πανεπιστήμιο του Όσλο, για ανοιχτές διαλέξεις στο πλαίσιο του προγράμματος Erasmus+.
Η πρώτη διάλεξη έχει θέμα «Ιnclusivity and accessibility in language assessment for teacher education» και θα πραγματοποιηθεί την Τετάρτη 6 Νοεμβρίου 2024 στις 14:00. Πρόκειται για υβριδική διάλεξη, η οποία θα λάβει χώρα στην αίθουσα συνεδριάσεων του 4ου ορόφου στο κεντρικό κτίριο του ΑΠΚΥ στα Λατσιά (Λεωφόρος Γιάννου Κρανιδιώτη 33, 2220 Λατσιά, Λευκωσία) και θα μεταδοθεί ταυτόχρονα και διαδικτυακά μέσω των εργαλείων τηλεκπαίδευσης του Πανεπιστημίου στον σύνδεσμο https://tinyurl.com/3tffb5cy
Περίληψη ομιλίας:
One of the recent tendencies in the field of education nowadays is that student populations are becoming increasingly diverse, both culturally and linguistically. Also, the numbers of children diagnosed with SEN such as Specific Learning Differences, e.g., dyslexia, specific language impairment, attention deficits, those with other difficulties, e.g. visual, hearing or physical impairments, and children with immigrant backgrounds are steadily growing. This situation, combined with greater awareness of individual human rights and principles of inclusive education, has led to an increased demand for appropriate assessment provision and accommodations. This is of particular concern to second or foreign language teachers (Kormos and Smith, 2012; Nijakowska, 2010) and test providers (Taylor, 2012; Tsagari and Spanoudis, 2013) who are very often faced with the challenge of having to offer special arrangements (accommodations) to diverse learners.
Against this background, this presentation will discuss the theoretical, ethical and practical considerations involved in assessing diverse language learners. It will explore research findings that identify the special needs of diverse language learners and will evaluate the effectiveness of accommodation practices employed. Studies of both high-stakes tests and classroom-based assessments related to the needs of diverse language learners will be taken into consideration. The presentation will also offer suggestions and recommendations on how to improve teachers’ language assessment literacy that addresses the needs of diverse language students.
Η δεύτερη διάλεξη έχει θέμα «Language Assessment Literacy: challenges and solutions» και θα πραγματοποιηθεί στις 6/11/2024 στις 18:00 αποκλειστικά διαδικτυακά στον προαναφερόμενο σύνδεσμο.
Περίληψη ομιλίας:
Assessment constitutes an important aspect of teachers' daily practice in educational programmes worldwide. The daily assessment of student learning is one of the teacher’s most complex and important tasks. Language assessment, in particular, constitutes an important field of language teacher activity, with 30 to 50% of teachers’ time relating to assessment (Cheng, 2001). Such activities mean teachers designing and administering classroom tests themselves, developing or adapting scoring schemes for their institution, using various forms of formative assessment procedures, addressing external testing procedures, e.g. school-leaving examinations and inter/national standardised tests. Furthermore, new developments in language teaching as well as educational policies on language learning require new competencies of teachers, e.g., self- and peer-assessment has also been added to the pedagogic agenda of the innovative language teacher. These assessment developments call for new skills to be acquired by language teachers.
Nevertheless, research shows that in many educational systems around the globe, teachers experience anxiety or do not feel ready to create quality assessment materials and procedures. There is, therefore, an urgent need to empower teachers to be able to carry out effective assessment and develop efficient, relevant and sustainable levels of teachers’ ‘language assessment literacy’ (LAL) (Inbar-Lourie, 2008; Taylor, 2013). The goal of this paper is to discuss the assessment challenges faced by teachers in language education by taking an empirical stance and presenting implications for classroom practices for teachers and teacher educators, teacher-researchers and researchers across all levels of formal education and share also practical examples of how and what teachers can do to enhance their LAL levels. The paper will also present various resources that can help teachers improve their LAL competency as part of their continuous professional development.
Η Καθηγήτρια Ντίνα Τσαγγαρή διδάσκει στο Τμήμα Εκπαίδευσης Εκπαιδευτικών Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης του Μητροπολιτικού Πανεπιστημίου του Όσλο (OsloMet). Τα ερευνητικά της ενδιαφέροντα της περιλαμβάνουν, μεταξύ άλλων, τη γλωσσική αξιολόγηση μαθητών/τριών, την επιμόρφωση εκπαιδευτικών, τον σχεδιασμό και την αξιολόγηση εκπαιδευτικού υλικού για άτομα με ειδικές μαθησιακές δυσκολίες, θέματα πολυγλωσσίας και εξ αποστάσεως εκπαίδευσης. Είναι συγγραφέας πλήθους επιστημονικών άρθρων και κεφαλαίων σε συλλογικούς τόμους. Είναι συντονίστρια της ερευνητικής ομάδας «Classroom-based Language Assessment SIG – EALTA» και της ερευνητικής ομάδας «Evaluation and Assessment FoU» στο OsloMet. Συντονίζει και συμμετέχει σε ερευνητικά έργα σχετικά με τον γραμματισμό και την δι/πολυγλωσσία, όπως το έργο TALE (www.taleproject.eu).