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Can Do and Cannot Do – CEFR inspired examination and assessment in a Swedish higher education context
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
University of Gothenburg.
2018 (engelsk)Inngår i: Apples - Journal of Applied Language Studies., ISSN 1457-9863, Vol. 12, nr 2Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.

sted, utgiver, år, opplag, sider
2018. Vol. 12, nr 2
Emneord [en]
Common European Framework of Reference, EFL learners, teacher education, teacher cognition, assessment, case study
HSV kategori
Identifikatorer
URN: urn:nbn:se:hb:diva-15475DOI: 10.17011/apples/urn.201809144127OAI: oai:DiVA.org:hb-15475DiVA, id: diva2:1271655
Tilgjengelig fra: 2018-12-17 Laget: 2018-12-17 Sist oppdatert: 2019-01-09bibliografisk kontrollert

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