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Expert meeting, 14-15 March 2011

News

Expert meeting, 14-15 March 2011

Network meeting, 12-13 October 2010

A long-term project is always a very challenging adventure: outcomes are difficult to foresee and obstacles arise constantly on the way. The ECEP project is one such adventure that really requires constant commitment and a lot of sustained work, often visible, but more often invisible in the secret work gardens of individuals. Coming well prepared to the double appointment in October was not an easy task indeed.

Since the first product, the Guide, had been finalized – or nearly – everybody had a sense of achievement… but the journey was still long and the horizon still far away. The big issue was now producing some 65 worksheets, dealing with some complex concepts and some possible practical applications of these concepts in a way which, if not immediately engaging, would at least sound neither dull nor full of jargon.

Contributions of a very different nature came, which needed constant revision, feedback and then reworking. Meanwhile the initial group – the expert team – took on board some of the most involved participants of the central 2009 workshop, and the magical exchange through the web helped to recreate links. The collaboration grew stronger and more effective. The list of worksheets to be done started to become more and more a list of actual worksheets – that could be ticked as “done” at last – and the word “network” acquired all of its deep meaning, contributions from different parts of Europe reached the coordinator who exchanged views with the authors, dispatched, advised, suggested, discussed….until things were ready to be uploaded on Google documents, after the patient and careful classification of the SeWoLaDo (strange and cold name for a nice and kind person…).

The last days were very hectic, but then we were, all of a sudden, all ready for the group work.

All of a sudden a great silence, a productive silence though... The network meeting has started.

 

Let one of the participants talk:

Productive outcomes are often the result of rich collaborative teamwork and so it was the case with the project expert team and its sub-groups. For two days, after some plenary discussion and orientation, work was focused on making coherent the detail of the various sets of worksheets in the groups. This was supported by the insightful comments and scaffolding questions of our External Evaluator, who acted like a wise, experienced headteacher. Partners worked across and within the two main languages in a linguistically very competent way, supported by the strategic use of other languages and peer support to aid comprehension. The importance of this kind of linguistic interchange is not to be underestimated which, in itself, provides culturally fruitful learning.

The groups quickly built up their identities and loyalties and were focused on their task. The expert teams developed and used their leadership potential and inhabited group roles, meshing seamlessly and creatively with the project coordinating management team. Communication was effective, contributions valued, all suggestions given serious consideration. Out of all of this dialogic interaction came solutions, polished products and clear ways forward, a job well done with pride.

The atmosphere was positively charged by the participants themselves who, as well as exercising utmost professionalism, enjoyed their work and liked being with each other. Everyone had a solid belief in the purpose and value of the work and a commitment to all that the CEFR stands for in terms of the shared understandings across cultural contexts. This reflected to an extent the various cultures, histories and languages in the city of Graz.

Sharing food, gossip, jokes and stories, as well as extending work issues in a multicultural and multilingual way in, for example, a wonderfully named restaurant called the Schiefe Laterne, the Wonky Lantern, the not quite perfect contours of the wonky lantern somehow for me mirrored the dynamics, challenges and creative outcomes of the meeting. This kind of work is not easy but it is tremendously satisfying in a personal and a collective way.

Jane Jones

Once the nine members of the network and the invited expert left, the ECML looked very empty, but we still had a lot to do, to follow up all the rich exchanges and nice ideas and plans and proposals for the project.
A long way to go, but the shore is approaching slowly but steadily…..

Pendant la première partie de l’année, toute l’équipe a travaillé en concertation à la rédaction en deux langues, anglais, français, du GUIDE et de 20 fiches du KIT. Le premier but était la grande rencontre avec les collègues de plus de trente pays européens, et cette rencontre, nous l’avons préparée minutieusement. Maintenant, nous pouvons le dire publiquement : quelle angoisse ! mais aussi quelle joie de vivre ces journées excellentes et de constater à la fin que tout s’est très bien passé (voir article d’actualité de juillet 2009). Bien sûr, il faisait très (trop) chaud à Graz… et quand l’hiver arrive, les souvenirs sont encore meilleurs.
Après l’atelier central, nous avons réalisé la 2e partie des travaux prévus : révision du Guide selon les remarques formulées durant l’Atelier central, en version bilingue. Puis nous avons recommencé à rédiger des fiches nouvelles pour le Kit tout en testant les fiches déjà prêtes auprès de collègues, dans des conférences, des colloques et des ateliers de formation. Les retours que nous avons eus sont très positifs.
Et maintenant, il nous reste à continuer ensemble pour avoir le bonheur de vous présenter d’ici un an le Guide et le Kit complets et en deux langues. Bien entendu nous accueillons les collègues qui souhaitent participer au travail des fiches… et aussi au travail de traduction des documents figurant déjà sur le site, et pour lesquels nous sommes très en retard, car notre énergie est mobilisée pour la réalisation du Guide et du Kit.
Que la fin de l’année 2009 soit douce et gaie pour toutes et tous, pour une année 2010 pleine de promesses!

Un regard sur la culture d'évaluation des enseignants, un projet de guide et kit de formation. La culture d'évaluation des enseignants en Europe a été étudiée d'abord dans quatre pays (Allemagne, France, Italie, Pologne), puis dans d'autres pays (Malte, Suisse, Lettonie, Belgique…) grâce aux informations tirées des mémoires universitaires et aussi des médias. Elle apparaît à la fois forte de son unité et marquée de disparités. L'unité est essentiellement le goût du métier et le sens qui lui est attribué, ainsi que l'intérêt pour la langue, la littérature, la culture enseignées et le désir de les partager. On constate aussi partout une percée des activités orales dans les classes: elles sont vues comme nécessaires et sont de plus en plus pratiquées. Les disparités paraissent plutôt le fait des institutions scolaires nationales: celles-ci sont vécues par les enseignants comme plus ou moins contraignantes, pas toujours de façon justifiée selon eux. On note avec intérêt que le questionnement et les recherches sur l'évaluation naissent des situations-problèmes que l'enseignant en formation ou déjà en fonction a dû affronter pour bien mener sa classe: l'oral en classe, la notation, les activités langagières transversales à plusieurs disciplines ou les classes spécialisées pour élèves en difficulté. Enfin, on peut se demander s'il n'est pas difficile pour les enseignants en formation de s'intéresser à l'évaluation… dans le temps où ils sont eux-même évalués. Nous souhaitons contribuer à dédramatiser la pratique de l'évaluation en diffusant des pratiques innovantes et efficaces. C'est le but de notre guide et du kit de formation à l'usage des formateurs, mais aussi des enseignants qui voudraient s'autoformer: le guide rappellera les points importants de ce qu'est évaluer, et le kit proposera un ensemble de fiches pratiques pour bien enseigner et évaluer, dans la perspective d'un bon aprentissage des élèves. Nous avons rédigé le plan de l'ensemble, qui sera soumis aux participants à l'atelier central des 18-19 juin 2009, et à qui nous demanderons d'apporter leurs bonnes pratiques dans leur pays. De plus, durant l'année 2009, nous finaliserons l'ensemble avant de le tester auprès des collègues.

 

 

Expert meeting, 13-14 November 2008

The whole team of the ECEP Project met in Graz from 12th to 15th November 2008, as expected, to share the work which had been previously carried out by each member: focus groups and interviews about evaluation practice of teachers of secondary schools in different countries as well as syntheses of MA thesis and questionnaires about the same subject. These syntheses will be soon on the web!

We can already say that evaluation is a central question but it is not necessarily connected to the Common European Framework and that exams, marks as well as the daily work tend to exert a stark pressure on it. With the usual strength and the passionate debate which are the group’s force, we settled the lines of the reference guide as well as the training kit on evaluation - self training kit in case teachers feel like using it on their own - which are the final aim of the project. In this way tools and materials on evaluation will be at teacher’s disposal both on paper and on the web. Then we assigned the different writing tasks and established the layout of this work (a reference guide + practical handouts). The first version of it will be presented during the main workshop with members of 34 countries which is planned on 18th and 19th June 2009 in Graz. This meeting will give us the opportunity to elicit and collect contributions from different European countries, so that the final result – reference guide and training kit – will be really useful for the greatest number of teachers.

ECEP Team 

 

Expert meeting, 8 - 9 May 2008

The ECEP Project “Encouraging the culture of evaluation among professionals” took off at the first experts meeting in Graz on the 9th and 10th May 2008. The team met with A. Cumming, an expert from Canada (Toronto) who came especially for the event. We carried out an initial synthesis of the preliminary opinion polls through questionnaires and interviews, which concerned teachers’ attitudes and practice about evaluation. We could observe that, though teachers feel there is a gap between themselves and their schools, they are all still engaged in evaluation and they recognize its value throughout the whole teaching and learning process.

Now, we have to go forward and try to collect as many examples of “good practice” as possible through investigation of teachers and work towards their diffusion. It is also very important to strengthen the image and the status of all teachers, whether they are beginners or teachers who are in a difficult situation, and to contribute to teachers’ development by improving their professional abilities. This is the ambition of our project, which aims at creating a training kit + a reference guide for teachers and teacher trainers.

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