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  • MARCH 1998

    DEFINITION OF THE DOMAINFOR SUMMATIVE EVALUATION

    LANGUAGE IN DRAMAAND LITERATURE

    ENG-5061-3

    SECONDARY ENGLISHFOR ADULT LEARNERS(S.E.A.L.)

  • MARCH 1998

    DEFINITION OF THE DOMAINFOR SUMMATIVE EVALUATION

    SECONDARY ENGLISHFOR ADULT LEARNERS(S.E.A.L.)

    Direction de la formation gnrale des adultesService de l'valuation des apprentissages

    LANGUAGE IN DRAMAAND LITERATURE

    ENG-5061-3

  • Gouvernement du QubecMinistre de l'ducation, 1998 98-0033

    ISBN 2 - 550 - 32963-5

    Legal Deposit Bibliothque nationale du Qubec, 1998

  • TABLE OF CONTENTS

    Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

    1. Program Orientations and Consequences for SummativeEvaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

    2. Content of the Program for Purposes of SummativeEvaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

    2.1. Skills and Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32.2. Table of Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

    3. Observable Behaviours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

    4. Justification of Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

    5. Description of the Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

    5.1. Type of Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125.2. Examination Parameters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135.3. Pass Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145.4. Specific Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

  • INTRODUCTION

    This definition of the domain for summative evaluation describes and classifies the essential

    and representative elements of the Secondary English for Adult Learners (S.E.A.L.) Program

    of Study. As such, it gives an overview of the program, but should by no means replace the

    program itself. The purpose of defining the domain is to ensure that all summative evaluation

    instruments are consistent with the overall program.

    The goal of the definition of the domain for summative evaluation is to prepare examinations

    that are valid from one version to another, from one year to another, and from one school

    board to another, taking into account the responsibilities shared by the ministre de

    l'ducation and the school boards.

  • S.E.A.L. Definition of the Domain for Summative Evaluation ENG-5061-3

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    1. PROGRAM ORIENTATIONS AND CONSEQUENCES FOR SUMMATIVE EVALUATION

    Orientations Consequences

    The goal of the Secondary English for Summative evaluation will be based onAdult Learners Program of Study is to real-life situations that make it possiblehelp students learn to listen to, read, to measure the students' ability to listenformulate orally and write various texts to, read, formulate orally and writeand messages that meet their various meaningful texts and messages.communication needs.

    The program is designed to encourage Evaluation instruments will make itstudents to express their perceptions of possible to measure the students' abilitythe values conveyed in texts and to establish links between their ownmessages. values and those conveyed in texts and

    messages.

    The program is intended to help students Given the spiral nature of the program'sdevelop language skills which are learning content, summative evaluationacquired progressively by means of a instruments for this course will take intospiral curriculum. That is, the account the expectations of prior courses.intermediate objectives are repeated inall courses in both comprehension andexpression.

    The program promotes the use of Evaluation instruments will make itlanguage resources to develop the possible to measure the students' abilitystudents' ability to understand the to use language resources to interpret andmeaning of the suggested texts and evaluate the meaning of texts andmessages. messages and to extrapolate from these

    texts and messages.

    The program is designed so that students Evaluation will make it possible toalso use language resources to develop measure the students' ability to usetheir skills in oral and written expression. language resources in producing oral

    messages and written texts and informulating responses.

    The program is designed to promote the When possible, evaluation will verifystudents' comprehension and expression whether elements studied in compre-skills through the integration and hension are taken into account inreinvestment of learning. expression and vice versa.

  • S.E.A.L. Definition of the Domain for Summative Evaluation ENG-5061-3

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    2. CONTENT OF THE PROGRAM FOR PURPOSES OF SUMMATIVE EVALUATION

    General Objective The student will demonstrate an ability to understandoral and written discourse intended to evoke aesthetic appreciation, tocompose oral discourse intended to evoke aesthetic appreciation or toinform, and to compose written discourse intended to inform.

    2.1. Skills and Content

    Understanding oral discourse by listening to plays:

    - to identify the context of communication- to construct meaning from what is being listened to or viewed- to recognize the general structure of plays- to understand the conventions of drama- to recognize variety within the genre- to be engaged while viewing- to respond personally

    Understanding written discourse by reading novels:

    - to understand the key components of the novel and their interrelationships- to identify theme- to construct meaning from what is being read- to recognize literary devices- to respond personally

    Composing oral discourse by participating in a dramatization or discussion based ona play or a novel:

    - to identify the context of communication- to interact with audience- to use appropriate dramatic conventions- to interact with members of discussion group- to use appropriate discussion techniques- to establish an effective format- to achieve a quality of expression- to reflect an individual interpretation or voice

  • S.E.A.L. Definition of the Domain for Summative Evaluation ENG-5061-3

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    Composing written discourse by writing a critical analysis of a previously studied playor novel:

    - to formulate a thesis- to develop ideas- to organize supportive material- to use language and style appropriate to audience and purpose- to respect correct usage

  • S.E.A.L. Definition of the Domain for Summative Evaluation ENG-5061-3

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    2.2. Table of Dimensions

    SKILLS / CONTENT ELEMENTS OF COMMUNICATIONDISCOURSE STRATEGIES

    Understanding Oral Context of communication Engagement while viewingDiscourse: Listening to Construction of meaning Personal responseplays General structure of plays

    20% (1) 10% (2) 10%

    Conventions of drama Variety within the genre

    Understanding Written Key components of the Personal responseDiscourse: Reading novels novel and their Literary devices

    30% (3) 20% (4) 10%

    interrelationships Development of theme Construction of meaning

    Composing Oral Discourse: Effective formatParticipating in a Quality of expression

    dramatization Interaction with audience voice

    or

    discussion Interaction with members of

    20% (5) 10% (6) 10%

    Context of communication Individual interpretation or

    Appropriate dramaticconventions

    Context of communication

    discussion group Appropriate discussion

    techniques

    Composing Written Formulation of thesis Language and styleDiscourse: Writing a critical Development of ideas appropriate to audience andanalysis Organization of supportive purpose

    30% (7) 20% (8) 10%

    material Correct usage

    Weighting 100% 60% 40%

  • S.E.A.L. Definition of the Domain for Summative Evaluation ENG-5061-3

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    3. OBSERVABLE BEHAVIOURS

    Dimension 1: Elements of Discourse

    In listening to plays, the student should be able to:

    (Context of communication)

    - recognize the combination of author's intent and techniques;

    (Construction of meaning)

    - relate overall impact of the presentation to personal knowledge and, ifapplicable, to other literature;

    (General structure of plays)

    - understand theme, characterization, both major and minor, plot and structure,setting (time and place);

    (Conventions of drama)

    - understand stage behaviour;- recognize theatre techniques;

    (Variety within the genre)

    - recognize basic characteristics of comedy, tragedy, romance and moderndrama.

    Dimension 2: Communication Strategies

    In listening to plays, the student should be able to:

    (Engagement while viewing)

    - make notes (e.g., anticipating the play's content, first response to performers,etc.);

  • S.E.A.L. Definition of the Domain for Summative Evaluation ENG-5061-3

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    (Personal response)

    - record individual response, both intellectual and emotional.

    Dimension 3: Elements of Discourse

    In reading novels, the student should be able to:

    (Key components of the novel and their interrelationships)

    - identify setting, plot structure, characterization (major, minor), motivation;- recognize the point