September is for many of us the start of a new academic year, back to work and back to school. New students bring new challenges and objectives for both teachers and learners, and the first thing we need to know is: What level of English do they have? And secondly: How can we measure their ongoing progress?
Here are five ways to identify the level of your students ranging from informal home-made observation classroom activities to more scientific commercial products which have been carefully designed to identify levels of English. Continue reading →
The Global Scale of English has been a great support and a positive change for my practice. As I previously discussed, the GSE can be used in a variety of ways, but my three favourite uses are as a tool for validating my students’ learning objectives, as a tool to enhance and improve my assessments, and, finally, as a tool to create content. In this discussion, I’d like to look at how you can use the GSE and the Teacher Toolkit to create custom rubrics and also explore the potential of the GSE Assessment Framework for teachers. First up, a refresher on rubrics (please skip to the section titled “Using the Global Scale of English to create English learning rubrics” if you’re already familiar with the concept). Continue reading →
When learning something new, maintaining a good level of motivation is key – and this applies to learning English, too. Students learn at different rates, and motivation will vary from learner to learner, so it’s useful to have a way to measure their English skills and provide step-by-step goals that they can aim for. The Global Scale of English (GSE) Learning Objectives can do just that.
The GSE is a global standard that allows teachers and learners to accurately measure progress. It provides an easy answer to students asking questions such as, “How good is my English?” and “Am I progressing?” To motivate students and help them move to the next level, the GSE Learning Objectives give learners guidance on what to concentrate on next. Learning a language requires a mix of skills across reading, writing, speaking and listening. If a student understands that they are weaker in one skill they can focus more on this area to help raise their overall proficiency score, or they can tailor their learning to meet the needs of their overall learning goal. They have all been constructed in accordance with the Common European Framework of Reference for Languages (CEFR). Continue reading →