Day 2 (part 2) - My reflections from the 11th International METU Conference - Embracing Challenges

Claudia Harsch discussed Writing Assessment and the Common European Framework of Reference (CEF) in her plenary. Points outlined included:

• Different approaches to assessing writing
• Task characteristics 
• Rating - holistic vs analytic
• Practical implications for rater training and scaler implementation

Claudia looked at test specifications and stressed that level specific criteria is needed for different levels eg. if the writing task at beginners level is writing a postcard then rating should reflect the characteristics of the task. 

A sample writing task at B1 level adapted from an authentic text. 

Holistic vs Analytic rating - the pros and cons. 

Nicky Hockly's workshop on Digital Literacies focused on the digital literacy of  mobile literacy. Nicky gave some practical ideas on how a mobile literacy lesson could be taught. For example give students messages to decipher and ask which are appropriate or inappropriate.  

• Wot u doing 2nite
• Pls send me info abt ur eng courses 4 nxt year
• I want 2 apply 4 job in ydays nwspaper
• Had gr8 time w John on hols

But should teachers be teaching this in class? Some  of the audience said 'yes', some 'no'. I agree with Nicky it can be controversial but it's good for recognition purposes.

Day 2 ended with the lively Teacher Trainer Panel on  Challenges in Teacher Training with Yeşim Güven, Deniz Kurtoğlu Eken, Hande Işıl Mengü, Beril Ayman Yücel and chaired by Tony Gurr. 

Tony started off the discussion by asking What are our biggest challenges? To which he got the response  'resistance'. The panel commented that resistance is natural. You should take it as it is and not impose on  colleagues. So what should we do? We need to look at the surrounding context. What is the story behind resistance? Try and understand this. 'Burn out' may be one reason. Look at the ways of tackling that resistance and try find solutions. 

Tony's next question - Is a teacher's language proficiency a problem? 

Responses from the panel included - awareness level of the teacher is important. Language problems need to be addressed i.e. institutional support, a course. There is less investment in schools now so we can't expect language proficiency to be what it was. We should tell people to correct our language whatever the problem. We should also highlight other people's mistakes because if we don't, who will? This is necessary for development.  

What do teachers do to promote teacher training?

1. Do professional presentations
2. Carrying out research e.g. classroom research
3. Developmental classroom observations
4. Developing a teacher training program

Day 2 ended with the Gala Dinner :)