State of Kuwait Ministry of Education ELT General Supervision

Competencies & Standards

ELT General Supervision

Prepared by
ELT Members

Competencies & Standards A Framework for Curriculum Design

The Ministry of Education strategic vision is to seriously improve the quality of the whole educational provision with the National Curriculum. This vision is articulated in the following long-term aims: Educating internationally competitive students that master the competencies for the 21st century, and Building up effective schools supported by highly prepared and efficient leadership and teaching staff. Quality students as a result of quality learning are not possible without a High Quality Curriculum. It is well known that current day Quality Curricula in the world are competencebased , aiming at attaining highly ranked student achievement standards. Thats why dealing with Competencies and Standards became a must and need to be discussed because the new trend in Curriculum Design worldwide is Competence-and Standard-based Curriculum and not Content-and Knowledge-based. We are after to know how , why , when than simply to know The main idea of competency-based curriculum illustrates: 1. Instead of objectives, think competencies; 2. Instead of content, think outcomes; 3. Learner activities will be based on performance of learner and accomplishment of criteria; 4. Teaching activities are learner centered; 5. Formative evaluation is necessary. In the table , the overviews compare and contrast between disciplined-based curriculum with competency-based curriculum:

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Compare and contrast discipline based and competency-based curriculum design

Disciplined-Based Content Objectives Norm referenced grade Subjective assessment Teacher centered Passive Learning Pedagogy Summative evaluation Instructional delivery Knowledge/theory focus Structural /process focus Assessed by counting Exposed to specific content for pre- assigned time

Competency-Based Outcomes Competencies Criterion referenced grade Objective assessment Learner centered Integrated learning Androgogy Formative formulation Learner performance Skills/performance focus Outcomes focus Assessed by performance Time and sequence derived by assessment

I-

What are competencies?

The dictionary definition of competence as a state of being adequately or sufficiently qualified to perform a task that is reasonably well defined. The International Board of Standards for Training , Performance and Instruction (ibstpi) defines a competency as an integrated set of skills , knowledge , and attitudes that enables one effectively perform the activities of a given occupation, in our case TEACHING, or function to the standard expected. It is defined as A measurable pattern of knowledge , skills , abilities , behaviours ,values and other characteristics that individual needs to perform successfully. They refer to skills or knowledge that lead to superior performance. These are formed through an individual / institutions knowledge , skills and abilities and provide a framework for distinguishing between poor performances through to exceptional performance. Competencies specify the HOW of performing job tasks , or what the person needs to do the job successfully. Competencies represent a whole-person approach to assessing learners.

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Competencies

Skills

knowledge

Attitudes

They enable Students to effectively perform activities to the standard expected

They provide a framework for distinguishing between poor performances and exceptional performance

Students Core Competencies speak English confidently and spontaneously in all classroom situations listen to, read and view a wide variety of texts that deal with increasingly complex issues and abstract ideas write and produce a wide variety of texts

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Standards

Definition: Standards describe the goals of schooling, the destinations at which students should arrive at the end of the unit or term. For example, most standards expect students graduating from high school to be able to write for different audiences in different formats -- things such as reports, instructions, literary criticism, and persuasive and reflective essays -- and to demonstrate a command of standard written English.
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Note that the standard doesn't prescribe how to get the students to this destination -- that is determined by the curriculum. Standards do not prescribe any particular curriculum: National standards don't mean that local ability to choose teaching materials and methods are compromised. Standards indicate what students should know and should be able to do at grade 4, grade 8, grade 12. The teacher can choose whatever curriculum he or she finds appropriate to help the students meet the standards. Standards are the WHAT of education while curriculum and instruction are the HOW. Kinds of Standards Two kinds of standards are referred to Content standards Performance standards. Content standards indicate what students should know and should be able to do in a particular content or subject area. The expectations articulated in the content standard outline the knowledge, skills, and abilities for all students in the subject area. For example, students should be able to write and speak for a variety of purposes and for diverse audiences, using conventional grammar, usage, sentence structure, punctuation, and spelling. A performance standard measures how well a student's work meets the content standard. A performance standard has levels (4, 3, 2, and 1; or advanced, proficient, novice, and basic) and frequently examples of student work are provided for each level. Performance standards can be either explicit ,elaborate descriptions or limited to a label which describes the performance level in general terms. A cut-off* point must be established to be able to discriminate between those that have attained the performance standards and those who have not. *The lowest possible credit score one can have / Minimum number of points needed in a Credit Scoring system to
qualify as creditworthy Read more: http://www.answers.com/topic/cut-off-score#ixzz2HLoSN8Yy

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Performance standards are essentially the same as rubrics. Rubrics describe what student work must consist of to get a certain score. Rubrics or performance standards list one of the characteristics of student work . Performance standards can just distinguish between two categories of performance (meets the standard, does not meet it) or can categorize different levels of achievement (i.e. basic, proficient, outstanding).

The need for standards. Why?

Clarifying expectations for the expected results and performance. They help educators plan and carry out instruction and assessment Provide a clear focus Being a tool for accountability and quality assurance. Promoting equity :every student can achieve high results Ensure quality instruction through professional development Provide guidance for teachers Provide common criteria to assess learning and professional performance. Standards are useful to establish a criteria for selection, for certification and for recognition of high levels of performance Teachers and Standards Before teachers begin to teach students, they must answer the following questions: What standard(s) are being addressed? What type or format of assessment will be used? Will students have to write a report? Answer multiple-choice questions? Do a project? Respond to a short scenario? Give an oral report? What are the specific skills/knowledge students will have to include in their response to demonstrate that they have learned the standard? Standards-based education does not mean that teachers must abandon current classroom projects and lessons. Much of the good presently done in classrooms is indeed appropriate and should be retained and enhanced. However, what is done must be aligned to specific standards. Many standards may influence development
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of a unit, but only those to be assessed through the unit should be identified. Identifying only the standards to be assessed limits the unit to a reasonable number of standards. Standards samples Primary stage grade five Listening - Listen to the lesson story and read while tracking print . - Listen for specific information ( aural comprehension skills ) - Listen for detailed information in order to complete sentences Speaking - Perform a question and answer dialogue. - Talk about oneself and others. Reading - Read to comprehend meaning of new words in a text. - Read to answer questions about a given text. Writing - Reorder sentences to form meaningful story /event. - Use nouns, verbs, pronouns, adjectives and adverbs in writing Intermediate stage grade eight Speaking - use the vocabulary , structures and grammar of spoken standard English and be able to use them fluently and accurately Writing - use the writing process to produce well organized composition of different modes and functions

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 Secondary stage grade ten Speaking - use the vocabulary, structures and grammar of standard spoken English and be able to use them fluently and accurately and with increasing assurance. Writing - complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage

Levels of Achievement The most crucial part of communicating student learning is to ensure a shared understanding between the current teacher, the student, parent, and the future teacher receiving the information. Assessment, evaluation and communication of student achievement and growth are essential parts of the teaching and learning process. (Western and Northern Canadian Protocol for Collaboration in Education, 2006: viii). Effective communication lets the student, parent and educators know the grade level of achievement the student has demonstrated and informs next steps in the students learning. (see for example, Stiggins, 2001). See attached tables with samples of standards from grade 5 and the levels of achievement which should accompany any approved standards set by educationalists. References:
* the International Board of Standards for Training, Performance and Instruction *Linda Darling-Hammond is the Charles E. Ducommun Professor of Education at the Stanford University School of Education

*the ELT National Curriculum Statement

*Standards for the English language and Arts. NATIONAL COUNCIL OF TEACHERS OF ENGLISH 1111 W. Kenyon Road, Urbana, Illinois 61801-1096

Read more: http://www.answers.com/topic/cut-off-score#ixzz2HLoSN8Yy

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1) Listening Competencies

I. General Competencies: 1. Learners develop applying skills and strategies for listening to information in a variety of situations communicated from a variety of sources and speakers for specific purposes.

II. Specific competencies:

1.1 Learners will listen attentively to gain, comprehend, interpret and communicate information. 1.2 Learners will listen and respond to instructions to finish a variety of tasks. 1.3 Learners will apply skills and strategies of the process of listening to build up comprehension to listened-to-text.

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DESCRIPTORS FOR MEASURING THE STANDARDS: EXAMPLE English Language

III-Standards STANDARDIZING
Achievement standards by the end of grade 5

MEASURING

1 English Listening Learners will listen attentively to gain, comprehend, interpret and communicate information applying skills and strategies for listening to information in a variety of situations communicated from a variety of sources and speakers to (a) respond to instructions (b) finish a variety of tasks (c) fluently ( d) accurately (e) in not more than 5minutes
The student is unable to demonstate an understanding of ideas and cannot use the language of the oral text to communicate information

Levels of achievement 3

The student Demonstrates limited ability to develople, explain and communicate information and interpretations of oral texts with limited fluency and accuracy needing more than 7 minutes

The student Demonstrates some abilities to comprehend, interpret and communicate and respond to information and instructions and finidshes tasks with acceptable accuracy anf fluency within 6 minutes

The student listens attentively The student to gain, Demonstrates comprehend, undertanding of interpret and ideas, communicate interpretations information and can applying skills communicate and and strategies for listening to respond to information in a information and variety of instructions situations applying communicated acceptable from a variety of listening sources and speakers & startegies both responds to fluently and instructions & accurately in finish a variety of more than 5 tasks fluently & minutes accurately in not more than 5minutes
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2) Speaking Competencies

I. General Competencies: 1 Learners speak clearly, confidently, fluently and accurately on a variety of topics, in a variety of situations for different audiences and purposes

II. Specific competencies:

1.1 Learners will use different voice level, phrasing and intonation when speaking in a variety of situations 1.2 Learners will learn through speaking vocabulary, structures and grammar of spoken standard English and be able to use them fluently and accurately 1.3 Learners will share ideas and participate in group discussions to offer information, to clarify ideas and support a position.

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DESCRIPTORS FOR MEASURING THE STANDARDS: EXAMPLE English Language

III-Standards STANDARDIZING
Achievement standards by the end of grade 5

MEASURING

Levels of achievement 3

English

Speaking: Use appropriate vocabulary to describe objects, people and places.

The student describes with great difficuluy an object, a person or a place

The student describes with difficuluy an object, a person or a place

The student describes with some difficuluy an object, a person or a place

The student describes an object, a person or a place fluently and accurately to some extent. * in about 7 sentences * using correct intonation and sound pronunciation. * using speaking strategies learned from grades 1- 5 * in not more than 4 minutes.

The student describes an object, a person or a place fluently and accurately

*in about 7 sentences * neglecting intonation and pronunciation rules. * neglecting speaking strategies learned from grades 1- 5 * in more than 6 minutes.

* in about 7 sentences * in about 7 sentences * neglecting intonation and pronunciation rules. * using intonation and pronunciation to some extent . * using speaking strategies learned from grades 1- 5 * in about 5 minutes.

*in about 7 sentences * using correct intonation and sound pronunciation. * using speaking strategies learned from grades 1- 5 * in less than 3 minutes.

* neglecting speaking strategies learned from grades 1- 5 * in more than 5 minutes.

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3) Reading Competencies

I. General Competencies: 1. Learners read with fluency and accuracy a range of texts, fiction and non- fiction, applying various reading skills and strategies when reading for information, comprehension, interpretation, analysis and evaluation. II. Specific competencies: 1.1 Learners will use phonological and phonemic awareness to read with fluency and accuracy. 1.2Learners show ability to understand how grammatical features of the English language affect meaning. 1.3 Learners use word analysis and vocabulary skills to increase reading comprehension and fluency. 1.4 Learners use skills and strategies of the reading process to comprehend a variety of fiction and non-fiction grade level texts.

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III.STANDARDS
STANDARDIZING Achievement standards by the end of grade 5 ENGLISH 1.1.1. 1.1.2. D1 The student reads with great difficulty a simple text ; about a)about 7 lines b) about certain topic from the text book c)not using any reading stretgies learned in previous grades , with no concentration d)in more than 6 Minutes D2 The student reads with difficulty an information text(e.g.simple text (a) about 7 lines (b) about a certain topic from the text book (c) unable to use reading strategies learned from grades 1-5 ( d) in more than 5 minutes D3 The student reads with some difficulty an information text(e.g.explanation, instructions, ) (a)about 7 lines (b) about a certain topic from the text book (c) using some of the reading strategies learned from grades 1-5 ( d) in about 5 minutes D4 The student reads accurately to some extent an information text(e.g.explanation, instructions, and process narrative) (a)about 7 lines (b) about a certain topic from the text book (c) using reading strategies learned from grades 1-5 ( d) in not more than 4 minutes D5: The student fluently and accurately reads an information text(e.g.explanation, nsitructions, and process narrative) (a)about 7 lines (b) about a certain topic from the text book and other texts (c) using reading strategies learned from grades 1-5 ( d) in less than 3 minutes 1 2 3

MEASURING
Levels of achievement 4 5

Reading : read information texts (e.g.observation reports explanation, instructions, and process narrative) (a) about 7 lines (b) about a certain topic from the text book (c) using reading strategies learned in grades 1-5 ( d) in not more than 3 minutes

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4)Writing Competencies

I. General Competencies: 1. learners communicate in clear and appropriate written English for a variety of purposes and audiences , producing various written forms and genres. II. Specific competencies: 1.1 learners practice developing a legible style of writing including writing in cursive. 1.2 Learners learn to use a variety of spelling strategies in order to spell words individually and in context. 1.3 Learners complete writing tasks to demonstrate understanding and correct use of various language structures, punctuation and word usage. 1.4 Learners practice using basic interpretive, analytical, critical and problem- solving skills to finish a variety of writing modes: expressive, expository, functional, persuasive and research-based..etc.. 1.5 Learners use the writing process to produce well-organized composition of different modes and functions.

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DESCRIPTORS FOR MEASURING THE STANDARDS: EXAMPLE English Language

III-Standards STANDARDIZING
Achievement standards by the end of grade 5

MEASURING

Levels of achievement 3

English Writing
1) write short paragraphs a) of about 5 meaningful correct sentences b) about certain simple topics c) with the help of guide words and picture prompts d) using some conjunctions ( but , and , or) correctly e) applying suitable punctuation marks ( capital letters , full stops and commas ) f) using simple tenses correctly g) in not more than 10 minutes The Student is unable to write short paragraphs
a)the sentences are meaningless with lots of mistakes b)doesnt understand the topic c)not able to use the guide words and picture prompts properly d)using no conjunctions e)not applying any of the punctuation marks f)not using any of the simple tenses g)in more than 20 minutes

The student with limited ability writes short paragraphs

a)of about 5 sentences with many mistakes b)about certain topics c)with the help of guide words and picture prompts d)using one conjunction and e)applying two of the punctuation marks capital letters , full stops f)using one simple tense present g)in more than 17 minutes

The student writes short paragraphs

a)of about 5 meaningful sentences with some mistakes b)about certain topics c)with the help of guide words and picture prompts d)using few conjunctions( but , and ) e)applying few punctuation marks capital letters ,( full stops ) f)using some simple tenses g)in not more than 15 minutes

The student accurately writes short paragraphs

a)of about 5 meaningful correct sentences with a few mistakes b)about certain topics c)with the help of guide words and picture prompts properly d)using conjunctions (but , and , or) e)applying some rules of punctuation marks( capital letters , full stops) f)using some of the simple tenses g)in not more than 13 minutes

The student accurately writes short paragraphs

a)of about 5 meaningful correct sentences with no mistakes b)about certain topics c)with the help of guide words and picture prompts properly d)using conjunctions (but , and , or) e)applying suitable rules of punctuation marks ( capital letters , full stops and commas) f)using simple tenses correctly g)in not more than 10 minutes

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Sample Table

National Curriculum
General Competences/strands 1 II. listening 2 1. A range of language realities 1.1 Specific Competences/ Sub-strands 3 ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Examples of Learning activities 4 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Curriculum standards

1.2

1.3

1.4

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General Competences / strands 1 listening 2

Specific Competences/ Sub-strands 3

Examples of Learning activities 4

Curriculum standards

2. A range of operations 2.1. ..

3. A range of personal responses 3.1

..
4. 4. A range of connections
- Math : - Music : - Science :

- Social studies : Religion:

3.1.2 Learning content 1) 2_

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