1. CLB and CEFR
Informed Creation of
Learning Outcomes
Michael Burri, British Columbia Institute of Technology
TESL Canada Conference
Kamloops BC
Thursday, October 11, 2012

2.  International
Student Entry Program (EAP
program)
 7 levels
 7-week terms
 200-250 students
 20-25 instructors
 4 skills
 Direct entry into BCIT
Program Background

3.  The
mission of the ISEP is to prepare
students for academic success in BCIT
programs through teaching excellence and
the development of critical thinking,
cross-cultural awareness, and language
proficiency.
Mission Statement

4.  To meet student needs effectively
 Beuster & Graupensperger (2007). A collaborative
curriculum change: teaming with challenges
 Project
1.
2.
3.
4.
5.
phases:
Conduct needs analysis (interviews)
Refine ISEP mission statement
Design learning outcomes
Create grammar teaching guidelines
Design rubrics
Curriculum Renewal Project
(2009)

5.  Based
on skills & attitudes needed in
regular BCIT programs
 CLB: work/settlement context – informed
lower levels
 CEFR: academic skills – informed higher
levels
 Top-down design (i.e. designed level 6
first)
 Informed by (1) needs analysis data, (2)
CLB, and (3) CEFR
Designing ISEP Learning
Outcomes

6. ISEP Levels
CLB
CEFR
Foundations
1-2
A1 / A2-
100
3
A2
200
4
B1- / A2+
300
5
B1+
400
6-7
B2-
500
7-8
B2+
600
8-9
C1
ISEP – CLB – CEFR Comparison
Chart

7. By the end of the course, students can:
 Give a clear, detailed, formal, 20-minute
presentation, supported by PowerPoint, on a
business/technology-related research topic; integrating subthemes, organisational patterns, cohesive devices, and an
appropriate conclusion
 Design and carry out a survey followed by data analysis to be
included in formal presentation
 Actively and confidently participate in seminar
discussions, negotiations and debates, even on
abstract, complex, and unfamiliar topics
 Synthesize information and formulate questions and comments in
debates, informal presentations and formal presentations
 Maintain a relatively high degree of grammatical
accuracy, self-monitor speech, with near-native discourse fluency
 Vary prosodic elements (rhythm, intonation, focal stress)
correctly to express meaning, and use linking and reduction
with some success
 Use concrete, idiomatic and conceptual language
Level 600 Speaking

8. By the end of the course, students can:
 Give a short, rehearsed 2-3 minute presentation about a place they visit on a tour of
the neighbourhood/area around BCIT
 Ask and answer simple questions (in complete sentences) and respond to simple
statements in an interview
 Give a simple description of people, family, places, objects, educational
background, working conditions, daily routines, likes/dislikes, future
needs, wants and plans, and feelings as a short series of simple phrases and
sentences linked into a list
 Link groups of words with simple connectors such as and, but, because, then to
narrate a short story or to describe something in a simple list of points
 Express and respond to simple formal and informal
requests, apologies, caution, warnings, and commands
 Initiate, maintain, and close short and simple face-to-face social exchanges
on familiar and routine matters
 Use everyday polite forms of
greeting, address, farewell, invitation, apology, and basic
agreement/disagreement
 Use simple grammatical structures correctly
 Use phrases and gestures to clarify what speaker is saying
 Produce vowels, consonants, word stress, word endings, and intonation in questions
intelligibly; apply dictionary skills to correct some basic pronunciation problems
Level 100 Speaking

9. 2
frameworks complement each other
 Combining social/professional aspects with
academic skills
 Level and skills specific learning outcomes
 Meeting learners needs
 Can do statements drive assessment
Benefits

10.  Development
was time-consuming
 Space required
 Colleagues’ assistance was essential
 Student needs continue to evolve
 Revisions needed
 Research required: e.g. tracking of former
ISEP students
Challenges