Zdenka Marinic
Context
Slovenia, a newly eastablished state 'on the sunny side of the Alps',
has been trying very hard to improve the schooling system throughout the
stormy periods of its existence.
Gathering years of working experience as a primary EFL teacher I had
to face a number of changes. Systems change, but there is one thing remaining
at all times - the question Can I do any better? Self-assessment
is an integral part of any professional's career, a teacher's in particular.
The main focus of this case study is to highlight the turning point of
Slovenia's quality assurance system in primary language education.
Background
In Slovenia primary schooling, which coincides with compulsory education,
is run by the state. The Ministry of Education, the highest authority,
provides for financial and legal aspects and The Board of Education provides
for all monitoring, supervising and consulting aspects.
There are only a few private schools, mainly in the field of language
teaching/learning.
In the past quality of education was assured externally by means of state
supervision and inspection.
Current Position
In recent years, however, Slovenia is undergoing some major curricular
changes in the field of compulsory education. The Primary Education Act
implemented in 1996 has introduced a new 9-year model for primary schools.
The main reasons for the reform are:
- providing a more systematic education for all children,
- avoiding the student work overload which is the main problem of the
8-year primary school and
- providing equal opportunities for all students by taking into account
their individual preferred learning styles and pace of progression.
Organizational and Curriculum Changes
The reform has brought about some content and organizational changes.
The main feature of the new primary school model is segmenting primary
education into triads. In the last triad the instruction of the three
subjects (mathematics, mother tongue and first foreign language) is carried
out according to the principles of flexible and external differentiation.
The model is called 'setting' whereby students are assigned to designated
level groups/homogeneous groups. Differentiation is introduced gradually,
which means that in the 7th form only part (up to 25%) of teaching/learning
time takes place in homogeneous groups of students (flexible differentiation).
The main objective of these lessons is the consolidation of the materials
taught in students' home classes (mixed-ability groups) - basic instruction.
In the last two forms (8th and 9th) the instruction of the three subjects
is carried out exclusively in homogeneous groups of students.
Assigning Students to Learning Groups
Students are grouped on the basis of their previous achievement in each
of individual subjects regardless of their results attained in other subjects.
The procedure of assigning students to groups begins at the end of the
second triad. Teachers advise students which group to choose, students
are asked to assess their results critically and, in the light of the
results, pick the group they see most suitable to meet their needs. In
the first place students and teachers try to come to an agreement. And
finally, students' parents are invited to discuss the issue with their
children and teachers in order to reach a final decision as to the grouping
of their children.
There are three levels of grouping:
- the basic (lower) level group
- the middle and
- the higher level group.
Students whose results in the previous years proved to be barely satisfactory
or unsatisfactory at times are advised to pick the lower group.
Students whose results were mainly average are advised to pick the middle
group and students whose results were above average are advised to pick
the higher group.
Teaching Strategies
It is the methods and teaching strategies that differ in respect of the
level groups, not the materials taught. All students are taught the same
materials and get familiar with all compulsory (as prescribed by the syllabus)
materials/structures, only in different ways.
The grouping of students is by no means unchangeable. Students can transfer
from one level group to another (in both directions) on the basis of their
achievement. The school year is divided into three terms and any transfers
are usually done at the end of the term.
All teachers must be familiar with the syllabus. They should work together
planning the lessons, devising tests, setting criteria for oral and written
tests.
Foreign Language Learning
Most Slovenian primary school children learn English and a smaller
number of them learn German as their first foreign language. According
to the English Language Syllabus:
For Slovenian learners, English is a foreign language. In primary
school learners start studying English as a part of the compulsory programme
(first foreign language) in the second triad, i.e. in the fourth form
(at the age of 9), or as one of the compulsory elective subjects (second
foreign language) in the third triad, i.e. in the seventh form (at the
age of 12) if they studied another foreign language in the second triad
as a part of the compulsory programme.
When learning English, learners:
- get acquainted with different ways of communication and a language
as a means of communication,
- develop self-awareness and the awareness of being members of social,
national/ethnical and international community and develop and strengthen
their own cultural values,
- recognize and become aware of the differences between people, social
and national groups, values and attitudes and learn to respect and appreciate
diversity,
- learn that English is a means of international communication and
recognize themselves as learners and language users,
- broaden their communicative competence across mother tongue borders
and in the intercultural environment,
- set and establish personal learning goals, recognize and evaluate
their own achievements and strive for improvement,
- develop basic cultural and educational values.
Assessment and Evaluation
Student achievement/progress is assessed in writing and speaking. In
the last two forms students' achievement is marked inside their level
groups in terms of points (1-10).
Teams of teachers in individual schools work together and evaluate their
work in the light of feedback from colleagues, students and students'
parents and thus get involved in a never-ending cycle of planning - trying
out - and reflecting in the light of feedback and in re-planning their
work.
Introducing Internal Quality Assurance
This is where the most significant change occurs. Instead of external
quality assurance via supervision and inspection on the part of state
authorities, an internal one is being introduced whereby teachers themselves
set their own standards and criteria to comply with. The role of state
inspectors has changed to being one of consultants.
In the broader context, at national level, self-assessment of language
teachers is encouraged by the newly introduced national primary school
leaving examination. At the end of the first two triads students have
to take an internal examination in mathematics and mother tongue, while
at the end of the last triad they take an external school leaving examination
in the same two subjects plus one more subject they choose themselves,
English is quite frequently chosen. We can speculate about the reasons.
However, one of possible reasons is that students feel there is no extra
learning required as is the case with other subjects.
The outline of the examination is set by the National Committee responsible
for administering the primary school leaving exams. It contains a written
and an oral part in order to measure students' performance in terms of
all four skills.
The examination has a significant feedback effect on teaching practice.
All tasks are tried out before they are included in the exam, which enables
the national team of testers to reflect on their work in the light of
feedback from teachers and students.
The primary school leaving examination is the students' 'ticket' to enrol
to a higher level of education and a stimulus to encourage quality teaching
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