View related sites
Cambridge Assessment English
Why choose us?
Exams and tests
You are here:
This category looks at your ability to plan and manage language learning, make effective use of learning resources, understand teaching language systems and skills, and assess learning.
In this video Assunta, a teacher in Italy, explains why she places herself between the Developing and Proficient stages in the Teaching, learning and assessment category of the Cambridge English Teaching Framework.
Below is what teachers can do in this category at each of the four stages of the Cambridge English Teaching Framework and suggestions on how to develop further.
Nadja is in her first year of teaching at a private language school, teaching groups of teenagers and young adults.
She structures her lessons around the Presentation, Practice, Production (PPP) format that she learned about on her CELTA course. She feels most confident when following her lesson plans and using previously prepared materials.
She uses her school’s electronic whiteboards, but she is concerned about how she’d cope if the technology let her down. She is also aware that her students engage a lot with social media and would like to find ways to use this as a resource in her teaching.
She has just started preparing one class for Cambridge English: Preliminary (PET), which is her first experience of preparing students for formal exams. A recent exam practice test she gave the class revealed some key areas of weakness in reading and listening. She is planning revision lessons to deal with these problem areas and, on the advice of a colleague, she has accessed some free web resources to use with her learners.
Achieve a qualification
Enrol on a course
Kofi has been an English as a Foreign Language (EFL) teacher in a state university for three years, and teaches 20 hours per week.
His main interest area is teaching with technology and he has begun experimenting with digital resources in the classroom, recently using a series of podcasts and vodcasts with his learners to improve their listening skills. He gives his students digital homework assignments that use free online tools and gets them to save their work in e-portfolios. He encourages his students to set up class Facebook pages to communicate with each other outside the classroom.
He enjoys the challenge of teaching different levels of classes, but would like to find ways of giving more personalised feedback to his learners. He feels his lessons are sometimes too teacher centred, so he would like to work on handing things over to his learners more. He uses assessment procedures and tests to check how much his students have learned, as well as mid-term and end-of-term tests, but believes that technology could be used more to help track students’ progress and to save administrative time for teachers.
Paula has been teaching young learners for 11 years and has recently been made the English language co-ordinator at a private primary school.
As well as selecting materials for the school year, she observes teachers and delivers training courses based on the needs she has identified through her lesson observations. She regularly covers classes for absent teachers, making use of her teaching experience to adapt other teachers’ lesson plans to suit the differing needs of the learners, and thinking on her feet to plan lessons quickly.
She oversees the administration of mid-term and end-of-term tests, helping teachers to plan follow-up and remedial lessons based on their learners’ individual results.
Lisa is the Academic Director of a chain of successful private language schools, which offer general, business and academic programmes and preparation classes for Cambridge English exams.
To maintain high academic standards within the schools, she organises monthly teacher training seminars for all staff and sponsors some teachers through further teaching qualifications such as Delta.
She would like to encourage more learning-oriented assessment, and to integrate assessment more with classroom learning, because she is concerned that her school currently focuses too much on end-of-course results and formal exams. She has set up a system of peer observations among teachers, helping them to reflect on and adapt their teaching to suit the strengths and weaknesses of individual learners. She has also run a series of workshops on designing tests and assessment procedures and ways of giving clear and useful feedback to learners.
Lisa has set up a centrally managed, self-access website for learners which directs them to a range of digital resources that they can use outside the classroom. She is hoping to offer distance learning programmes in the future, to retain links with students who have moved on.
Download the Cambridge English Teaching Framework – Competency statements (PDF)
Download the Cambridge English Teaching Framework – Framework components (PDF)