The continuum is not an evaluation tool. Rather, it serves as an indicator of how teachers can move forward in the teaching for transfer practices, with their language teaching partner, and in class with their students.
Continuum for teaching for transfer
Rubrics are linear tools specific to each cycle, used to assess achievement at a certain point in time, based on several specific criteria.
An evaluation / summative tool used to measure an expected outcome;
Descriptors reflect a range of abilities from poor to proficient.
This continuum serves as an indicator of how teachers can move forward in the teaching for transfer practices, with their language teaching partner, and in class with their students.
A contiuum is for self-assessment.
Descriptors are companied by ideas to help move forward.
Both continua and rubrics are tools that can be used for planning, implementing, reflecting and assessing.
Teachers need to know that:
Teaching for transfer is not intuitive; teachers achieve mastery is through professional development, trying out practices in the classroom, mentoring, and reflective experience;
All teachers, even those that are experienced, start as beginners on the transfer of learning continuum. If a teacher is new to teaching for the transfer of learning, s/he will need to develop the skills and experience that this requires;
Continuum categories are porous; a teacher may be in different levels of development for different areas. For example, a teacher may be in Level 3 for Activating Background Knowledge but still in Level 1 for Reflecting on Language Learning.
A teacher may achieve a higher level of mastery with teaching the writing process but be less experienced when modelling a thinkaloud for students while reading a story.
The continuum is recursive; it needs to be revisited and reconsidered as you progress. (last two points need to be tied together with clear example—although this is also already done below)