Miss Edita is an English teacher of COsmito School and Penco's School in Penco Concepcion. She's been teaching there for 24 years. Miss Editha gives classes to 5th grade to 8th, she has at least 140 students. In addition she really loves to be teacher not even for her students also for her future teacher than are helping and observing her as me.
Miss Editha wakes up at 6:30 in the morning and arrives to school at 8 o’clock. Classes start at 8:10 in the morning everyday. She works 40 hours a week teaching English, even though this years she is little tired and stressed so she want to be replace. however, she said that she wants to feels selft confident that good teacher are appearing before to leave her children.
In other hand, Miss Edita generally plans her lessons weekly or day by day in this case because as said before almost all the time the students are being taugtH behaviour and call the attention. The school is not in its best moment so in generally all the teacher are having problem with teaching and make the planning work.
At this time for Miss Editha is a big problem because she knows that she is not achieving the objetives that are being propose for MINEDUC. She made the best as she can, creating didactive class with listening and writing english taks, where the assess is class to class the students donnot have test.
miércoles, 4 de julio de 2007
how are the skills of listening and speaking developed
Generally in the 8th grade have a good development of listening and speaking skill because since 5 grade they have been practicing these skill in English, in order to understand what they have learnt and how to use this second language.
to reforce reading activities with listening and speaking tasks help the students to manage in better way what they are learning. Nowadays exists different ways annd form to develop listening skill, one of them, is the Tics such a computer programs, radio and music, throught music the students get engage and enjoy the language.
I realized that speaking tasks are more complcated than listening tasks because the students don't want to be exposed in front of the class, participate in activity or speak english in public, they are afraid to make language mistakes and don't feel self confident about their pronunciation. In fact, this part is their weakness, but if they will get a mark about a report, always the results were good.
In conclusion, integrate these skill in one activities during the class is the way to reforce in the students the adquisition of this second language in a active form.
to reforce reading activities with listening and speaking tasks help the students to manage in better way what they are learning. Nowadays exists different ways annd form to develop listening skill, one of them, is the Tics such a computer programs, radio and music, throught music the students get engage and enjoy the language.
I realized that speaking tasks are more complcated than listening tasks because the students don't want to be exposed in front of the class, participate in activity or speak english in public, they are afraid to make language mistakes and don't feel self confident about their pronunciation. In fact, this part is their weakness, but if they will get a mark about a report, always the results were good.
In conclusion, integrate these skill in one activities during the class is the way to reforce in the students the adquisition of this second language in a active form.
Reflection of My Listening Microteaching
first of all, I would like to start by saying that I am not nervious and I felt self confident about my microteaching because I knew the student very well, also because Miss Editha helped before to start with the listening activity, in adittion it was a activity which belong to the 5th book from mineduc. Miss Editha and me made a deal that my microteaching it will be a part of the normal classroom, then she will evaluate the students at the end of the class as always.
Pre ---------------> Engage motivation ( Do you Know the numbers ?)
instructions ( first, open you book page 18,
then listening the story twise)
While ------------> Study exercices (The students work with the book and
compare with the partner
Activity unit 2 page 18 “the number”
complete the dialogue
Post -------------> Activite assess(spelling numbers on the black board)
And listening a song with spelling numbers)
This represent in brief what I did in my microteaching. the steps I followed that we already saw in class. Taking in consideration them in everymoment when I was doing the activity, I felt self confident and I mage well, the sudents were interested in the activity, they worked and understood and I realized that they are good at listening and spelling words.
I think that in this terms I can take advantages of this and practicing more with them, thay are going to enjoy and learn and ask for more.
Pre ---------------> Engage motivation ( Do you Know the numbers ?)
instructions ( first, open you book page 18,
then listening the story twise)
While ------------> Study exercices (The students work with the book and
compare with the partner
Activity unit 2 page 18 “the number”
complete the dialogue
Post -------------> Activite assess(spelling numbers on the black board)
And listening a song with spelling numbers)
This represent in brief what I did in my microteaching. the steps I followed that we already saw in class. Taking in consideration them in everymoment when I was doing the activity, I felt self confident and I mage well, the sudents were interested in the activity, they worked and understood and I realized that they are good at listening and spelling words.
I think that in this terms I can take advantages of this and practicing more with them, thay are going to enjoy and learn and ask for more.
martes, 3 de julio de 2007
lunes, 2 de julio de 2007
Students Behaviour
Sometimes the students make some noise and have bad mood and behaviour, can you see?
domingo, 1 de julio de 2007
Resume Chapter 1, 6,7,9 and concepts
CHAPTER 1
TESTING, ASSESSING, AND TEACHING
• Tests can be a positive experience, they can build a person´s confidence and become learning experiences. They can bring out the best in students.
WHAT IS A TEST?
• A test is a method of measuring a person´s ability, knowledge or performance in a given domain.
Method: it is an instrument that requires performance on the test-taker.
It Measures general abilities as well as specific knowledge of the test-taker.
It measures a given domain.
ASSESSMENT AND TEACHING
• Teachers TEACH a certain aspect of a given domain of English Language (for instance). During this time the teacher gives the students opportunity of practicing, listen, take risks, set goals and process feedback. Within this process the teacher is constantly, formally and informally ASSESSING his and her students, sometimes even in an unconscious way. Whenever a student responds to a question or offers a comment or uses a new word, the teacher subconsciously makes an assessment of the pupil´s performance. This can be done during clases or outside of the classroom, whenever the teacher and student interact.
• And finally, in order for teachers to measure his or her student´s development on language learning, they give TESTS to the students, which are a subset of assessment.
Informal Assessments: incidental, unplanned comment and responses along with coaching and other impromptu feedback to the student (e.g. marginal comments on papers).
Formal Assessments : systematic, planned sampling techniques constructed to give teacher and student an apraisal of student achievement (e.g. tests).
Formative Assessment: evaluating students in the process of forming their competences and skills with the goal of helping them continue that growth process.
Summative Assessment: occurs at the end of a course or unit of a course or unit of instruction. It aims to measure, or summarize, what a student has grasped.
Norm-Referenced Tests: place the test-taker along a mathematical continuum in rank order. They have predetermined responses. Their primary concern are money and eficiency.
Criterion-Referenced Tests: are designed to give test-takers feedback, usually in the form of grades. They intend to deliver the test-taker useful, appropiate feedback. Those tests which involve the students in only one class, connected to a curriculum, are typical of criterion-referenced testing.
APPROACHES TO LANGUAGE TESTING: A BRIEF HISTORY
• 1950´s contrast between two languages
• 1960´s and 1980´s communicative theories of language
• Nowadays the quest is for more authentic, valid instruments that simulate real world interaction.
Discrete-Point Testing: are constructed on the assumption that language can be broken down into its component parts (listening, speaking, reading, and writing, and various units of language of phonology, morphology, lexicon, etc.)
Integrative Testing: communicative competence is so global that requires such integration. Two types of tests: CLOZE tests (reading passage, every 6th or 7th word deleted. They measure overall proficiency) and DICTATIONS (learners listen to a passage of 100 or 150 words, and write what they hear, using correct spelling.) These tests give information about the candidate´s linguistic competence.
Communicative Language Testing
• By the mid 80´s a need for correspondance between language test performance and language use appeared: Quest for Authenticity. It also appeared the importance of strategic competence (the ability to employ communicative strategies to compensate for breakdowns as well as to enhance the retorical effect of utterances)
• Performance-Based Assessment of language tipically involves oral production, written production, open-ended responses, integrated performance, group performance, and other interactive tasks. Eventhough such assessment is time-consuming and therefore expensive, higher content validity is achieved because learners are measured in the process of performing the targeted linguistic acts. Many (but not all)of these assessments include interactive tasks. Students are measured in the act of speaking, requesting, responding, or in combining listening and speaking, and in integrating reading and writing. If care is taken, tasks can approach the authenticity of real-life language use.
CURRENT ISSUES IN CLASSROOM TESTING
• Three issues:
1.- New Views on Intelligence
2.- Traditional and "Alternative" Assessment
3.- Computer-Based Testing
1.- New Views on Intelligence
• Gardner (1983, 1999): 7 components of intelligence (linguistic, logical-mathematical, spacial, musical, bodily-kinesthetic, interpersonal, and intrapersonal)
• Sternberg (1988, 1997): creative thinking and manipulative strategies = part of intelligence. Smartness is found in those who are able to manipulate other people.
• Goleman (1995): "EQ" Emotional Quocient. Those who manage their emotions tend to be more capable of fully intelligent processing.
Sense of both freedom and responsibility for tests designers.
2.- Traditional and "Alternative" Assessment
• The following concepts represent some overgeneralizations and should be considered with caution.
• considerably more time and higher budgets are required for more subjective evaluation, more individualization, and more interaction in the process of offering feedback.
Traditional Assessment Alternative Assessment
One-shot, standardized exams Continuous, long term assessment
Timed, multiple-choice format Untimed, free-response format
Decontextualizaed test items Contextualized communicative tasks
Scores suffice for feedback Individualized feedback and washback
Norm-referenced scores Criterion-referenced scores
Focus on the "right" answer Open-ended, creative answers
Summative Formative
Oriented to product Oriented to process
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
3.- Computer-Based Testing
• Students receive prompts in the form of spoken or written stimuli from the computerized test and are required to type or speak their responses.
• One of these tests is the computer-adaptive test (CAT), in which the computer is programmed to continuously adjust to find questions of appropriate level for the test-taker.
ADVANTAGES DISADVANTAGES
• Classroom-based testing. • Lack of security and the possibility of cheating in unsupervised computerized tests.
• Self directed testing on various aspects of a language (one or all of the skills, vocabulary, grammar, etc.) • Unofficial websites may be mistaken for validated assessments.
• practice for upcoming high-stakes standardized tests. • The multiple choice format contains the usual potencial for flawed item design.
• Some individualization, in the case of CATs. • Open-ended responses are less likely to appear, because of the need for human scorers.
• They can be administered to thousands of students, at many different stations, and scored electronically for rapid reporting results. • The human interactive element is absent (especially in oral production).
CHAPTER 6 Concepts Assessing Listening
Listening: It is one of the Receptive skills where the listener should attend fully and be active in constructing the meaning of what they hear. It helps if they have a particular purpose in listening.
Observation: Been able to see or hear the performance of the learner.
Triangulation: Consider at least two or more performances or context
before drawing a conclusion, because we have to consider
the fallibility of the results of a single performance.
Intensive Listening: It includes just the perception of the components of a larger stretch of languages such as phonemes, words,intonation, discourse markers, etc.
Responsive Listening: It is short piece of spoken language in order to
make an equally short response, for instance: a greeting, question, command, comprehension check,etc.
Selective Listening: It has to do with processing stretches of discourse for several minutes in order to scan certain information.(short monologues)
You have to able to comprehend designated information of longer stretches.
Extensive Listening: Listening massive amounts of texts, it needs a global understanding, it is more general and it includes making inferences as well.
Interactive skills: Ensure and help you to understand the messages of the spoken language, some of them are note-taking questioning and discussion.
Microskills: Attends to the smaller bits and chunks of language in more of a bottom-up process.
Macroskills: Focusing on the larger elements involved in a top-down approach to listening task.
Clustering:How you divide the pieces of spoken language in order to focus students's atention just in chunks,phrases,clauses,etc.
Redundancy: Recognizing the repetitions, rephrasing, elaborations and insertions in the spoken language.
Performance Variables: Being able to remove or recognize hesitations, false starts, pauses and corrections in natural speech.
Rate of Delivery: Follow the same speed of delivery, processing automatically as the speaker continues.
Paraphrase Recognition: You have to identify the same message that you listened but with different words related to several alternatives.
Listening Cloze: The test-taker listens to a piece of spoken language and simultaneously read the written text in which some words have been deleted.
Information Transfer: Students have to choose the correct picture according to what they hear. They have to transfer the information to a visual representation.
Map-marking: It is a type of task in which test-takers must process around 250 words of colloquial language in order to complete the tasks of identifying names, positions, and directions in a car accident scenario on a city street.
Sentence repetition: The test-taker must retain a stretch of language and then reproduced it, responding with an oral repetition.
PhonePass: It's a test that relies largely on sentence repetition to assess both oral production and listening comprehension.
Dictation: Test-taker hears a passage, typically of 50 to 100 words recited three times.
Burst: It's the length of the word group.
Communicative Stimulus-response: A genre of assessment task in which the test-taker is presented with a stimulus monologue or conversation and then is asked to answer a set of comprehension questions.
Field-independent skills: the ability to remember certain details from a conversation.
Inference: A process needed to respond during a listening comprehension task.
Note-taking:Students listening a piece of spoken language and then they have to fill the missing information,but before that they need to infer the answer.
Editing: It's an authentic task provides both a written and spoken stimulus, and requires the test-taker to listen for discrepancies.
Interpretive task: The objective of this task is extends the stimulus material to a longer stretch of discourse and forces the test-taker to infer a response.
Retelling: After test-taker listen to a story, news and retell it. Test–taker must identify the gist, main idea, purpose, supporting points and/or conclusion to show full comprehension.
Assessing Listening Chapter 6
listening is one of the receptive skills
Listening is often implied as a component of speaking.How could you speak a language without also listening? In addition the overly observable nature of speaking renders it more empirically measurable than listeningWe need to pay close attention to listening as a mode of performance for assessment in the classroomListening is acquired by knowing and doing and is evidenced by appropriate feedback or response.
Basic types of listening
Stages like recognizing speech sounds, determine the type of speech event, decodingand retaining relevant information represents a potential assessment objective:
1.-comprehending of surface structure elements (phonemes,words,etc.)
2.-undertanding of pragmatic context
3.-determinining meaning of auditory input
4.-developing the gist, a global or comprehensive understanding
These stages allow us to derive four commonly identified types of listening performances
Intensive: perception of the components of a larger stretch of languages, (phonemes, words, intonation, discourse markers, etc.)
Responsive: a short stretch of language in order to obtain a short response, (a greeting, question, command, comprehension check,etc)
Selective: listening for a purpose in order to get certain information
Extensive: a global understanding ,the main idea of .
Micro and macro skills of listening
Microskills: aim to the smaller bits and chunks of language in more of a bottom-up process.
Examples: _ discriminate among the distinctive sounds of English
_ retain chunks of language of different lengths in short-term memory
_ recognize English stress patterns,words in stressed and unstressed positions, rhythmic structure ,intonation and their role in signaling information
Macroskills: aim on the larger elements involved in a top-down approach to listening task.
Examples: _ recognize the communicative functions of utterances, according to situations,participants,goals
_ from events, ideas predict outcomes, infer links and connections,deduce causes and effects,detect the main idea…etc.
What makes listening difficult?
There are many aspects that make listening difficult.developing a sense of which aspects are predictably difficult will help you to assign or challenge your students appropriately,consider the following list of what make listening difficult:
Clustering: attending to appropriate chunks of languages phrases, clauses, constituents
Redundancy: to recognize the kinds of repetitions rephrasing elaborations and insertions that spoken language often contain
Reduce forms: understanding the reduce forms that haven’t been presented in formal learners textbooks
Performance variable: being able to remove hesitations,pauses,false starts and correction in natural speech
Colloquial language: comprehending idioms,slangs,reduced forms ,share cultural knowledge
Rate of delivery: processing automatically as the speaker continues
Stress rhythm and intonation: correctly understanding prosodic elements of spoken language
Interaction: managing of the interactive flow of language from listening to speaking to listening etc.
CHAPTER 7
ASSESSING SPEAKING
What is speaking?
It is one of the productive skills. Listening and speaking are almost closely interrelated. It is difficult to isolate oral production tasks that do not directly involve the interaction of aural comprehension. Most of speaking is the product of creative construction of linguistic strings.
The speaker makes choices:
Lexicon
Structure
Discourse
Scoring speaking: pronunciation, fluency, vocabulary use, grammar comprehensibility etc.
Types of speaking:
1.-Imitative: the ability to simply parrot back (imitative) phonetic level of oral production, prosodic, lexical, and grammatical properties of languages. Interested only in pronunciation
2. - Intensive: the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical phrasal, lexical or phonological relationship intonation, stress, rhythm, juncture.
3. - Responsive: interaction and test comprehension of short conversations. Simple request and comments.
4. - Interactive: it has the purpose of exchanging specific information or interpersonal exchanges.
5. - Extensive: (monologue) includes oral presentations and story telling. Language style is frequently more deliberative and formal for extensive tasks.
Micro and Macro Skills
The micro skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units.
The macro skills imply the speaker's focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options.
THERE ARE 3 IMPORTANTS ISSUES FOR DESIGNING TASKS:
1. - Involvement of the additional performance of aural comprehension, and possibly reading
2.- Your elicitation should prompt achieves its aims as closely as possible
3.- specify scoring procedures for a response
DESIGNING ASSESSMENT TASKS: IMITATIVE SPEAKING
Audio-lingual method: repeating of words, phrases, and sentences
Communicative language teaching: overemphasis on fluency can sometimes lead to the decline of accuracy in speech. Help learners be more comprehensible.
Word repetition task: a variation on such a task prompts test takers have to read aloud. scoring specifications must be clear in order to avoid reliability breakdowns.
Scoring scale for repetition tasks: acceptable pronunciation comprehensible, partially correct pronunciation silence, seriously incorrect pronunciation
Phonepass Test
Phonepass production tasks, a widely used among a number of speaking tasks on the test, repetition of sentences. The phonepass test elicits computer-assisted oral production over a telephone. Test-taker read aloud, repeat sentences, says words, and answer questions. Scores for the phonepass test are calculated by a computerized scoring template and reported back to the test-taker. Reading fluency, repeat accuracy, repeat fluency, and listening vocabulary. Scoring using speech-recognition technology becomes achievable and practical.
DESIGNING ASSESSMENT TASKS: INTENSIVE SPEAKING
Short stretches of discourse: No more than a sentence
Cued tasks: Narrow band of possibilities.
Limited response and mechanical tasks: Controlled responses.
Directed Response Tasks: is elicited a grammatical form or a transformation of the sentence. This required minimal processing of meaning, in order to produce a good grammatical output.
Read-Aloud Tasks: technique by selecting a passage that incorporates test specs. The scoring is easy because all of the test-taker’s oral production is controlled.
Sentence /Dialogue completion Tasks and Oral Questionnaires: To read a dialogue in which one speaker’s lines have been omitted. Test-takers have to give time to read the dialogue and to think about appropriate lines to fill in.
Picture-cued Tasks: Requires a description from the test-taker.
Translation: is a meaningful communicative device in contexts where English is not the native or prevailing language.
DESIGNNING ASSESSMENT TASKS: RESPONSIVE SPEAKING
Responsive Speaking: assessment of responsive tasks involves brief interactions with an interlocutor, differing from intensive tasks in the increased creativity given to the test-taker and from interactive tasks by the somewhat limited length of utterances.
Questions and Answers: in its purpose a question can vary from intensive to responsive type.
Display questions (intensive): intends to elicit a predetermined correct response.
Referential questions (responsive): the test taker is given more opportunity to produce meaningful language in response.
Giving Instructions and directions: this provides an opportunity for the test-taker to engage in a relatively extended stretched of discourse, to be very clear and specific, and to use appropriate discourse markers and connectors. The technique is simple: the administrator poses the problem, and the test-taker responds. Scoring is based primarily on comprehensibility and secondarily on other specified grammatical or discourse categories.
Paraphrasing: this task consists on asking the test-taker to read or hear a limited number of sentences and produce a paraphrase of the sentence.
Test of Spoken English (TSE): a 20-minute audiotaped test of oral language ability within an academic or professional environment. The tasks on the TSE are designed to elicit oral production in various discourse categories rather than in selected phonological, grammatical, or lexical targets.
ORAL PRODUCTION:
1. - Interactive Speaking: a) Interviews
b) Role play
c) Discussions
d) Games
2. - Extensive Speaking: Speeches
Telling longer stories
Explanations
Translations
INTERACTIVE SPEAKING
Defined as Interpersonal, interactive are tasks that involve relatively long stretches of interactive discourse.
a) Interview: a test administrator and a test-taker sit down in a direct face to face exchange and proceed through a protocol of questions and directives.
Test taker will have to perform 4 stages:
1. - Warm up: The interviewer directs mutual introductions and makes the situation comfortable. There is no scoring of this phase. E.g.: Small talk: How are you?
What is your name?.
2. - Level check: The interviewer simulates the test-taker to respond using expected or predicted forms and functions. Linguistic target criteria are scored in this phase.
3. - Probe: Probe questions and prompt challenge to go to the heights of their ability, to extend beyond the limits of the interviewer’s expectation through increasingly difficult questions. They can be complex, they may be scored or ignored if the test-taker. E.g.: If you were president of your country. What would you like to change about your country?
4. - Wind down: a short period of time which the interviewer encourages the test-taker to relax with simply questions, and provides information about when and where to obtain the results. It is not scored. E.g.: Do you have any questions to ask me?
b) Role Play: A pedagogical technique in communicative language-teaching classes. It frees students to be somewhat creative in their linguistic output. E.g. “Pretend you are a tourist asking me for directions”. Role play can be controlled or guided by the interviewer; the test administrator must determine the assessment objectives of the role play.
c) Discussions and Conversations: As informal techniques to assess learners, they offer a level of authenticity and spontaneity that other assessment techniques may not provide.
It’s difficult for formal assessments. It’s good to observe such abilities as: negotiated meaning, topic meaning. Etc.
d) Games: In informal assessments, games involve language production. There are four types: Tinkertoy games (Lego block), Crossword puzzles, Information gaps and City maps.
ORAL PROFICIENCY INTERVIEW (OPI)
The OPI is an oral interview under the control of an interviewer. This is the result of a historical progression of revisions under the auspices of several agencies, including the Educational Testing Service and the American Council on Teaching Foreign Languages (ACTFL). OPI is used is many languages around the world. OPI is designed to elicit pronunciation, fluency and integrative ability, sociolinguistic and cultural knowledge, grammar and vocabulary. In speaking there are four levels: = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Superior, Advanced, Intermediate and Novice. Mandates certified examiners, who pay a fee to achieve examiner status.
CHAPTER 9 WRITING
What is writing?
first of all Writing is skill or ability use to render language into the written words. Also writing is one of the four abilities of English and Writing is one of the 2 receptive skills.
Genres of writing
1. Academic writing: eg. Essays, compositions, journals, reports, thesis, dissertation.
2. Job-related writing: eg. Letters, mails, phone message, manuals.
3. Personal writing: e.g. Notes, calendar entries, diaries, poetry, personal journal.
Types of writing performance
There four categories the writing performance
1. Imitative: the ability to spell correctly
2. Intensive: skill in producing appropriate vocabulary within context, collocations.
3. Responsive: performance a limited discourse level connecting sentences into a paragraph and creating a logically sequence of two or three paragraph
4. Extensive: processes and strategies of writing for all purpose (essay, theses, etc) focus on achieving a purpose and developing ideas logically
Types of writing are stages of the development of writing ability. It is divided in two:
Micro and macroskill of writing.
Micro skill: apply more appropriately to imitative and intensive type of writing task.
Macro skill: Are essential for the successful mastery of responsive and intensive writing.
Designing assessment tasks: the rudiments of forming letters, words and simple sentences
Tasks in writing letters, words and punctuation: a limited variety of types of tasks commonly used to assess a person's ability to produce written letters and symbols.
- Copying
- Listening cloze selection tasks
- Picture cued tasks
- Converting numbers and abbreviation to words
Form Completion Tasks: a variation on pictures is the use of a simple form that asks for name, address, phone number, ect.
Converting numbers and abbreviations to words: there is some tests have a section on which numbers are written.
Spelling test: dictates a simple list of words, one word at a time.
Matching phonetic symbols: recognize the phonetic alphabet or use it. Help to perceive the relationship between phonemes and graphemes.
Designing assessment tasks:
Intensive writing: controlled writing
-Pictures cued tasks
-form completion task
-Converting numbers and abbreviation to words
Vocabulary assessment tasks:
-Multiple choice recognition
-guessing the meaning of a word in context etc.
Issues in assessing responsive and extensive
-Authenticity: face and content validity need to be assured in order to being out the best in the writer.
-Scoring: Is the thorniest issue at these final two stages of writing with so many options available to a learner.
-Time: it is the only skill in which the language producer is not necessarily constrained by time which implies the freedom to proceeds multiple drafts before the text becomes a finished p product.
Dicto-comp: it is a technique, which a handout with key word from the paragraph, in sequence, as cues for the students
Grammatical transformation tasks: Of a structural paradigm of language teaching with start-feller techniques and slat substitution skill. To measure grammatical competence.
Vocabulary assessment tasks: techniques use to asses vocabulary; these are defining and using words in a sentence.
Timed impromptu: format is a valid method of assessing writing ability.
Designing assessment tasks: response and extensive writing
Paraphrasing: is to ensure that learners understand the importance of paraphrasing, to say something in one's words, to avoid plagiarizing, to offer some variety in expression
Guided question and answer: formation which the test administrator poses a series of question that essentially serve as an outline of the emergent written text.
Paragraph construction tasks
- Topic sentence writing
- Topic development within paragraph
- Development of main and supporting ideas across paragraph
TWE: test of written English.
TESTING, ASSESSING, AND TEACHING
• Tests can be a positive experience, they can build a person´s confidence and become learning experiences. They can bring out the best in students.
WHAT IS A TEST?
• A test is a method of measuring a person´s ability, knowledge or performance in a given domain.
Method: it is an instrument that requires performance on the test-taker.
It Measures general abilities as well as specific knowledge of the test-taker.
It measures a given domain.
ASSESSMENT AND TEACHING
• Teachers TEACH a certain aspect of a given domain of English Language (for instance). During this time the teacher gives the students opportunity of practicing, listen, take risks, set goals and process feedback. Within this process the teacher is constantly, formally and informally ASSESSING his and her students, sometimes even in an unconscious way. Whenever a student responds to a question or offers a comment or uses a new word, the teacher subconsciously makes an assessment of the pupil´s performance. This can be done during clases or outside of the classroom, whenever the teacher and student interact.
• And finally, in order for teachers to measure his or her student´s development on language learning, they give TESTS to the students, which are a subset of assessment.
Informal Assessments: incidental, unplanned comment and responses along with coaching and other impromptu feedback to the student (e.g. marginal comments on papers).
Formal Assessments : systematic, planned sampling techniques constructed to give teacher and student an apraisal of student achievement (e.g. tests).
Formative Assessment: evaluating students in the process of forming their competences and skills with the goal of helping them continue that growth process.
Summative Assessment: occurs at the end of a course or unit of a course or unit of instruction. It aims to measure, or summarize, what a student has grasped.
Norm-Referenced Tests: place the test-taker along a mathematical continuum in rank order. They have predetermined responses. Their primary concern are money and eficiency.
Criterion-Referenced Tests: are designed to give test-takers feedback, usually in the form of grades. They intend to deliver the test-taker useful, appropiate feedback. Those tests which involve the students in only one class, connected to a curriculum, are typical of criterion-referenced testing.
APPROACHES TO LANGUAGE TESTING: A BRIEF HISTORY
• 1950´s contrast between two languages
• 1960´s and 1980´s communicative theories of language
• Nowadays the quest is for more authentic, valid instruments that simulate real world interaction.
Discrete-Point Testing: are constructed on the assumption that language can be broken down into its component parts (listening, speaking, reading, and writing, and various units of language of phonology, morphology, lexicon, etc.)
Integrative Testing: communicative competence is so global that requires such integration. Two types of tests: CLOZE tests (reading passage, every 6th or 7th word deleted. They measure overall proficiency) and DICTATIONS (learners listen to a passage of 100 or 150 words, and write what they hear, using correct spelling.) These tests give information about the candidate´s linguistic competence.
Communicative Language Testing
• By the mid 80´s a need for correspondance between language test performance and language use appeared: Quest for Authenticity. It also appeared the importance of strategic competence (the ability to employ communicative strategies to compensate for breakdowns as well as to enhance the retorical effect of utterances)
• Performance-Based Assessment of language tipically involves oral production, written production, open-ended responses, integrated performance, group performance, and other interactive tasks. Eventhough such assessment is time-consuming and therefore expensive, higher content validity is achieved because learners are measured in the process of performing the targeted linguistic acts. Many (but not all)of these assessments include interactive tasks. Students are measured in the act of speaking, requesting, responding, or in combining listening and speaking, and in integrating reading and writing. If care is taken, tasks can approach the authenticity of real-life language use.
CURRENT ISSUES IN CLASSROOM TESTING
• Three issues:
1.- New Views on Intelligence
2.- Traditional and "Alternative" Assessment
3.- Computer-Based Testing
1.- New Views on Intelligence
• Gardner (1983, 1999): 7 components of intelligence (linguistic, logical-mathematical, spacial, musical, bodily-kinesthetic, interpersonal, and intrapersonal)
• Sternberg (1988, 1997): creative thinking and manipulative strategies = part of intelligence. Smartness is found in those who are able to manipulate other people.
• Goleman (1995): "EQ" Emotional Quocient. Those who manage their emotions tend to be more capable of fully intelligent processing.
Sense of both freedom and responsibility for tests designers.
2.- Traditional and "Alternative" Assessment
• The following concepts represent some overgeneralizations and should be considered with caution.
• considerably more time and higher budgets are required for more subjective evaluation, more individualization, and more interaction in the process of offering feedback.
Traditional Assessment Alternative Assessment
One-shot, standardized exams Continuous, long term assessment
Timed, multiple-choice format Untimed, free-response format
Decontextualizaed test items Contextualized communicative tasks
Scores suffice for feedback Individualized feedback and washback
Norm-referenced scores Criterion-referenced scores
Focus on the "right" answer Open-ended, creative answers
Summative Formative
Oriented to product Oriented to process
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
3.- Computer-Based Testing
• Students receive prompts in the form of spoken or written stimuli from the computerized test and are required to type or speak their responses.
• One of these tests is the computer-adaptive test (CAT), in which the computer is programmed to continuously adjust to find questions of appropriate level for the test-taker.
ADVANTAGES DISADVANTAGES
• Classroom-based testing. • Lack of security and the possibility of cheating in unsupervised computerized tests.
• Self directed testing on various aspects of a language (one or all of the skills, vocabulary, grammar, etc.) • Unofficial websites may be mistaken for validated assessments.
• practice for upcoming high-stakes standardized tests. • The multiple choice format contains the usual potencial for flawed item design.
• Some individualization, in the case of CATs. • Open-ended responses are less likely to appear, because of the need for human scorers.
• They can be administered to thousands of students, at many different stations, and scored electronically for rapid reporting results. • The human interactive element is absent (especially in oral production).
CHAPTER 6 Concepts Assessing Listening
Listening: It is one of the Receptive skills where the listener should attend fully and be active in constructing the meaning of what they hear. It helps if they have a particular purpose in listening.
Observation: Been able to see or hear the performance of the learner.
Triangulation: Consider at least two or more performances or context
before drawing a conclusion, because we have to consider
the fallibility of the results of a single performance.
Intensive Listening: It includes just the perception of the components of a larger stretch of languages such as phonemes, words,intonation, discourse markers, etc.
Responsive Listening: It is short piece of spoken language in order to
make an equally short response, for instance: a greeting, question, command, comprehension check,etc.
Selective Listening: It has to do with processing stretches of discourse for several minutes in order to scan certain information.(short monologues)
You have to able to comprehend designated information of longer stretches.
Extensive Listening: Listening massive amounts of texts, it needs a global understanding, it is more general and it includes making inferences as well.
Interactive skills: Ensure and help you to understand the messages of the spoken language, some of them are note-taking questioning and discussion.
Microskills: Attends to the smaller bits and chunks of language in more of a bottom-up process.
Macroskills: Focusing on the larger elements involved in a top-down approach to listening task.
Clustering:How you divide the pieces of spoken language in order to focus students's atention just in chunks,phrases,clauses,etc.
Redundancy: Recognizing the repetitions, rephrasing, elaborations and insertions in the spoken language.
Performance Variables: Being able to remove or recognize hesitations, false starts, pauses and corrections in natural speech.
Rate of Delivery: Follow the same speed of delivery, processing automatically as the speaker continues.
Paraphrase Recognition: You have to identify the same message that you listened but with different words related to several alternatives.
Listening Cloze: The test-taker listens to a piece of spoken language and simultaneously read the written text in which some words have been deleted.
Information Transfer: Students have to choose the correct picture according to what they hear. They have to transfer the information to a visual representation.
Map-marking: It is a type of task in which test-takers must process around 250 words of colloquial language in order to complete the tasks of identifying names, positions, and directions in a car accident scenario on a city street.
Sentence repetition: The test-taker must retain a stretch of language and then reproduced it, responding with an oral repetition.
PhonePass: It's a test that relies largely on sentence repetition to assess both oral production and listening comprehension.
Dictation: Test-taker hears a passage, typically of 50 to 100 words recited three times.
Burst: It's the length of the word group.
Communicative Stimulus-response: A genre of assessment task in which the test-taker is presented with a stimulus monologue or conversation and then is asked to answer a set of comprehension questions.
Field-independent skills: the ability to remember certain details from a conversation.
Inference: A process needed to respond during a listening comprehension task.
Note-taking:Students listening a piece of spoken language and then they have to fill the missing information,but before that they need to infer the answer.
Editing: It's an authentic task provides both a written and spoken stimulus, and requires the test-taker to listen for discrepancies.
Interpretive task: The objective of this task is extends the stimulus material to a longer stretch of discourse and forces the test-taker to infer a response.
Retelling: After test-taker listen to a story, news and retell it. Test–taker must identify the gist, main idea, purpose, supporting points and/or conclusion to show full comprehension.
Assessing Listening Chapter 6
listening is one of the receptive skills
Listening is often implied as a component of speaking.How could you speak a language without also listening? In addition the overly observable nature of speaking renders it more empirically measurable than listeningWe need to pay close attention to listening as a mode of performance for assessment in the classroomListening is acquired by knowing and doing and is evidenced by appropriate feedback or response.
Basic types of listening
Stages like recognizing speech sounds, determine the type of speech event, decodingand retaining relevant information represents a potential assessment objective:
1.-comprehending of surface structure elements (phonemes,words,etc.)
2.-undertanding of pragmatic context
3.-determinining meaning of auditory input
4.-developing the gist, a global or comprehensive understanding
These stages allow us to derive four commonly identified types of listening performances
Intensive: perception of the components of a larger stretch of languages, (phonemes, words, intonation, discourse markers, etc.)
Responsive: a short stretch of language in order to obtain a short response, (a greeting, question, command, comprehension check,etc)
Selective: listening for a purpose in order to get certain information
Extensive: a global understanding ,the main idea of .
Micro and macro skills of listening
Microskills: aim to the smaller bits and chunks of language in more of a bottom-up process.
Examples: _ discriminate among the distinctive sounds of English
_ retain chunks of language of different lengths in short-term memory
_ recognize English stress patterns,words in stressed and unstressed positions, rhythmic structure ,intonation and their role in signaling information
Macroskills: aim on the larger elements involved in a top-down approach to listening task.
Examples: _ recognize the communicative functions of utterances, according to situations,participants,goals
_ from events, ideas predict outcomes, infer links and connections,deduce causes and effects,detect the main idea…etc.
What makes listening difficult?
There are many aspects that make listening difficult.developing a sense of which aspects are predictably difficult will help you to assign or challenge your students appropriately,consider the following list of what make listening difficult:
Clustering: attending to appropriate chunks of languages phrases, clauses, constituents
Redundancy: to recognize the kinds of repetitions rephrasing elaborations and insertions that spoken language often contain
Reduce forms: understanding the reduce forms that haven’t been presented in formal learners textbooks
Performance variable: being able to remove hesitations,pauses,false starts and correction in natural speech
Colloquial language: comprehending idioms,slangs,reduced forms ,share cultural knowledge
Rate of delivery: processing automatically as the speaker continues
Stress rhythm and intonation: correctly understanding prosodic elements of spoken language
Interaction: managing of the interactive flow of language from listening to speaking to listening etc.
CHAPTER 7
ASSESSING SPEAKING
What is speaking?
It is one of the productive skills. Listening and speaking are almost closely interrelated. It is difficult to isolate oral production tasks that do not directly involve the interaction of aural comprehension. Most of speaking is the product of creative construction of linguistic strings.
The speaker makes choices:
Lexicon
Structure
Discourse
Scoring speaking: pronunciation, fluency, vocabulary use, grammar comprehensibility etc.
Types of speaking:
1.-Imitative: the ability to simply parrot back (imitative) phonetic level of oral production, prosodic, lexical, and grammatical properties of languages. Interested only in pronunciation
2. - Intensive: the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical phrasal, lexical or phonological relationship intonation, stress, rhythm, juncture.
3. - Responsive: interaction and test comprehension of short conversations. Simple request and comments.
4. - Interactive: it has the purpose of exchanging specific information or interpersonal exchanges.
5. - Extensive: (monologue) includes oral presentations and story telling. Language style is frequently more deliberative and formal for extensive tasks.
Micro and Macro Skills
The micro skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units.
The macro skills imply the speaker's focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options.
THERE ARE 3 IMPORTANTS ISSUES FOR DESIGNING TASKS:
1. - Involvement of the additional performance of aural comprehension, and possibly reading
2.- Your elicitation should prompt achieves its aims as closely as possible
3.- specify scoring procedures for a response
DESIGNING ASSESSMENT TASKS: IMITATIVE SPEAKING
Audio-lingual method: repeating of words, phrases, and sentences
Communicative language teaching: overemphasis on fluency can sometimes lead to the decline of accuracy in speech. Help learners be more comprehensible.
Word repetition task: a variation on such a task prompts test takers have to read aloud. scoring specifications must be clear in order to avoid reliability breakdowns.
Scoring scale for repetition tasks: acceptable pronunciation comprehensible, partially correct pronunciation silence, seriously incorrect pronunciation
Phonepass Test
Phonepass production tasks, a widely used among a number of speaking tasks on the test, repetition of sentences. The phonepass test elicits computer-assisted oral production over a telephone. Test-taker read aloud, repeat sentences, says words, and answer questions. Scores for the phonepass test are calculated by a computerized scoring template and reported back to the test-taker. Reading fluency, repeat accuracy, repeat fluency, and listening vocabulary. Scoring using speech-recognition technology becomes achievable and practical.
DESIGNING ASSESSMENT TASKS: INTENSIVE SPEAKING
Short stretches of discourse: No more than a sentence
Cued tasks: Narrow band of possibilities.
Limited response and mechanical tasks: Controlled responses.
Directed Response Tasks: is elicited a grammatical form or a transformation of the sentence. This required minimal processing of meaning, in order to produce a good grammatical output.
Read-Aloud Tasks: technique by selecting a passage that incorporates test specs. The scoring is easy because all of the test-taker’s oral production is controlled.
Sentence /Dialogue completion Tasks and Oral Questionnaires: To read a dialogue in which one speaker’s lines have been omitted. Test-takers have to give time to read the dialogue and to think about appropriate lines to fill in.
Picture-cued Tasks: Requires a description from the test-taker.
Translation: is a meaningful communicative device in contexts where English is not the native or prevailing language.
DESIGNNING ASSESSMENT TASKS: RESPONSIVE SPEAKING
Responsive Speaking: assessment of responsive tasks involves brief interactions with an interlocutor, differing from intensive tasks in the increased creativity given to the test-taker and from interactive tasks by the somewhat limited length of utterances.
Questions and Answers: in its purpose a question can vary from intensive to responsive type.
Display questions (intensive): intends to elicit a predetermined correct response.
Referential questions (responsive): the test taker is given more opportunity to produce meaningful language in response.
Giving Instructions and directions: this provides an opportunity for the test-taker to engage in a relatively extended stretched of discourse, to be very clear and specific, and to use appropriate discourse markers and connectors. The technique is simple: the administrator poses the problem, and the test-taker responds. Scoring is based primarily on comprehensibility and secondarily on other specified grammatical or discourse categories.
Paraphrasing: this task consists on asking the test-taker to read or hear a limited number of sentences and produce a paraphrase of the sentence.
Test of Spoken English (TSE): a 20-minute audiotaped test of oral language ability within an academic or professional environment. The tasks on the TSE are designed to elicit oral production in various discourse categories rather than in selected phonological, grammatical, or lexical targets.
ORAL PRODUCTION:
1. - Interactive Speaking: a) Interviews
b) Role play
c) Discussions
d) Games
2. - Extensive Speaking: Speeches
Telling longer stories
Explanations
Translations
INTERACTIVE SPEAKING
Defined as Interpersonal, interactive are tasks that involve relatively long stretches of interactive discourse.
a) Interview: a test administrator and a test-taker sit down in a direct face to face exchange and proceed through a protocol of questions and directives.
Test taker will have to perform 4 stages:
1. - Warm up: The interviewer directs mutual introductions and makes the situation comfortable. There is no scoring of this phase. E.g.: Small talk: How are you?
What is your name?.
2. - Level check: The interviewer simulates the test-taker to respond using expected or predicted forms and functions. Linguistic target criteria are scored in this phase.
3. - Probe: Probe questions and prompt challenge to go to the heights of their ability, to extend beyond the limits of the interviewer’s expectation through increasingly difficult questions. They can be complex, they may be scored or ignored if the test-taker. E.g.: If you were president of your country. What would you like to change about your country?
4. - Wind down: a short period of time which the interviewer encourages the test-taker to relax with simply questions, and provides information about when and where to obtain the results. It is not scored. E.g.: Do you have any questions to ask me?
b) Role Play: A pedagogical technique in communicative language-teaching classes. It frees students to be somewhat creative in their linguistic output. E.g. “Pretend you are a tourist asking me for directions”. Role play can be controlled or guided by the interviewer; the test administrator must determine the assessment objectives of the role play.
c) Discussions and Conversations: As informal techniques to assess learners, they offer a level of authenticity and spontaneity that other assessment techniques may not provide.
It’s difficult for formal assessments. It’s good to observe such abilities as: negotiated meaning, topic meaning. Etc.
d) Games: In informal assessments, games involve language production. There are four types: Tinkertoy games (Lego block), Crossword puzzles, Information gaps and City maps.
ORAL PROFICIENCY INTERVIEW (OPI)
The OPI is an oral interview under the control of an interviewer. This is the result of a historical progression of revisions under the auspices of several agencies, including the Educational Testing Service and the American Council on Teaching Foreign Languages (ACTFL). OPI is used is many languages around the world. OPI is designed to elicit pronunciation, fluency and integrative ability, sociolinguistic and cultural knowledge, grammar and vocabulary. In speaking there are four levels: = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Superior, Advanced, Intermediate and Novice. Mandates certified examiners, who pay a fee to achieve examiner status.
CHAPTER 9 WRITING
What is writing?
first of all Writing is skill or ability use to render language into the written words. Also writing is one of the four abilities of English and Writing is one of the 2 receptive skills.
Genres of writing
1. Academic writing: eg. Essays, compositions, journals, reports, thesis, dissertation.
2. Job-related writing: eg. Letters, mails, phone message, manuals.
3. Personal writing: e.g. Notes, calendar entries, diaries, poetry, personal journal.
Types of writing performance
There four categories the writing performance
1. Imitative: the ability to spell correctly
2. Intensive: skill in producing appropriate vocabulary within context, collocations.
3. Responsive: performance a limited discourse level connecting sentences into a paragraph and creating a logically sequence of two or three paragraph
4. Extensive: processes and strategies of writing for all purpose (essay, theses, etc) focus on achieving a purpose and developing ideas logically
Types of writing are stages of the development of writing ability. It is divided in two:
Micro and macroskill of writing.
Micro skill: apply more appropriately to imitative and intensive type of writing task.
Macro skill: Are essential for the successful mastery of responsive and intensive writing.
Designing assessment tasks: the rudiments of forming letters, words and simple sentences
Tasks in writing letters, words and punctuation: a limited variety of types of tasks commonly used to assess a person's ability to produce written letters and symbols.
- Copying
- Listening cloze selection tasks
- Picture cued tasks
- Converting numbers and abbreviation to words
Form Completion Tasks: a variation on pictures is the use of a simple form that asks for name, address, phone number, ect.
Converting numbers and abbreviations to words: there is some tests have a section on which numbers are written.
Spelling test: dictates a simple list of words, one word at a time.
Matching phonetic symbols: recognize the phonetic alphabet or use it. Help to perceive the relationship between phonemes and graphemes.
Designing assessment tasks:
Intensive writing: controlled writing
-Pictures cued tasks
-form completion task
-Converting numbers and abbreviation to words
Vocabulary assessment tasks:
-Multiple choice recognition
-guessing the meaning of a word in context etc.
Issues in assessing responsive and extensive
-Authenticity: face and content validity need to be assured in order to being out the best in the writer.
-Scoring: Is the thorniest issue at these final two stages of writing with so many options available to a learner.
-Time: it is the only skill in which the language producer is not necessarily constrained by time which implies the freedom to proceeds multiple drafts before the text becomes a finished p product.
Dicto-comp: it is a technique, which a handout with key word from the paragraph, in sequence, as cues for the students
Grammatical transformation tasks: Of a structural paradigm of language teaching with start-feller techniques and slat substitution skill. To measure grammatical competence.
Vocabulary assessment tasks: techniques use to asses vocabulary; these are defining and using words in a sentence.
Timed impromptu: format is a valid method of assessing writing ability.
Designing assessment tasks: response and extensive writing
Paraphrasing: is to ensure that learners understand the importance of paraphrasing, to say something in one's words, to avoid plagiarizing, to offer some variety in expression
Guided question and answer: formation which the test administrator poses a series of question that essentially serve as an outline of the emergent written text.
Paragraph construction tasks
- Topic sentence writing
- Topic development within paragraph
- Development of main and supporting ideas across paragraph
TWE: test of written English.
My Glossary
04/04/07
WHAT IS A EVALUATION? is the systematic determination of merit, worth, and significance of something or someone. Evaluation often is used to characterize and appraise subjects of interest in a wide range of human enterprises, including the Arts, business, computer science, criminal justice, education, engineering, foundations and non-profit organizations, government, health care, and other human services.http://www.nicenet.org/ICA/class/document_add.cfm
ASSESSMENT is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. This article covers educational assessment including the work of institutional researchers, but the term applies to other fields as well including health and finance.
TESTING: is a measuring tool to determine academic progress and potential. Though there is much debate about 'Standardized Testing' and its appropriate use, testing has and will continue to improve educational expectations, accountability and performance results at both the student, teacher, school, state, and provincial levels.
http://specialed.about.com/cs/assessment/a/Testing.htm
MEASUREMENT: A procedure for assigning a number to an object or an event.
09 / 04/ 07
TEACHER BELIEFTS: are related to student learning through some event or sequences of events, mediated by the teacher, that happen in the classroom. These events might be said to "cause" student learning in the sense that the events in the classroom lead, in the case of effective teaching, to student learning.
http://www.ed.uiuc.edu/EPS/PES-Yearbook/96_docs/orton.html
STRATEGY: is that which top management does that is of great importance to the organization.
Strategy refers to basic directional decisions, that is, to purposes and missions.
Strategy consists of the important actions necessary to realize these directions.
Strategy answers the question: What should the organization be doing?
Strategy answers the question: What are the ends we seek and how should we achieve them?
http://home.att.net/~nickols/strategy_definition.htm
SKILLS:This is used in two ways: (i) the four main language skills are listening, speaking, reading and writing (ii) "enabling" skills, which are sub-skills
APPROACH:ideas or actions intended to deal with a problem or
situation; "his approach to every problem is to draw up a list of pros and cons"; "an attack on inflation"; "his plan of attack was misguided" [syn: attack, plan of attack]
http://dict.die.net/approach/
12/04/07
PEDAGOGY: The strategies, techniques, and approaches that teachers can use to facilitate learning.
ACCESSIBILITY: The ease by which students may grasp educational information or use campus facilities.
LEARNING STYLES: The manner in which a learner perceives, interacts with, and responds to the learning environment. Components of learning style are the cognitive, affective and physiological elements, all of which may be strongly influenced by a person's cultural background.
http://ftad.osu.edu/CSP/glossary.html
METHOLODY: The way in which information is found or something is done. The methodology includes the methods, procedures, and techniques used to collect and analyze information.
MATCHING: A method utilized to create comparison groups, in which groups or individuals are matched to those in the treatment group based on characteristics felt to be relevant to program outcomes.
http://www.epa.gov/evaluate/glossary/m-esd.htm
23/04/07
"The teacher undertakes that:
if the student produces such work as the teacher specifies,
to a standard which the teacher will determine (whether or not that standard is based on fixed criteria or personal whim, and regardless of whether the standard is known to the student),
the teacher will award a mark to that work.
The student indicates acceptance of this 'agreement' by producing the work"
ASSESSMENT CRITERIA: are critical values for relevant measures which are the basis for the assessment of a service or product.
http://www.ucc.ie/hfrg/baseline/glossary.html
ASSESSMENT CRITERIA: different criteria for assessing people
Prof. Juan Molina
TASK: is described in terms of the goals or a desired end-result of activities a user wants to achieve. More than one user procedure (a sequence of commands to be executed to carry out a task or to reach a goal) may exist to solve the task.
Summative assessment: Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity. Outcomes are the culmination of a teaching/learning process for a unit, subject, or year's study. (See Formative Assessment.)
www.journeytoexcellence.org/practice/assessment/glossary.phtml
Assignment: a task or piece of work that sb is given to do, usually as part of their job or studies.
EVALUATION: Evaluation has several distinguishing characteristics relating to focus, methodology, and function. Evaluation (1) assesses the effectiveness of an ongoing program in achieving its objectives, (2) relies on the standards of project design to distinguish a program's effects from those of other forces, and (3) aims at program improvement through a modification of current operations.
http://www.ojp.usdoj.gov/BJA/evaluation/glossary/glossary_e.htm
NEGOTIATION ASSESSMENT OR LEARNING CONTRACT: Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination.
http://146.227.1.20/~jamesa//teaching/learning_contracts.htm
TASK ACHIEVEMENT: is another way of saying 'achieving/completing/finishing the task'
http://forum.wordreference.com/showthread.php?t=227303
Performance assessment: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program
WHAT IS A EVALUATION? is the systematic determination of merit, worth, and significance of something or someone. Evaluation often is used to characterize and appraise subjects of interest in a wide range of human enterprises, including the Arts, business, computer science, criminal justice, education, engineering, foundations and non-profit organizations, government, health care, and other human services.http://www.nicenet.org/ICA/class/document_add.cfm
ASSESSMENT is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. This article covers educational assessment including the work of institutional researchers, but the term applies to other fields as well including health and finance.
TESTING: is a measuring tool to determine academic progress and potential. Though there is much debate about 'Standardized Testing' and its appropriate use, testing has and will continue to improve educational expectations, accountability and performance results at both the student, teacher, school, state, and provincial levels.
http://specialed.about.com/cs/assessment/a/Testing.htm
MEASUREMENT: A procedure for assigning a number to an object or an event.
09 / 04/ 07
TEACHER BELIEFTS: are related to student learning through some event or sequences of events, mediated by the teacher, that happen in the classroom. These events might be said to "cause" student learning in the sense that the events in the classroom lead, in the case of effective teaching, to student learning.
http://www.ed.uiuc.edu/EPS/PES-Yearbook/96_docs/orton.html
STRATEGY: is that which top management does that is of great importance to the organization.
Strategy refers to basic directional decisions, that is, to purposes and missions.
Strategy consists of the important actions necessary to realize these directions.
Strategy answers the question: What should the organization be doing?
Strategy answers the question: What are the ends we seek and how should we achieve them?
http://home.att.net/~nickols/strategy_definition.htm
SKILLS:This is used in two ways: (i) the four main language skills are listening, speaking, reading and writing (ii) "enabling" skills, which are sub-skills
APPROACH:ideas or actions intended to deal with a problem or
situation; "his approach to every problem is to draw up a list of pros and cons"; "an attack on inflation"; "his plan of attack was misguided" [syn: attack, plan of attack]
http://dict.die.net/approach/
12/04/07
PEDAGOGY: The strategies, techniques, and approaches that teachers can use to facilitate learning.
ACCESSIBILITY: The ease by which students may grasp educational information or use campus facilities.
LEARNING STYLES: The manner in which a learner perceives, interacts with, and responds to the learning environment. Components of learning style are the cognitive, affective and physiological elements, all of which may be strongly influenced by a person's cultural background.
http://ftad.osu.edu/CSP/glossary.html
METHOLODY: The way in which information is found or something is done. The methodology includes the methods, procedures, and techniques used to collect and analyze information.
MATCHING: A method utilized to create comparison groups, in which groups or individuals are matched to those in the treatment group based on characteristics felt to be relevant to program outcomes.
http://www.epa.gov/evaluate/glossary/m-esd.htm
23/04/07
"The teacher undertakes that:
if the student produces such work as the teacher specifies,
to a standard which the teacher will determine (whether or not that standard is based on fixed criteria or personal whim, and regardless of whether the standard is known to the student),
the teacher will award a mark to that work.
The student indicates acceptance of this 'agreement' by producing the work"
ASSESSMENT CRITERIA: are critical values for relevant measures which are the basis for the assessment of a service or product.
http://www.ucc.ie/hfrg/baseline/glossary.html
ASSESSMENT CRITERIA: different criteria for assessing people
Prof. Juan Molina
TASK: is described in terms of the goals or a desired end-result of activities a user wants to achieve. More than one user procedure (a sequence of commands to be executed to carry out a task or to reach a goal) may exist to solve the task.
Summative assessment: Evaluation at the conclusion of a unit or units of instruction or an activity or plan to determine or judge student skills and knowledge or effectiveness of a plan or activity. Outcomes are the culmination of a teaching/learning process for a unit, subject, or year's study. (See Formative Assessment.)
www.journeytoexcellence.org/practice/assessment/glossary.phtml
Assignment: a task or piece of work that sb is given to do, usually as part of their job or studies.
EVALUATION: Evaluation has several distinguishing characteristics relating to focus, methodology, and function. Evaluation (1) assesses the effectiveness of an ongoing program in achieving its objectives, (2) relies on the standards of project design to distinguish a program's effects from those of other forces, and (3) aims at program improvement through a modification of current operations.
http://www.ojp.usdoj.gov/BJA/evaluation/glossary/glossary_e.htm
NEGOTIATION ASSESSMENT OR LEARNING CONTRACT: Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination.
http://146.227.1.20/~jamesa//teaching/learning_contracts.htm
TASK ACHIEVEMENT: is another way of saying 'achieving/completing/finishing the task'
http://forum.wordreference.com/showthread.php?t=227303
Performance assessment: Evaluation administered at the conclusion of a unit of instruction to comprehensively assess student learning and the effectiveness of an instructional method or program
SKILL INTEGRATION
• The four main skills are important in English learning develpment . These are:
• Reading
• Writing
• Listening and
• Speaking.
These skills are divided into two main groups: the Receptive Skills, which include Reading and Listening, and the Productive Skills, which include the skills of speaking and writing. This is the way to divide them but there is another one. That ‘s why we as future teachers must know that the skill cannot be taught in isolation. In addition is said that all four skills must be practised in every lesson but I think in real life it is quite difficult to achieve a taks, with no specific language focus becuase if we want to get relevant knolowge in the student it means that all four skills need regular practice. But we can use listening and spekaing taks they often go together, as we normally speak without listening, the last one is a example.
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