· 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.
miércoles, 4 de julio de 2007
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 THREE 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
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 THREE 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
Discovery school
Discovery school is the equivalent as a platform like nicenet. It is also an academic platform.We work in this useful website with the capter assessing reading.
The purpopse of this work was understand and apply the main assessment aspects to reading activities. We searched in the internet and selected real texts according to the level of the students (vocabulary and grammatical structures.) We also designed tasks to assess reading using free online resources.
The objective of this class was: the student would understand ifferent types of readibg by choosing the appropiate texts.(academic reading.)
Listening skills
Some of the most important listening skills are:
Listening for gist
An important listening skill. Students listen to a tape and answer general questions about it to show that they understand the main idea.Example:Students listen to a tape about the problems of the world and answer questions such as:1. Is the speaker optimistic or pessimistic?2. Does the speaker think there are a lot of problems in the world?
Listening for detail
An important listening skill. Students listen to a tape and get the most important information from it. To focus the students’ attention, they can be given questions about the tape before they listen to it.
Example:Students listen to a tape about the problems of the world. Before listening, they read questions such as:
1. What does the speaker think are the five main problems of the world?
2. Which country does he give as an example of each problem?
3. What solution does he suggest for each problem?
Students can then try to answer one or more of the questions before listening (a pre-listening activity), or listen to the tape and then answer the questions.
Listening for specific information
An important listening skill. Students listen for a short list of specific information on a tape which contains other information as well.Example: Students listen to a tape of a person asking for information about a flight times. They answer questions such as:
1. What are the numbers of the flights to France?
2. What times are the flights to France?
3. How long does it take to fly to France?
Listening for specific information is similar to Listening for detail. The difference is that in Listening for specific information, students are required to distinguish relevant information from irrelevant information. In Listening for detail, the students are required to extract all the information.
Inferential listening
In an inferential listening exercise, the answers to the question you ask the students are not in the language of the tape. Students must infer the answers from a range of clues.
Example:Students listen to a tape of an argument in an office. They identify the people who are angry and the people who are trying to stop the argument.
Listening for gist
An important listening skill. Students listen to a tape and answer general questions about it to show that they understand the main idea.Example:Students listen to a tape about the problems of the world and answer questions such as:1. Is the speaker optimistic or pessimistic?2. Does the speaker think there are a lot of problems in the world?
Listening for detail
An important listening skill. Students listen to a tape and get the most important information from it. To focus the students’ attention, they can be given questions about the tape before they listen to it.
Example:Students listen to a tape about the problems of the world. Before listening, they read questions such as:
1. What does the speaker think are the five main problems of the world?
2. Which country does he give as an example of each problem?
3. What solution does he suggest for each problem?
Students can then try to answer one or more of the questions before listening (a pre-listening activity), or listen to the tape and then answer the questions.
Listening for specific information
An important listening skill. Students listen for a short list of specific information on a tape which contains other information as well.Example: Students listen to a tape of a person asking for information about a flight times. They answer questions such as:
1. What are the numbers of the flights to France?
2. What times are the flights to France?
3. How long does it take to fly to France?
Listening for specific information is similar to Listening for detail. The difference is that in Listening for specific information, students are required to distinguish relevant information from irrelevant information. In Listening for detail, the students are required to extract all the information.
Inferential listening
In an inferential listening exercise, the answers to the question you ask the students are not in the language of the tape. Students must infer the answers from a range of clues.
Example:Students listen to a tape of an argument in an office. They identify the people who are angry and the people who are trying to stop the argument.
speaking skills
Some speaking skills which are useful for our students are:
use of position holders
appropriate use of register
making a speech.The field of speaking skills is not so clearly defined as the other three skills.
use of position holders
appropriate use of register
making a speech.The field of speaking skills is not so clearly defined as the other three skills.
Writing skills
Some of the most important writing skills are:
taking notes
writing a passage from notes
writing formal letters
writing informal letters
writing e-mails
writing a resume.
taking notes
writing a passage from notes
writing formal letters
writing informal letters
writing e-mails
writing a resume.
Reading skills
Reading skills.
Skimming An important reading skill - learners read for the general content of a text. An example of skimming in real life is when we look through an article to get a general idea of what it’s about, before reading in detail.
Example in class:
1. Students are given a newspaper article to read.
2. They have to answer these questions:
Is it a story about a) a crime, b) a rescue, c) an accident?
Is it a story about a) a lot of people, b) a lot of animals, c) one person?
Always give a time limit for skimming exercises, to ensure that the students don’t try to read the passage word by word.
Scanning One of the most important reading skills - learners search a text quickly for specific information.
An example of scanning in real life is looking quickly through the headlines of newspaper for articles of interest.
Example:
A typical scanning exercise in class:
1. Students are given a story about a celebrity.
2. First they read ten questions such as:
What is the name of the celebrity?
Where was he?
Who did he talk to?
3. Then they look quickly at the text to find the answers.
Identifying key words An important reading skill. Students underline the key words in a text, or complete a table with key words from the text.
Example:
Students read a description of a house and complete a table with key words. The completed table might look like this:
Location: near the town, on a hill
Size: big
Rooms: kitchen, sitting room, dining room, study, 4 bedrooms, 4 bathrooms
Special features: large garden, swimming pool
General impression: very comfortable, expensive.
Reading for gist An important reading skill. It involves reading a passage to get a general idea of what it’s about, but not worrying about understanding the complete content or every specific idea.
Skimming An important reading skill - learners read for the general content of a text. An example of skimming in real life is when we look through an article to get a general idea of what it’s about, before reading in detail.
Example in class:
1. Students are given a newspaper article to read.
2. They have to answer these questions:
Is it a story about a) a crime, b) a rescue, c) an accident?
Is it a story about a) a lot of people, b) a lot of animals, c) one person?
Always give a time limit for skimming exercises, to ensure that the students don’t try to read the passage word by word.
Scanning One of the most important reading skills - learners search a text quickly for specific information.
An example of scanning in real life is looking quickly through the headlines of newspaper for articles of interest.
Example:
A typical scanning exercise in class:
1. Students are given a story about a celebrity.
2. First they read ten questions such as:
What is the name of the celebrity?
Where was he?
Who did he talk to?
3. Then they look quickly at the text to find the answers.
Identifying key words An important reading skill. Students underline the key words in a text, or complete a table with key words from the text.
Example:
Students read a description of a house and complete a table with key words. The completed table might look like this:
Location: near the town, on a hill
Size: big
Rooms: kitchen, sitting room, dining room, study, 4 bedrooms, 4 bathrooms
Special features: large garden, swimming pool
General impression: very comfortable, expensive.
Reading for gist An important reading skill. It involves reading a passage to get a general idea of what it’s about, but not worrying about understanding the complete content or every specific idea.
What are the advantages of integrating skills?
The integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. Moreover, this approach stresses that English is not just an object of academic interest nor merely a key to passing an examination; instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track students' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.
Integrating the Language Skills
In order to integrate the language skills in ESL/EFL instruction, teachers should consider taking these steps:
Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-based, or a combination).
Reflect on their current approach and evaluate the extent to which the skills are integrated.
Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on.
Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks.
Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills.
Integrating the Language Skills
In order to integrate the language skills in ESL/EFL instruction, teachers should consider taking these steps:
Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-based, or a combination).
Reflect on their current approach and evaluate the extent to which the skills are integrated.
Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on.
Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks.
Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills.
Monalisa Smile.
In this class we watched the Mona Lisa smile the movie.
At the beginning of the lesson the teacher had a problem she couldn’t manage the class, the situation. She was impressed of her students because they already know the contents of the lesson. The teacher was supposed to teach the girls , but they knew everything about the subject.
The teacher should have surprised the students changing the patterns that they were used to follow. Because that was the problem the student know all the procedure of the class and they manage all the subject and improvise there could be a solution.
At the beginning of the lesson the teacher had a problem she couldn’t manage the class, the situation. She was impressed of her students because they already know the contents of the lesson. The teacher was supposed to teach the girls , but they knew everything about the subject.
The teacher should have surprised the students changing the patterns that they were used to follow. Because that was the problem the student know all the procedure of the class and they manage all the subject and improvise there could be a solution.
martes, 3 de julio de 2007
A problem in the class.
A particular problem in a class for me is how to control the groups in the class. Because I had the experience to work with teenagers and they are so talkative and sometimes interrupted the class, but they are the minority of the class the others are interested in hear the teacher but sometimes some of them are influenced by the talkative.
My solution was rearrange the class and change of place the ones who interrupt the class. Also I started to do classes where the students participate more and warm up activities at the beggining of every lesson. This had a good result in the students and they enjoy more with the class.
My solution was rearrange the class and change of place the ones who interrupt the class. Also I started to do classes where the students participate more and warm up activities at the beggining of every lesson. This had a good result in the students and they enjoy more with the class.
The Importance of Planning
Good planning is good stewardship. Success in any endeavor requires careful preparation and planning. Without proper planning and preparation, failure is almost guaranteed.
Anyone who has ever undertaken a complex task already has learned the importance of careful planning.
In sports we see many examples of the need to plan. Often this involves a "game plan." A game plan is simply a series of steps which the team must follow in order to be able to accomplish its goal of winning the game. In fact, most winning teams are able to win, because they plan to win. Losing teams are often the team that had no game plan, or a poor plan at best. Failing to plan to win is the same as planning to lose. Or put another way, "Failing to plan is planning to fail."
Good planning conserves resources, prevents wasted effort, and saves time and money. Good planning prevents small problems from becoming big problems.
Anyone who has ever undertaken a complex task already has learned the importance of careful planning.
In sports we see many examples of the need to plan. Often this involves a "game plan." A game plan is simply a series of steps which the team must follow in order to be able to accomplish its goal of winning the game. In fact, most winning teams are able to win, because they plan to win. Losing teams are often the team that had no game plan, or a poor plan at best. Failing to plan to win is the same as planning to lose. Or put another way, "Failing to plan is planning to fail."
Good planning conserves resources, prevents wasted effort, and saves time and money. Good planning prevents small problems from becoming big problems.
Assessing Listening
What is listening?
There are two kinds or types of skills, the productive and the receptive. Well listening is one of the receptive skills and is one of the four abilities.
Types of listening.
Intensive: Listening for perception of the components (phonemes, words, intonation, discourse markers, etc.) of a larger stretch of language.
Responsive: Listening to a relatively short stretch of language ( a greeting, question, command, comprehension check, etc.) in order to make an equally short response.
Selective: Processing stretches of discourse such as short monologues for several minutes in order to scan for certain information. The purpose of such performance is not necessarily to look for global or general meanings, but to be able to comprehend designated information in a context of longer stretches of spoken language.
Extensive: listening to develop a top-down, global understanding of spoken language. Extensive performance ranges from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose. Listening for the gist, for the main idea, and making inferences are all part of extensive listening.
Microskills of listening: 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 a listening task.
Microskills of listening.
Discriminate among the 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 counters, and their role in signalling information.
Recognize reduced form of words.
Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
Process speech at different rates of delivery.
Process speech containing pauses, errors, corrections, and other performance variables.
Recognize grammatical word classes (nouns, verbs, etc.) , systems (e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in spoken discourse.
Macroskills of listening.
Recognize the communicative functions of utterances, according to situations, participants, goals.
Infer situations, participants, goals using real-world knowledge.
From events, ideas, and so on, described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
Distinguish between literal and implied meanings.
Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appealing for help, and signalling comprehension or lack thereof.
What makes listening difficult.
Clustering: attending to appropriate chunks of language phrases, clauses, constituents.
Redundancy: recognizing the kinds of repetitions, rephrasing, elaborations, and insertions that unrehearsed spoken language often contains, and benefiting from that recognition.
reduced forms: understanding the reduced forms that may not have been a part of an English learner’s past learning experiences in classes where only formal “textbook” language has been presented.
Performance variables: being able to weed out hesitations, false starts, pauses, and corrections in natural speech.
Colloquial language: comprehending idioms, slangs, reduced forms, shared cultural knowledge.
Rate of delivery: Keeping up with the speed of delivery, processing automatically as the speaker continues.
Stress, rhythm, and intonation: correctly understanding prosody elements of spoken language, which is almost always much more difficult than understanding the smaller phonological bits and pieces.
Interaction: managing the interactive flow of language from listening to speaking to listening, etc.
Intensive listening: such as mimical phonemic pair recognition, to extensive comprehension of language in communicative contexts. The focus in this section is on the microskills of intensive listening.
Paraphrase recognition: the listening comprehension microskills consists in words, phrases, and sentences, which are frequently assesses by providing a stimulus sentence and asking the test taker to choose the correct paraphrase from number of choices.
Responsive listening: is a question and answer-format that provide some interactivity in the lower-end listening tasks. The test-taker’s response is the appropriate answer to a question.
Selective listening: Is in which the test taker listens to a limited quantity of aural input and must discern within it some specific information. A number of techniques have been used that require selective listening.
Listening cloze: tasks require the test-taker to listen to a story, monologue, or conversation and simultaneously read the written text I which selected words or phrases have been deleted.
Information transfer: is a technique in which aurally processed information must be transferred to a visual representation, such as labelling a diagram, identifying an element in a picture, completing a form, or showing routes on a map.
Sentence repetition: Is a task of simply repeating a sentence or a partial sentence, or sentence repetition, is also used as an assessment of listening comprehension.
Extensive listening: gradually move along the continuum from smaller to larger stretches of language, and from micro- to macro-skills of listening, the probability of using more extensive listening tasks increases.
Dictation: is a widely researched genre of assessing listening comprehension. In a dictation,
test-takers hear a passage, typically of 50 to 100 words, recited three times.
Communicative Stimulus-response tasks: is in which the test taker is presented with a stimulus monologue or conversation and then is asked to respond to a set of comprehension questions.
Note taking: uses a 15-minute lecture as a stimulus. One among several response formats includes note-taking by the test-takers. These notes are evaluated by the teacher on a 30-point system.
Editing: provides both a written and a spoken stimulus, and requires the test-taker to listen for discrepancies. Scoring achieves relatively high reliability as there are usually a small number of specific differences that must be identified.
Interpretive tasks: an interpretive task extends the stimulus material to a longer stretch of discourse and forces the test-taker to infer a response.
Retelling: In a related task, test-takers listen to a story or news event and simply retell it, or summarize it, either orally (on a audiotape) or in writing.
There are two kinds or types of skills, the productive and the receptive. Well listening is one of the receptive skills and is one of the four abilities.
Types of listening.
Intensive: Listening for perception of the components (phonemes, words, intonation, discourse markers, etc.) of a larger stretch of language.
Responsive: Listening to a relatively short stretch of language ( a greeting, question, command, comprehension check, etc.) in order to make an equally short response.
Selective: Processing stretches of discourse such as short monologues for several minutes in order to scan for certain information. The purpose of such performance is not necessarily to look for global or general meanings, but to be able to comprehend designated information in a context of longer stretches of spoken language.
Extensive: listening to develop a top-down, global understanding of spoken language. Extensive performance ranges from listening to lengthy lectures to listening to a conversation and deriving a comprehensive message or purpose. Listening for the gist, for the main idea, and making inferences are all part of extensive listening.
Microskills of listening: 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 a listening task.
Microskills of listening.
Discriminate among the 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 counters, and their role in signalling information.
Recognize reduced form of words.
Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance.
Process speech at different rates of delivery.
Process speech containing pauses, errors, corrections, and other performance variables.
Recognize grammatical word classes (nouns, verbs, etc.) , systems (e.g., tense, agreement, pluralization), patterns, rules, and elliptical forms.
Detect sentence constituents and distinguish between major and minor constituents.
Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in spoken discourse.
Macroskills of listening.
Recognize the communicative functions of utterances, according to situations, participants, goals.
Infer situations, participants, goals using real-world knowledge.
From events, ideas, and so on, described, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
Distinguish between literal and implied meanings.
Use facial, kinesic, body language, and other nonverbal clues to decipher meanings.
Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appealing for help, and signalling comprehension or lack thereof.
What makes listening difficult.
Clustering: attending to appropriate chunks of language phrases, clauses, constituents.
Redundancy: recognizing the kinds of repetitions, rephrasing, elaborations, and insertions that unrehearsed spoken language often contains, and benefiting from that recognition.
reduced forms: understanding the reduced forms that may not have been a part of an English learner’s past learning experiences in classes where only formal “textbook” language has been presented.
Performance variables: being able to weed out hesitations, false starts, pauses, and corrections in natural speech.
Colloquial language: comprehending idioms, slangs, reduced forms, shared cultural knowledge.
Rate of delivery: Keeping up with the speed of delivery, processing automatically as the speaker continues.
Stress, rhythm, and intonation: correctly understanding prosody elements of spoken language, which is almost always much more difficult than understanding the smaller phonological bits and pieces.
Interaction: managing the interactive flow of language from listening to speaking to listening, etc.
Intensive listening: such as mimical phonemic pair recognition, to extensive comprehension of language in communicative contexts. The focus in this section is on the microskills of intensive listening.
Paraphrase recognition: the listening comprehension microskills consists in words, phrases, and sentences, which are frequently assesses by providing a stimulus sentence and asking the test taker to choose the correct paraphrase from number of choices.
Responsive listening: is a question and answer-format that provide some interactivity in the lower-end listening tasks. The test-taker’s response is the appropriate answer to a question.
Selective listening: Is in which the test taker listens to a limited quantity of aural input and must discern within it some specific information. A number of techniques have been used that require selective listening.
Listening cloze: tasks require the test-taker to listen to a story, monologue, or conversation and simultaneously read the written text I which selected words or phrases have been deleted.
Information transfer: is a technique in which aurally processed information must be transferred to a visual representation, such as labelling a diagram, identifying an element in a picture, completing a form, or showing routes on a map.
Sentence repetition: Is a task of simply repeating a sentence or a partial sentence, or sentence repetition, is also used as an assessment of listening comprehension.
Extensive listening: gradually move along the continuum from smaller to larger stretches of language, and from micro- to macro-skills of listening, the probability of using more extensive listening tasks increases.
Dictation: is a widely researched genre of assessing listening comprehension. In a dictation,
test-takers hear a passage, typically of 50 to 100 words, recited three times.
Communicative Stimulus-response tasks: is in which the test taker is presented with a stimulus monologue or conversation and then is asked to respond to a set of comprehension questions.
Note taking: uses a 15-minute lecture as a stimulus. One among several response formats includes note-taking by the test-takers. These notes are evaluated by the teacher on a 30-point system.
Editing: provides both a written and a spoken stimulus, and requires the test-taker to listen for discrepancies. Scoring achieves relatively high reliability as there are usually a small number of specific differences that must be identified.
Interpretive tasks: an interpretive task extends the stimulus material to a longer stretch of discourse and forces the test-taker to infer a response.
Retelling: In a related task, test-takers listen to a story or news event and simply retell it, or summarize it, either orally (on a audiotape) or in writing.
jueves, 28 de junio de 2007
My glosary
e-learning: es una plataforma virtual y una experiencia de voz y de audio que ademas se puede conectar las camaras.Se luce en alumnos que estan en distancia nos permite comunicaros de una manera rapida y eficaz y economica porque es mucho mas grato que una conversar por telfefono.Evento donde el comtrol del mismo evento de la clase lo tiene un moderador o un comoderador.Se pueden enviar notas al tener alguna duda.Que pasa cuando el profe tiene que verificar, el profesor desde una opcion (over the shoulder) puede ir a ese alumno en particular y ver desde su maquina lo que esta haciendo, , se pueden ver las notas que el alumno escribio.
EVALUATION: is the process by which the course instructor determines how well the students' performance fulfills the course competencies. Evaluation is based on a pre-determined set of examinations, research projects, and term.
ASSESSMENT: is the process the college uses to evaluate student skills in areas such as reading, writing and mathematics and English as a Second Language
TESTING: the act of giving students or candidates a test (as by questions) to determine what they know or have learned.
FORMATIVE ASSESSMENT: Ongoing observations and methods of evaluation designed to measure student comprehension of a concept or task in order to identify areas that require enhanced or adapted instruction.
SUMMATIVE 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.
PERFORMANCE ASSESSMENT: Assessment that measures student performance on concrete tasks or activities as opposed to standardized multiple-choice tests. Students are expected to apply a range of skills and knowledge to solve a problem. Assessment is based not only on the results of the task but also on the processes of task.
NEGOTIATED ASSESSMENTSASSINGMENT: unsupervised pieces of work that often combine formative and summative assessment tasks. They form a major component of continuous assessment in which more than one assessment item is completed within the semester.
EXAMINATION: an examination defines the conditions under which student abilities will be tested. They usually restrict the time and place (the examination conditions) where the assessment task will be performed.
METHODOLOGY: (19/03/07)"the analysis of the principles of methods, rules, and postulates employed by a discipline" or "the development of methods, to be applied within a discipline" "a particular procedure or set of procedures".
PEDAGOGY:(19/94/07)is the art of science of teaching, the instruction in teaching.
PRODUCTIVES SKILLS: (28/04/07)they are speaking and writing
RECEPTIVE SKILLS : (28/03/07)they are listening and reading.
MENTOR: (02/04/07)Usually an ordained Sacar or Doyen who is responsible for personally tutoring and advising a Circle Leader during their training for the priesthood. Also a Docent responsible for tutoring apprentice Visars. This position presupposes that the person is already skilled in the job that they are teaching. It's not a formal office but is a formal responsibility. Technically any skilled person may enter into a Mentor.
EVALUATION : (04/04/07)Evaluation is the process of determining significance or worth, usually by careful appraisal and study. **Evaluation is the analysis and comparison of actual progress vs. prior plans, oriented toward improving plans for future implementation. It is part of a continuing management process consisting of planning, implementation, and evaluation; ideally with each following the other in a continuous cycle until successful completion of the activity.***Evaluation is the process of determining the worth or value of something. This involves assigning values to the thing or person being evaluated.
ASSESSMENT : (04/04/07)Assessment is a process of gathering information to meet a broad range of evaluation needs. Assessment is the process of observing and measuring learning. Assessments provide faculty with a better understanding of what students are learning and engage students more deeply in the process of learning geoscience content.
TESTING: (04/04/07)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.
TEACHER BELIEFTS: (09/04/07)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.
STRATEGY: (09/04/07)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?
SKILLS:(09/04/07)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:(09/04/07)ideas or actions intended to deal with a problem orsituation; "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].
FORMATIVE ASSESSMENT:(16/04/07) Formative assessment is often done at the beginning or during a program, thus providing the opportunity for immediate evidence for student learning in a particular course or at a particular point in a program. Classroom assessment is one of the most common formative assessment techniques. The purpose of this technique is to improve quality of student learning and should not be evaluative or involve grading students. This can also lead to curricular modifications when specific courses have not met the student learning outcomes.
SUMMATIVE ASSESSMENT:(16/04/07)Summative assessment is comprehensive in nature, provides accountability and is used to check the level of learning at the end of the program. For example, if upon completion of a program students will have the knowledge to pass an accreditation test, taking the test would be summative in nature since it is based on the cumulative learning experience. Program goals and objectives often reflect the cumulative nature of the learning that takes place in a program.
PERFORMANCE ASSESSMENT: (16/04/07)Any activity undertaken by a student provides an opportunity for an assessment of the student's performance. Performance assessment often implies a more formal assessment of a student as he or she engages in a performance-based activity or task. Students are often provided with apparatus and are expected to design and conduct an investigation and communicate findings during a specified period of time. For example, students may be given the appropriate material and asked to investigate the preferences of sow bugs for light and dark, and dry or damp environments.
PROCEDURE:(16/04/07)A learning contract is an agreement between a student and a staff adviser that the student will undertake a specified activity and produce evidence that the activity was successfully completed.
LEARNING CONTRACT:(16/04/07)A learning contract is a structured method whereby each student, in consultation with a staff advisor, designs and implements manageable learning activities. The emphasis is on making each activity relevant to those professional and personal needs of the student which are consistent with the aims of the course and/or subject.
REFLECTIVE JOURNALS:(20/04/07)As methods of developing an awareness of processes, these techniques serve a very useful purpose and reveal a wealth of student knowledge and skills not detected by other methods, especially those that concentrate on outcomes. However, they can be very time consuming to grade.
Integrating skills:
This is when we do a sequence of exercises with our students using different skills, transferring information from one skill to another.Example:
Identifying the key words in a reading text about the climate of North America.
Using the key words to write a summary of the text.
In pairs, asking and answering questions about the climate of North America.
Listening to a tape of a person talking about the climate of North America and identifying the new information in the tape, compared with the reading text. This sequence of activities integrates all four skills of reading, writing, speaking and listening.
EVALUATION: is the process by which the course instructor determines how well the students' performance fulfills the course competencies. Evaluation is based on a pre-determined set of examinations, research projects, and term.
ASSESSMENT: is the process the college uses to evaluate student skills in areas such as reading, writing and mathematics and English as a Second Language
TESTING: the act of giving students or candidates a test (as by questions) to determine what they know or have learned.
FORMATIVE ASSESSMENT: Ongoing observations and methods of evaluation designed to measure student comprehension of a concept or task in order to identify areas that require enhanced or adapted instruction.
SUMMATIVE 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.
PERFORMANCE ASSESSMENT: Assessment that measures student performance on concrete tasks or activities as opposed to standardized multiple-choice tests. Students are expected to apply a range of skills and knowledge to solve a problem. Assessment is based not only on the results of the task but also on the processes of task.
NEGOTIATED ASSESSMENTSASSINGMENT: unsupervised pieces of work that often combine formative and summative assessment tasks. They form a major component of continuous assessment in which more than one assessment item is completed within the semester.
EXAMINATION: an examination defines the conditions under which student abilities will be tested. They usually restrict the time and place (the examination conditions) where the assessment task will be performed.
METHODOLOGY: (19/03/07)"the analysis of the principles of methods, rules, and postulates employed by a discipline" or "the development of methods, to be applied within a discipline" "a particular procedure or set of procedures".
PEDAGOGY:(19/94/07)is the art of science of teaching, the instruction in teaching.
PRODUCTIVES SKILLS: (28/04/07)they are speaking and writing
RECEPTIVE SKILLS : (28/03/07)they are listening and reading.
MENTOR: (02/04/07)Usually an ordained Sacar or Doyen who is responsible for personally tutoring and advising a Circle Leader during their training for the priesthood. Also a Docent responsible for tutoring apprentice Visars. This position presupposes that the person is already skilled in the job that they are teaching. It's not a formal office but is a formal responsibility. Technically any skilled person may enter into a Mentor.
EVALUATION : (04/04/07)Evaluation is the process of determining significance or worth, usually by careful appraisal and study. **Evaluation is the analysis and comparison of actual progress vs. prior plans, oriented toward improving plans for future implementation. It is part of a continuing management process consisting of planning, implementation, and evaluation; ideally with each following the other in a continuous cycle until successful completion of the activity.***Evaluation is the process of determining the worth or value of something. This involves assigning values to the thing or person being evaluated.
ASSESSMENT : (04/04/07)Assessment is a process of gathering information to meet a broad range of evaluation needs. Assessment is the process of observing and measuring learning. Assessments provide faculty with a better understanding of what students are learning and engage students more deeply in the process of learning geoscience content.
TESTING: (04/04/07)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.
TEACHER BELIEFTS: (09/04/07)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.
STRATEGY: (09/04/07)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?
SKILLS:(09/04/07)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:(09/04/07)ideas or actions intended to deal with a problem orsituation; "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].
FORMATIVE ASSESSMENT:(16/04/07) Formative assessment is often done at the beginning or during a program, thus providing the opportunity for immediate evidence for student learning in a particular course or at a particular point in a program. Classroom assessment is one of the most common formative assessment techniques. The purpose of this technique is to improve quality of student learning and should not be evaluative or involve grading students. This can also lead to curricular modifications when specific courses have not met the student learning outcomes.
SUMMATIVE ASSESSMENT:(16/04/07)Summative assessment is comprehensive in nature, provides accountability and is used to check the level of learning at the end of the program. For example, if upon completion of a program students will have the knowledge to pass an accreditation test, taking the test would be summative in nature since it is based on the cumulative learning experience. Program goals and objectives often reflect the cumulative nature of the learning that takes place in a program.
PERFORMANCE ASSESSMENT: (16/04/07)Any activity undertaken by a student provides an opportunity for an assessment of the student's performance. Performance assessment often implies a more formal assessment of a student as he or she engages in a performance-based activity or task. Students are often provided with apparatus and are expected to design and conduct an investigation and communicate findings during a specified period of time. For example, students may be given the appropriate material and asked to investigate the preferences of sow bugs for light and dark, and dry or damp environments.
PROCEDURE:(16/04/07)A learning contract is an agreement between a student and a staff adviser that the student will undertake a specified activity and produce evidence that the activity was successfully completed.
LEARNING CONTRACT:(16/04/07)A learning contract is a structured method whereby each student, in consultation with a staff advisor, designs and implements manageable learning activities. The emphasis is on making each activity relevant to those professional and personal needs of the student which are consistent with the aims of the course and/or subject.
REFLECTIVE JOURNALS:(20/04/07)As methods of developing an awareness of processes, these techniques serve a very useful purpose and reveal a wealth of student knowledge and skills not detected by other methods, especially those that concentrate on outcomes. However, they can be very time consuming to grade.
Integrating skills:
This is when we do a sequence of exercises with our students using different skills, transferring information from one skill to another.Example:
Identifying the key words in a reading text about the climate of North America.
Using the key words to write a summary of the text.
In pairs, asking and answering questions about the climate of North America.
Listening to a tape of a person talking about the climate of North America and identifying the new information in the tape, compared with the reading text. This sequence of activities integrates all four skills of reading, writing, speaking and listening.
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