learner directed assessment in esl

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Learner Directed Assessment In Esl

Author : Glayol V. Ekbatani
ISBN : 9781135675516
Genre : Education
File Size : 39. 33 MB
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This text integrates the theory and practice of learner-based assessment. Written in response to two recent movements in language teaching--learner-centered teaching and a renewed interest in authenticity in language testing--it examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Grounded in current pedagogical applications of authentic assessment measures, this volume is intended for and eminently accessible to classroom teachers and program directors looking for ways to include their students in the evaluation process, graduate students, and professional language testers seeking authenticity in assessment and desiring to create more interactive evaluation tools.

Measurement And Evaluation In Post Secondary Esl

Author : Glayol V. Ekbatani
ISBN : 9781136896880
Genre : Education
File Size : 72. 71 MB
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Practical and concise, this introductory text for language teaching professionals is a guide to ESL assessment and to fulfilling the testing component of TESOL programs in the U.S. and around the world. Covering the fundamental descriptive and quantitative facets of effective language testing, it explicates key technical aspects in an accessible, non-technical manner. Each chapter includes relevant practical examples and is augmented by a partnered project that provides practical opportunities for readers to apply the concepts presented in real testing situations. Measurement and Evaluation in Post-Secondary ESL: Discusses effective methods of evaluating the language proficiency of college-bound English language learners in various skills areas such as reading, oral proficiency, and writing Takes a fresh look at accepted assessment concepts and issues such as validity and reliability, construct definition, authenticity, washback, reliable scoring, rater training, holistic and analytic rubrics, standardized tests, and statistical concepts Places special emphasis on innovative methods and alternative forms of assessment, such as self and portfolio assessment, as an adjunct to traditional methods Reviews the changes in the new internet-based Test of English a Second Language launched in 2005 Addresses the role and responsibilities of assessors

Integrating Information And Communication Technology Into Language Teaching And Learning Penerbit Usm

Author : Tengku Sepora Tengku Mahadi
ISBN : 9789674611149
Genre : Education
File Size : 60. 6 MB
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The role of ICT in education is becoming more and more important as the world moves rapidly into the age of digital media and information. Though worldwide research has shown that the integration of ICT into language teaching and learning may lead to improved student learning and better teaching methods, it is not possible without effective use of ICT in education. Thus, this book showcases current methodology and pedagogical research in combining language teaching and learning with current platforms of computer-mediated communications. The reflections and innovative educational approaches featured will be of benefit to scholars, educationists and pedagogical researchers with an interest in technological applications in education.

Crespar Findings 1994 1999

Author : A. Wade Boykin
ISBN : 9781135065362
Genre : Education
File Size : 73. 73 MB
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This double issue presents summaries of the scholarly and practical-reform accomplishments of the first five years of the Center for Research on the Education of Students Placed at Risk (CRESPAR). This bold, five-year initiative addressed several of the problems that most directly challenge the values and practical aspirations of modern democracies. The included articles emphasize how CRESPAR has focused on the schools in many of America's most challenging communities. It has both helped local schools improve themselves and advanced the nation's research base. This issue was written in commemoration of the life and work of John Henry Hollifield, Jr., founding coeditor. For 28 years, Hollifield served as an editor and administrator at Johns Hopkins University's Center for Social Organization of Schools. When JESPAR was just an idea, Hollifield was one of the people who most strongly advocated its development. He had a ready smile, a fine editorial touch, and a relentless will to produce each excellent issue. This issue, summarizing much of the research from CRESPAR's first five years, is presented by the full team of authors in his loving memory.

Gradiva Journal Of Contemporary Theory And Practice

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Assumptions In Assessment

Author : Paul Robert McPherron
ISBN : UCAL:X69526
Genre :
File Size : 25. 77 MB
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Assessing The Online Learner

Author : Rena M. Palloff
ISBN : UOM:39015077131418
Genre : Education
File Size : 85. 36 MB
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Assessing the Online Learner Written by Rena M. Palloff and Keith Pratt, experts in the field of online teaching and learning, this hands-on resource helps higher education professionals understand the fundamentals of effective online assessment. It offers guidance for designing and implementing creative assessment practices tied directly to course activities to measure student learning. The book is filled with illustrative case studies, authentic assessments based in real-life application of concepts, and collaborative activities that assess the quality of student learning rather than relying on the traditional methods of measuring the amount of information retained. Praise for "Assessing the Online Learner" "Established leaders in online learning, Palloff and Pratt have broken new ground with this scholarly yet practical guidebook destined to become a classic. In the era of accountability, this text will provide administrators, faculty developers, and online teaching faculty with clear direction based in many years of successful virtual classroom experience that will guide the assessment of online learning for years to come." --Judy Witt, dean, School of Educational Leadership and Change, Fielding Graduate University "At a time in which online educators are increasingly called upon to document student learning, Palloff and Pratt have succinctly offered strategies to align assessment, program competencies, learning outcomes, and course activities that authentically engage learners and promote meaningful reflection." --Tina J. Parscal, director of education and professional studies programs, Colorado State University-Global Campus

Teaching Learning

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ISBN : UIUC:30112121890518
Genre : Education
File Size : 22. 73 MB
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The Multilingual Bilingual Dichotomy

Author : Amy S. Thompson
ISBN : MSU:31293030626182
Genre : Bilingualism
File Size : 68. 26 MB
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Bilingualism (Sanz, 2000), motivation (Pintrich, 1989), and language aptitude (Grigorenko, Sternberg, and Ehrman, 2000) are crucial individual differences that contribute to successful adult language learning. Since Gardner's (1985) seminal work on motivation, many studies have shown that motivation is dynamic and that it affects language development in many ways (Dornyei, 2005). We also know that bilingualism has clear benefits for successful third language (l3) acquisition (Bialystok, 2006, 2001; Da Fortuna & Siegle, 1995; Swain et al., 1990). Yet still at issue is how much bilingualism contributes to the success of l3 acquisition when taking into consideration other individual differences, such as motivation and aptitude. This study addresses the profiles of second language (l2) and third language (l3) learners of English, using 128 participants from the "Casa de Cultura Britanica's" English language program, which is affiliated with the "Universidade Federal do Ceara" in Fortaleza, Brazil. The participants completed the Portuguese version of the Motivated Strategies for Learning Questionnaire (mslq), "Questionario de Estrategias Motivacionais para Aprendizagem" (qema) (Brown et al., 2001), the Cognitive Ability for Novelty in Acquisition of Language (Foreign) (canal-ft) (Grigorenko et al. 2000), the Michigan State University English Language Test (msuelt) (Cook, 2001), and a self-rated proficiency scale based on the Common European Framework of Reference (cefr) (Hasselgreen, 2005). Analyses of the aforementioned factors, including ANOVAs, correlations, factor analyses, and discriminant function analyses compare the bilingual and multilingual participants, illustrating the differences between the groups. Motivational profiles, language aptitude scores, performance on the independent measure of English proficiency, and retention rates of the bilingual and multilingual participants are discussed using the aforementioned analyses. There is also a content analysis of interview data collected from a subgroup of the multilingual participants. One important finding of this dissertation includes the statistically significant results for the language aptitude scores between the bilingual and multilingual participants. This dissertation also supports the slowly growing body of research indicating that even a small amount of previous language learning experience can affect the process of learning subsequent languages. In addition, language learners who positively perceive interactions between languages studied might have advantages in subsequent language learning experiences. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].

Indian Linguistics

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ISBN : STANFORD:36105213170207
Genre : India
File Size : 24. 29 MB
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