Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
Standards CorrelationRubricListening and Speaking.docxwhitneyleman54422
Standards Correlation
Rubric
Listening and
Speaking
Expectation
Point(s)
Possible
Point(s)
Earned
AZ ELP Standard
Only One Entire Standard Copied and Pasted including specific
identification (stage, domain, standard #, performance indicator #)
1 0
AZ ELA Standard
Only One Entire Standard Copied and Pasted including specific
identification (grade, domain description, standard #, and performance
indicator letter)
1 0
Content Objective
Objective begins with “Students will be able to ________.” Objective is
specific, measurable, and observable
1 0
Language Objective
Objective begins with “Students will be able to ________.” Objective is
specific, measurable, and observable
1 0
Reading
AZ ELP Standard
Only One Entire Standard Copied and Pasted including specific
identification (stage, domain, standard #, performance indicator #)
1 0
AZ ELA Standard
Only One Entire Standard Copied and Pasted including specific
identification (grade, domain description, standard #, and performance
indicator letter)
1 0
Content Objective
Objective begins with “Students will be able to ________.” Objective is
specific, measurable, and observable
1 0
Language Objective
Objective begins with “Students will be able to ________.” Objective is
specific, measurable, and observable
1 0
Writing
AZ ELP Standard
Only One Entire Standard Copied and Pasted including specific
identification (stage, domain, standard #, performance indicator #)
1 0
AZ ELA Standard
Only One Entire Standard Copied and Pasted including specific
identification (grade, domain description, standard #, and performance
indicator letter)
1 0
Content Objective
Objective begins with “Students will be able to ________.” Objective is
specific, measurable, and observable
1 0
Language Objective
Objective begins with “Students will be able to ________.” Objective is
specific, measurable, and observable
1 0
Summary
Introduction
Introduction is at least three sentences and the last sentence is a clear
thesis statement that provides an overview of the summary.
2 0
Content Three supporting paragraphs (1 to support each domain in the paper) 5 2
Conclusion Conclusion is at least three sentences, main points reiterated 2 0
Sources
Minimum 1 source from Course Readings or research from the GCU Library
or Google Scholar
2 2
Academic Writing Sentences are clear and grammatically correct 1 1
Spelling There are no spelling errors. 1 1
Total
Please see embedded comments in the assignment attached in the
Instructor's document. 25 6
Professional Scenarios
Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but ac.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. General Marking Guidance
• This mark scheme provides a list of acceptable answers for this paper.
Candidates will receive credit for all correct responses but will be penalised if
they give more than one answer where only one is required (e.g. putting an
additional cross in a set of boxes). If a candidate produces more written answers
than the required number (two instead of one, three instead of two etc), only the
first answers will be accepted. Free responses are marked for the effective
communication of the correct answer rather than for quality of language but it is
possible that, on some occasions, the quality of English or poor presentation can
impede communication and lose candidate marks. It is sometimes possible for a
candidate to produce a written response that does not feature in the mark
scheme but which is nevertheless correct. If this were to occur, an examiner
would, of course, give full credit to that answer.
• All candidates must receive the same treatment. Examiners must mark the first
candidate in exactly the same way as they mark the last.
• Mark schemes should be applied positively. Candidates must be rewarded for
what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award zero marks if the
candidate’s response is not worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide the principles by
which marks will be awarded and exemplification may be limited.
• When examiners are in doubt regarding the application of the mark scheme to a
candidate’s response, the team leader must be consulted.
• Crossed out work should be marked UNLESS the candidate has replaced it with
an alternative response.
4. Assessment criteria
Assesment criteria reflects the standards expected for IGCSEs. It will therefore not be necessary for
candidates to perform ‘perfectly’ in order to attract the highest marks available in each assessment
criteria grid. References to ‘standard’ should be interpreted in this context.
Major errors
These may include, for example, the consistent mismatching of subject and verb forms, use of
inappropriate tenses and/or incorrect vocabulary.
Minor errors
These may include, for example, the occasional omission of accents, incorrect gender, article, slight
spelling errors.
Awarding marks
Marks are awarded positively using the following assessment criteria grids. The mark awarded
reflects the extent to which the task as a whole has been successfully communicated and completed.
To determine if a candidate should fain the upper or lower number of marks in the box, it is
important to refer to the boxes and above and below. If the candidate’s peformance borders more
on the performance of the box below than the box above, then the lower mark is allocated. On
certain occasions, a candidate’s performance may require a ‘best fit’ mark.
8. Mark range Descriptor
0 – 1 Little or no relevant communication.
2
Little relevant information with much ambiguity and
many omissions. Often incoherent.
3
Main points of the task completed but there may be some
irrelevance, omissions or repetition. Minimal level of
response with little description or opinions. Not easy to
4
Majority of task completed and relevant. There may be
some irrelevance caused by a misunderstanding of the task.
There is some evidence that the student can go beyond a
minimal response due to some expansion of ideas and
opinions as appropriate to the task. Some attempts to link
the piece together as a whole. Sometimes ambiguous.
5
Responds fully to all, or nearly all, of the task. Task
clearly understood. Evidence of both opinion and
description as appropriate to the task. The piece is clear
and has some coherence. May be rather pedestrian or,
alternatively, somewhat over-ambitious.
6
Task clearly understood and responds fully to the task.
Ability to narrate, expand, give full descriptions and
express opinions as appropriate to the task. Piece is clearly
linked together, coherent and relevant. Pleasant to read.
Knowledge and application of language
Mark range Descriptor
0 No language worthy of credit.
1
Limited vocabulary and structures which are just adequate to
the task. Language is basic and sometimes inappropriate to
task. Sentences are usually short, although syntactically
more or less correct. Occasional use of standard idiom. Some
errors in correct formation and use of verbs. Pre- learned,
set phrases predominate. Use of adjectival or adverbial
phrases is not always successful. Communication may
sometimes be impeded.
2
Vocabulary, structures and idiom adequate to the task in
description expressing and justifying opinions. Complex
structures used successfully and language manipulated to
suit purpose.
9. Accuracy of language
Mark range Descriptor
0 Little or no language worthy of credit.
1
Many errors but main points communicated. Some correct
constructions allowing successful communication.
2
High level of accuracy, though not faultless. Orthography
generally well mastered. At least some use of complex
language.
* Please note, lifting/copying of 5 or more consecutive words from the
text will not be credited marks from the marking criteria.
Question
Number
Answer Mark
3 a ُأَﺸﺎﻫد/ﻷَﺸﺎﻫد
(with or without vocalisation)
1
Question
Number
Answer Mark
3 b
ُﯿﺎتراﻟﻤﺒﺎ
(with or without vocalisation)
1
Question
Number
Answer Mark
3 c اﻟﻀﻤﯿر"ُت"ُﻨتُﻛ ﻓﻲ
Accept ُﻛﻨت
1
Question
Number
Answer Mark
3 d
ًارﺸﺎﻛ
(with or without vocalisation)
1
Question
Number
Answer Mark
3 e ﻤﺎ 1
10. Question
Number
Answer Mark
4 a ﻻعاﻟﺸﺎر ﻓﻲ ْﺘﻠﻌب. 1
Question
Number
Answer Mark
4 b
َعاﻟزر ﯿﺴﻘﻲ ُاﻟﻔﻼح عرَﺸ. 1
Question
Number
Answer Mark
4 c
ًﺎﻋﻤﯿﻘ ًﺎﻨوﻤ ُﻨﻤت. 1
Question
Number
Answer Mark
4 d
َح ﻤﺎذاأﻤس؟ ﺼل 1
Question
Number
Answer Mark
4 e اﻟﻤﻌﻤل ﻓﻲ اﻟﻤﻬﻨدس ﻛﺎن. 1
Question
Number
Answer Mark
5 a C 1
Question
Number
Answer Mark
5 b B 1
Question
Number
Answer Mark
5 c A 1
Question
Number
Answer Mark
5 d A 1
Question
Number
Answer Mark
5e C 1
11. Question
Number
Answer Accept/Reject Mark
6a ﯿﺎ:ﻨداء أداة. 1
Question
Number
Answer Accept/Reject Mark
6b طﺎﻟبات:ﻨﺼﺒﻪ وﻋﻼﻤﺔ ﻤﻨﺼوب ﻤﻨﺎدى
ِﻩرآﺨ ﻋﻠﻰ ةراﻟظﺎﻫ ةراﻟﻛﺴ)ﻤؤﻨث ﺠﻤﻊ ﻷﻨﻪ
ﻤﻀﺎف وﻫو ﺴﺎﻟم(.
1
Question
Number
Answer Accept/Reject Mark
6c اﻟﻌﻠم:ﻩرﺠ وﻋﻼﻤﺔ ﻤﺠرور اﻟﯿﻪ ﻤﻀﺎف
ِﻩرآﺨ ﻋﻠﻰ ةراﻟظﺎﻫ ةراﻟﻛﺴ.
1
Question
Number
Answer Accept/Reject Mark
6d اﺠﺘﻬدن:ْاﺠﺘﻬد:ﻋﻠﻰ ﻤﺒﻨﻲ أﻤر ﻓﻌل
ﻩرآﺨ ﻋﻠﻰ اﻟظﺎﻫر اﻟﺴﻛون.
ﻤﺒﻨﻲ ﻤﺘﺼل ﻀﻤﯿر اﻟﻨونواﻟﻔﺘﺢ ﻋﻠﻰﻓﻲ
ﻓﺎﻋل ﻓﻊر ﻤﺤل.
2
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