Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
Your Reflective Analysis should accomplish four tasks1. It shou.docxdanielfoster65629
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis:
a. 1 major/formal project from 101
b. 1 major/formal project from 102
c. 1 major/formal project from 103
d. 2 informal compositions from 101, 102, or 103 (you may use writings from discussions)
e. Any other supporting samples of writing you would like to use*
Choose one outcome from below:
1) Students will learn the terminology, rhetorical ideas, and practical approaches of writing
persuasively/argumentatively.
Assessment/Deliverables:
•Students will demonstrate that knowledge and those skills in at least two major assignments and several minor writing assignments.
•Through assignments/class discussions, students will demonstrate an understanding of and fluency with rhetorical concepts and terms such as argument, persuasion, visual literacy, logic, logical fallacy, inductive/deductive, and reflective analysis.
•These terms will appear in course discussions, readings, and assignments.
2) Students will apply the writing process and revision to the creation of persuasive projects.
Assessment/Deliverables:
•Students will complete at least two major assignments with a substantive written component.
• Students will draft and revise at least one substantive written composition guided by instructor and peer rough draft comments (instructors’ evaluations can be delivered via written comments, verbal comments, and/or conferencing).
•Students will meet with their instructorat least once to discuss a writing assignment.
3) Students will continue to reflect on their own and others’ writing and communication
processes and practices.
Assessment/Deliverables:
•Students will conduct in-depth, well-structured peer review of other students’ written work. Peer reviews will be graded or will “count” in some way in the course grade, demonstrating the value of the review both to the reviewer and to the student being reviewed.
•Guided by their instructor, students will create a reflective analysis for a writing portfolio that examines the portfolio materials in relationship to the FWP Outcomes and demonstrates their ability to make rhetorical choices about how they present themselves to external audiences.
4) Students will use course writing and conversations to develop their critical thinking skills
and their ability to engage open-ended, complex problems.
Assessment/Deliverables:
•Students will complete multiple assignments demonstrating critical thinking skills
5) Students will reinforce their understanding that grammatical and mechanical errors detract
from achieving their communication purposes.
Assessment/Deliverable:
•St.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Embracing GenAI - A Strategic ImperativePeter 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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. MICRO AND MACRO SKILLS OF WRITING
Brown (2004:221) has summarized micro skills and macro skills
of writing. Micro-skills of writing are:
• Produce writing at an efficient rate of speed to suit the
purpose;
• Produce an acceptable core of words and use appropriate
word order patterns;
• Use acceptable grammatical systems (e.g., tense,
agreement, pluralization), patterns, and rules;
• Express a particular meaning in different grammatical forms;
• Use cohesive devices in written discourse.
3. Macro-skills of writing are:
• Use the rhetorical forms and conventions of written discourse;
• Appropriately accomplish the communicative functions of
written texts according to form and purpose;
• Distinguish between literal and implied meanings when
writing;
• Convey links and connections between events, and
communicate such relation as main idea, supporting idea, new
information, given information, generalization, and
exemplification;
4. • Correctly convey culturally specific references in the context
of the written text;
• Develop and use a battery of writing strategies, such
as accurately assessing the audience’s interpretation, using
prewriting devices, writing fluency in the first drafts, using
paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.
5. TYPES OF WRITING ASSESSMENT TASKS
According to Brown (2004:220), there are several categories of
writing assessment task as follow:
IMITATIVE WRITING
Tasks in [Hand] Writing Letters, Words, and Punctuation
Copying
• There is nothing innovative or modern about directing a test-
taker to copy letters or words.
For example: Handwriting letters, words, and punctuation
marks
Listening cloze selection tasks
• The test sheet provides a list of missing words from which the
test-taker must select.
6. Picture-cued tasks
• The test-taker will be displayed a poster or picture such as car,
cat, watermelon, or pen, and they are asked to write the word
that picture represents.
Form completion tasks
• A variation on pictures is the use of a simple form
(registration, application, etc.) that asks for name, address,
phone number, and other data.
Converting numbers and abbreviation to words
• In this test, the test-takers are asked to write down abbreviation
such as numbers, hours of the day, dates, or schedules into
words. This task can serve as a reasonably reliable method to
stimulate handwritten English.
7. Spelling Tasks and Detecting Phoneme
A number of task types are in popular use to assess the ability to
spell words correctly and to process phoneme-grapheme
correspondences.
Spelling tests
• The teacher dictates a simple list of words, one word at a time
followed by the word in a sentence, repeated again, with a
pause for test-takers to write the word. Scoring emphasizes
correct spelling.
Picture-cued tasks
• Pictures are displayed with the objective of focusing on
familiar words whose spelling may be unpredictable. Items are
chosen according to the objectives of the assessment, but this
format is an opportunity to present some challenging words
and words pairs: boot/book, read/reed, bit/bite, etc.
8. Multiple-choice techniques
• Presenting words and phrases in the form of a multiple choice
task risks crossing over into the domain of assessing reading,
but the items have a follow-up writing component.
Matching phonetic symbols
• If the test-takers have been familiar with the phonetic alphabet,
they could be shown phonetic symbols and asked to write the
correctly spelled word alphabetically.
9. INTENSIVE WRITING
Dictation and Dicto-Comp
Dictation
• Dictation is an assessment of the integration of listening and
writing. It is simply the retention in writing of what one hears
aurally, so it could be classified as an imitative type of writing,
especially since a proportion of the test-takers performance
centers on correct spelling.
Dicto-Comp
• This kind of tests, the teacher will read a paragraph at normal
speed, usually twice or three times; then the teacher asks the
students to rewrite what they have been read by their teacher.
10. Grammatical transformation tasks (practical, reliable)
Grammatical transformation tasks are easy to administer and are
therefore practical, quite high in score reliability, and arguably
tap into knowledge of grammatical forms that will be performed
through writing
Numerous versions of the task are possible:
1. Change the tenses in a paragraph.
2. Change statements to Yes/no or WH-questions.
3. Change question into statements.
4. Combine two sentences into one using a relative pronoun.
5. Change from active to passive voice.
11. Picture-Cued tasks
The main advantage in this technique is in detaching the almost
ubiquitous reading and writing connection and offering instead
nonverbal means to stimulate written responses. Numerous types
of this task are:
Short sentences
• A drawing of some simple action is shown: the test-taker
writes a brief sentence.
Picture description
• In this test, the teacher will show a picture to the students and
then ask them to describe the picture. For example: based on
the presented picture, the test-takers are asked to describe the
picture using four of the following presentations: on. Over,
under, next to, and around.
12. Picture sequence Description
• A sequence of three to six pictures depicting a story line
can provide a suitable stimulus for written production. The
picture must be simple and unambiguous because an open-
ended task at the selective level would give test takers too
many options.
Vocabulary Assessment Tasks
Most vocabulary study is carried out through reading. A number
of assessments of reading recognition of vocabulary are multiple-
choice technique, matching, picture-cued identification, cloze
techniques, guessing the meaning of a word in context. The
major techniques used to assess vocabulary are defining and
using a word in a sentence.
13. Ordering Tasks
In this kind of test, the teacher gives scrambled sets of words to
the students and then asks the students to reorder the scrambled
sets of the words into a correct sentence.
Short-answer and Sentence Completion Tasks
In this case, the test-takers are asked to write short-answer and
complete sentences.
14. RESPONSIVE AND EXTENSIVE WRITING
Paraphrasing
The initial step in teaching paraphrasing is to ensure that learners
understand the importance of paraphrasing: to say something in
one’s own words, to avoid plagiarizing, to offer some variety in
expression.
Guided Question and Answer
Another lower-order task in this type of writing is a guided
question and answer format in which the test administrator poses
a series of question that essentially serve as an outline of the
emergent written test.
15. Paragraph Construction Tasks
Topic sentence writing
This task thereof consists of:
1. Specifying the writing of a topic sentence
2. Scoring points for its presence or absence;
3. Scoring and/or commenting on its effectiveness is stating the
topic.
Topic development within a paragraph
Four criteria are commonly applied to assess the quality of
a paragraph:
1. The clarity of expression of ideas;
2. The logic of the sequence and connections;
3. The cohesiveness or unity of the paragraph;
4. The overall effectiveness of the paragraph as a whole.
16. Development of main and supporting ideas across paragraphs
The elements which can be considered in evaluating this kind
of task are:
1. Addressing the topic, main idea, or principal purpose;
2. Organizing and developing supporting ideas;
3. Using appropriate details to undergird supporting ideas;
4. Showing facility and fluency in the use of language;
5. Demonstrating syntactic variety.
17. Strategic Option
Developing main and supporting ideas is the goal of the
writer attempting to create an effective text. A number of
strategies are commonly taught to second language writer to
accomplish their purposes. Aside from strategies of free-writing,
outlining, drafting, and revising, writers need to be aware of
the task that has been demanded and to focus on the genre of
writing and the expectations of the genre.
Attending to task
• In responsive writing, the context is seldom completely open-
ended: a task has been defined by the teacher or test
administrator, and the writer must fulfill the criterion of the
task. Even in extensive writing of longer texts, a set
of directives has been stated by the teacher or is implied by the
conventions of the genre.
18. • Four types of tasks are commonly addressed in academic
writing courses: 1) compare/contrast, 2) problem/solution,
3) pros/cons, and 4) cause/effect. Depending on the genre of
the text, one or more of these task types will be needed to
achieve the writer’s purpose.
• Assessment of the fulfillment of such tasks could be formative
and informal, but the product might also be assigned a holistic
or analytic score.
19. Attending to genre
Assessment of the more common genres may include the
following criteria, along with chosen factors from the list in item
of main and supporting ideas.
• Reports
• Summaries of Readings/Lecture/Videos
• Responses to Readings/ Lecture/Videos
• Narration, Descriptive, Persuasion/Argument, and Exposition
• Interpreting Statistical, Graphic, or Tabular Data
• Library Research Report
20. References and Recommended Reading
• Brown, H. D. (2004). Language Assessment: Principles and
Classroom Practices. White Plains, NY: Pearson Education.
• Heaton, J. B. (1988). Writing English Language Tests (New
Edition). London: Longman.
• Hughes, A. (1989). Testing for Language Teachers.
Cambridge: Cambridge University Press.
• O'Malley, J. M., & Pierce, L. V. (1996). Authentic Assessment
for English Language Learner: Practical Approaches for
Teachers. White Plains, NY: Addison Wesley.