Classroom research is research conducted by teachers to improve their own or colleagues' teaching, test educational theories in practice, or evaluate and implement school priorities. It allows teachers to become more effective and critically evaluate research through gaining new insights and understanding classroom issues firsthand. Effective classroom research uses accepted research methods and is collaborative in nature, with teachers participating in all stages of identifying problems, taking action, observing results, and planning next steps.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Language Assessment - Standardized Testing by EFL LearnersEFL Learning
Advantages and disadvantages of standardized test, how to developing a standardized test, standardized language proficiency testing, and four standardized language proficiency test.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Topic: Test Testing and Evaluation
Student Name: Abdul Rauf Ansari
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Language Assessment - Standardized Testing by EFL LearnersEFL Learning
Advantages and disadvantages of standardized test, how to developing a standardized test, standardized language proficiency testing, and four standardized language proficiency test.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
Action research in classroom setting copy (2)susanaparejo39
This Action Research in Classroom Setting is designed by the author in order to help the practitioner write the action research in a comprehensive way.
Action Research for the Reflective TeacherAshley Casey
A presentation to 3rd Year pre-service physical education teachers. It was designed to show why I engaged in action research and pedagogical change when I was considered to be a good and successful teacher. It shows Lewin's original cycle and consdiers it as a fractual process in which multiple cycles can occur in any one intervention. Finally it shows how different types of data can be gathered and analysed.
Research, Types and objectives of research Bindu Kshtriya
This presentation is regarding the basics of research method, about the voyage of research, steps included in research, types of research including descriptive, analytical, applied, fundamental, quantitative, qualitative conceptual, empirical historical conclusion oriented etc
2. Classroom research is an act undertaken by
teachers, to enhance their own or a colleague’s
teaching, to test the assumptions of educational
theory in practice, or as a means of evaluating and
implementing whole school priorities.
6. no training to undertake reserach
heavy load
lack of support
7. Paradigm is a set of
assumptions, concepts, values, and practices were
implemented in a study. The goal is to find a new
knowledge.
Tradition is an approach to researching the area
generally recognized and generally sets employ
research methods. There are two research
traditions, namely qualitative and quantitative
research.
Method is a means to collect, analyze and interpret
data using the procedure. There are several methods
that can be used to deepen or learning
8.
9. Difference Between Basic Research and Action Research
Criteria Basic Research Action Research
Develop and test educational theory To find solutions to problems in a
Objectives and derive generalizations. specific context.
Intensive training is needed in
Training Research Methodology.
Limited training is needed.
Participating teacher identify
A wide range of methods are used to
Selection of a problem select a problem.
problems during the teaching-
learning processes.
Highly specific hypotheses are Specific statement of the problem
Hypothesis developed. serves as hypotheses.
An exhaustive and thorough review No such thorough review of literature
Review of Literature of literature is required. is needed.
Considerably large sample size is Students studying in the class of a
Sample required. teacher forms sample.
Well thought experimental design is
developed to maintain comparable Procedures are planned only in
Experimental Design conditions and reducing error and general terms.
bias.
Simple analysis procedures are
Analysis of Data Complex analysis is often called for.
usually sufficient.
Conclusions may be in the form of
Conclusions generalizations and developing Findings are local specific.
theories.
Findings are used immediately in the
The generalizations have broad classroom situations by participating
Application of results
10. 1) It is about action and research
It is action that is intentionally researched, and
research that is designed to inform subsequent
actions.
11. 2) It is cyclical and evolves
The classic action research cycle is :-
Each cycle can be short – maybe just a few hours, days or
weeks. There can be cycles within cycles. Over time, a
particular piece of action research may evolve into
something quite different from its start.
12. 3) Each stage of the cycle is rigorous
The cycle doesn’t just happen. Accepted and
appropriate methods of
acting, observing, reflecting and planning are
used in each cycle.
13. 4) It is critical
Successful action research is based around shared
curiosity not individual certainty. Action research
works less well if people seek to prove the
correctness of their own ideas. Indeed, people are
expected to put their practices, ideas, and
assumptions to the test by gathering evidence that
could convince them that those practices, ideas
and assumptions may be wrong.
14. 5) It tends to be collaborative
There is no distinction made between those
involved in the “action” and those involved in
the “research”. Everyone can be involved in
both. The aim is to establish self-critical groups
or communities participating in all stages of the
cycle.
15. 6) It often starts with an engaging question
Since action research is both action and research
oriented, the inquiry starts best with an initial
question that is action oriented. Those involved in
a particular piece of action research will have
many different perspectives and expectations. In
order to engage them, this starting question needs
to reflect some common ground between all those
perspectives and expectations.
16. PRIMARY DATA : Are those which are
collected afresh and for the first time and
thus happen to be original in character
and known as Primary data.
SECONDARY DATA : Are those which
have been collected by someone else and
which have already been passed through
the statistical process are known as
Secondary data.
17. There are several methods of collecting
primary data, particularly in surveys and
descriptive researches. In descriptive
research, we obtain primary data either
through observation or through direct
communication with respondents in one
form or another or through personal
interviews.
18. These are already available i.e. they refer to the
data which have already been collected and
analyzed by someone else. Secondary data may
either be published or unpublished data.
Researcher must be very careful in using
secondary data, because the data available may
be sometimes unsuitable.
19.
20. Qualitative Research Quantitative Research
To gain an understanding of underlying To quantify data and generalize results
reasons and motivations from a sample to the population of
To provide insights into the setting of a interest
Objective / problem, generating ideas and/or To measure the incidence of various
purpose hypotheses for later quantitative views and opinions in a chosen sample
research Sometimes followed by qualitative
To uncover prevalent trends in thought research which is used to explore some
and opinion findings further
Usually a small number of non- Usually a large number of cases
Sample representative cases. Respondents representing the population of interest.
selected to fulfil a given quota. Randomly selected respondents.
Unstructured or semi-structured Structured techniques such as online
Data collection techniques e.g. individual depth questionnaires, on-street or telephone
interviews or group discussions. interviews.
Statistical data is usually in the form of
tabulations (tabs). Findings are
Data analysis Non-statistical.
conclusive and usually descriptive in
nature.
Exploratory and/or investigative.
Findings are not conclusive and cannot
be used to make generalizations about Used to recommend a final course of
21. Validity
Construct validity: The instruments used measure
the construct (aptitude, motivation)
External validity: Generalizability
Internal Validity: Controlling variables-intervention
22. Reliability
Internal Reliability: Will someone else come up with
the same results?
Inter-rater reliability: two researchers
Intra-rater reliability: the same researcher in 2 different
occasions
External Reliability: Whether another researcher will
get similar conclusions or not.
23. Transferability (external validity)
The findings could be applied to other contexts
Credibility (internal validity)
How carefully the data is gathered, analysed and
presented
Dependability (reliability)
the degree to which results can be trusted or reliable
(fit between data and what occurs in natural setting)
24. Underlying the idea of validity and
reliability in both quantitative and
qualitative research is the concept of
generalizability.
25. In quantitative research, the degree to which a study
can be generalized to other contexts can be determined
through statistical procedures, which verify that the results
obtained were not due to chance.
The entire topic of generalizability looks very different in
qualitative research. Instead of claiming that whatever
has been discovered must be true of people in general, a
naturalistic enquirer will claim that whatever
understanding has been gained by an in-depth study of a
real-life classroom may illuminate issues for other people.