Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
This document provides a timeline of key events from the Early Republic period in the United States, beginning with the establishment of the new Constitution to replace the Articles of Confederation. It discusses several early presidents including Washington, the Whiskey Rebellion, the rise of political parties, and challenges faced by John Adams including the XYZ Affair and passage of the Alien and Sedition Acts. The timeline touches on major domestic and foreign policy issues of the era.
The document discusses environment analysis, which involves analyzing factors in the learning environment that will affect curriculum design decisions. These factors can include characteristics of the learners, teachers, classroom, resources, and time available. Understanding constraints like class size or language level involves gathering local information as well as considering relevant research findings on how to address the constraint. The example of the time constraint illustrates how curriculum design can work within a constraint by limiting goals or using intensive study, or try to overcome it through self-study or extending course time. Overall, environment analysis is important for developing a usable curriculum that accounts for real-world situational factors.
This document discusses alternatives to standardized testing for student assessment, including performance-based assessments, portfolios, journals, conferences, interviews, and observations. It provides characteristics and guidelines for implementing each alternative form of assessment in the classroom. The alternatives allow for a more holistic evaluation of students and more authentic demonstrations of their skills.
This document discusses qualitative research methods in applied linguistics. It distinguishes qualitative from quantitative methods, noting that qualitative methods involve smaller sample sizes but more in-depth accounts from participants. It outlines some key characteristics of qualitative research, such as emergent design, naturalistic settings, interpretive analysis, and reliance on verbal data. Finally, it discusses debates around what constitutes qualitative research and lists some strengths and weaknesses of the approach.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
This document provides a timeline of key events from the Early Republic period in the United States, beginning with the establishment of the new Constitution to replace the Articles of Confederation. It discusses several early presidents including Washington, the Whiskey Rebellion, the rise of political parties, and challenges faced by John Adams including the XYZ Affair and passage of the Alien and Sedition Acts. The timeline touches on major domestic and foreign policy issues of the era.
The document discusses environment analysis, which involves analyzing factors in the learning environment that will affect curriculum design decisions. These factors can include characteristics of the learners, teachers, classroom, resources, and time available. Understanding constraints like class size or language level involves gathering local information as well as considering relevant research findings on how to address the constraint. The example of the time constraint illustrates how curriculum design can work within a constraint by limiting goals or using intensive study, or try to overcome it through self-study or extending course time. Overall, environment analysis is important for developing a usable curriculum that accounts for real-world situational factors.
This document discusses alternatives to standardized testing for student assessment, including performance-based assessments, portfolios, journals, conferences, interviews, and observations. It provides characteristics and guidelines for implementing each alternative form of assessment in the classroom. The alternatives allow for a more holistic evaluation of students and more authentic demonstrations of their skills.
This document discusses qualitative research methods in applied linguistics. It distinguishes qualitative from quantitative methods, noting that qualitative methods involve smaller sample sizes but more in-depth accounts from participants. It outlines some key characteristics of qualitative research, such as emergent design, naturalistic settings, interpretive analysis, and reliance on verbal data. Finally, it discusses debates around what constitutes qualitative research and lists some strengths and weaknesses of the approach.
This document discusses elicitation techniques used in language research, including production tasks, interviews, and questionnaires. Production tasks aim to elicit natural language samples but are time-consuming. Interviews can be structured, semi-structured, or unstructured and allow flexibility but introduce bias. Questionnaires use closed and open questions and must be carefully designed and piloted to avoid confusion and bias. Responses require categorization and quantification to analyze qualitative data. Proper planning and conduct of interviews and questionnaires is important to obtain valid results.
The Noticing Hypothesis: Explanation and Practical ApplicationsMarce Winchester
The Noticing Hypothesis proposes that conscious attention to and awareness of the linguistic features of the language a learner is exposed to is necessary for learning to occur. This hypothesis was developed by Richard Schmidt based on two case studies, including his own experience learning Portuguese in Brazil. The hypothesis suggests that learners must consciously notice, rather than just understand, grammatical forms in the input in order to acquire them. Individual differences in learners' ability and willingness to notice linguistic features can affect their language development. The Noticing Hypothesis implies that language teaching should aim to help learners consciously attend to all aspects of the language through methods that incorporate their interests.
1. O documento apresenta um comentário sobre o livro bíblico de Atos dos Apóstolos escrito por Werner de Boor.
2. Inclui questões introdutórias sobre o autor, época, estrutura e fontes de Atos dos Apóstolos, além de uma discussão da crítica histórica ao livro.
3. O comentário propriamente dito analisa detalhadamente os capítulos e versículos de Atos dos Apóstolos, relacionando-os a outros textos bíblicos.
The document provides guidance on writing a successful research paper in 10 steps: 1) understand the genre, 2) choose a topic, 3) narrow the scope, 4) develop a thesis or research question, 5) conduct research, 6) create an outline, 7) write a first draft, 8) revise the draft, 9) proofread, and 10) submit the paper. It emphasizes the importance of understanding the assignment, finding a topic you're passionate about, doing thorough research, developing a strong thesis or research question, and revising. The key aspects are motivation, understanding sources and source evaluation, creating an outline after research, and focusing revision on higher-order concerns than proofreading.
Comentario Bíbilco Matthew Henry - Novo Testamento vol.1 - Mateus a João.pdfSANDRO SALOMÃO
Este documento apresenta uma breve biografia de Matthew Henry, autor do famoso comentário bíblico. Ele nasceu na Inglaterra no século XVII e dedicou sua vida ao ministério pastoral e à escrita de comentários sobre as Sagradas Escrituras. Sua obra tornou-se uma referência clássica no estudo da Bíblia, trazendo uma abordagem prática e devocional aos textos sagrados.
O documento apresenta informações sobre o curso "Métodos de Estudos Bíblicos" ministrado no ITEB - Instituto Teológico de Barueri pelo pastor Henrique Regis. Contém detalhes sobre o plano de aula, avaliação, trabalho a ser realizado e métodos de estudo bíblico que serão abordados, com ênfase no método indutivo.
This document discusses key concepts in language assessment. It defines the differences between testing and assessment, and explains that measurement involves assigning numbers to performance while evaluation involves interpretation. Formative assessment occurs throughout learning to provide feedback, while summative assessment evaluates mastery at the end. Other topics covered include multiple intelligence theory, traditional versus alternative assessment, and ensuring tests are practical, reliable, valid, authentic, and promote beneficial preparation.
This document provides guidance on developing a reading test, including specifying test takers' abilities, selecting texts, writing test items, and scoring. It recommends selecting representative texts of appropriate length and readability that avoid cultural biases. When writing items, the document suggests using techniques like multiple choice, short answer, and gap filling while ensuring the language is less demanding than the text and responses require minimum writing. It also provides practical advice on item writing such as basing items on the text order and avoiding items answerable from general knowledge.
This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing more than one grammar concept. Vocabulary tests for placement should sample high frequency words according to textual importance and usefulness. Both recognition and production can be tested, though production has less applicability for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Ren Hulin, X. N. (2014). A study of Chomsky's Universal Grammar in Second Lan...Namreen Fiaz
The document summarizes research on the applicability of Universal Grammar to second language acquisition. It discusses the main debates around whether linguistic abilities are innate or learned. It then outlines Chomsky's theory of Universal Grammar, including the concepts of Language Acquisition Device and parameters. Several studies are described that investigate whether adult second language learners have direct access to Universal Grammar principles or whether their first language parameters restrict access. Most researchers support the view that Universal Grammar plays an indirect role in second language learning due to fundamental differences from first language acquisition.
Forelesning, metodekurs for masterstudenter i statsvitenskap, om mitt delprosjekt "Menneskesyn i omstillingsprosessene i Store Norske", del av prosjektet "Konjunktur og kultur. En analyse av omstillingsprosessene i Store Norske.
The document summarizes evaluations from students in Norway on a mobile app called MILAGE that was used as part of a blended learning project for teaching mathematics. Students found the app to be interesting, easy to use, and innovative. They believed it supported individual and collaborative work. Most students indicated that instructional videos were the most helpful feature for learning. Overall, the evaluations found that students were actively engaged with constructing content for the app and viewed it as a useful additional approach for learning mathematics.
This document discusses elicitation techniques used in language research, including production tasks, interviews, and questionnaires. Production tasks aim to elicit natural language samples but are time-consuming. Interviews can be structured, semi-structured, or unstructured and allow flexibility but introduce bias. Questionnaires use closed and open questions and must be carefully designed and piloted to avoid confusion and bias. Responses require categorization and quantification to analyze qualitative data. Proper planning and conduct of interviews and questionnaires is important to obtain valid results.
The Noticing Hypothesis: Explanation and Practical ApplicationsMarce Winchester
The Noticing Hypothesis proposes that conscious attention to and awareness of the linguistic features of the language a learner is exposed to is necessary for learning to occur. This hypothesis was developed by Richard Schmidt based on two case studies, including his own experience learning Portuguese in Brazil. The hypothesis suggests that learners must consciously notice, rather than just understand, grammatical forms in the input in order to acquire them. Individual differences in learners' ability and willingness to notice linguistic features can affect their language development. The Noticing Hypothesis implies that language teaching should aim to help learners consciously attend to all aspects of the language through methods that incorporate their interests.
1. O documento apresenta um comentário sobre o livro bíblico de Atos dos Apóstolos escrito por Werner de Boor.
2. Inclui questões introdutórias sobre o autor, época, estrutura e fontes de Atos dos Apóstolos, além de uma discussão da crítica histórica ao livro.
3. O comentário propriamente dito analisa detalhadamente os capítulos e versículos de Atos dos Apóstolos, relacionando-os a outros textos bíblicos.
The document provides guidance on writing a successful research paper in 10 steps: 1) understand the genre, 2) choose a topic, 3) narrow the scope, 4) develop a thesis or research question, 5) conduct research, 6) create an outline, 7) write a first draft, 8) revise the draft, 9) proofread, and 10) submit the paper. It emphasizes the importance of understanding the assignment, finding a topic you're passionate about, doing thorough research, developing a strong thesis or research question, and revising. The key aspects are motivation, understanding sources and source evaluation, creating an outline after research, and focusing revision on higher-order concerns than proofreading.
Comentario Bíbilco Matthew Henry - Novo Testamento vol.1 - Mateus a João.pdfSANDRO SALOMÃO
Este documento apresenta uma breve biografia de Matthew Henry, autor do famoso comentário bíblico. Ele nasceu na Inglaterra no século XVII e dedicou sua vida ao ministério pastoral e à escrita de comentários sobre as Sagradas Escrituras. Sua obra tornou-se uma referência clássica no estudo da Bíblia, trazendo uma abordagem prática e devocional aos textos sagrados.
O documento apresenta informações sobre o curso "Métodos de Estudos Bíblicos" ministrado no ITEB - Instituto Teológico de Barueri pelo pastor Henrique Regis. Contém detalhes sobre o plano de aula, avaliação, trabalho a ser realizado e métodos de estudo bíblico que serão abordados, com ênfase no método indutivo.
This document discusses key concepts in language assessment. It defines the differences between testing and assessment, and explains that measurement involves assigning numbers to performance while evaluation involves interpretation. Formative assessment occurs throughout learning to provide feedback, while summative assessment evaluates mastery at the end. Other topics covered include multiple intelligence theory, traditional versus alternative assessment, and ensuring tests are practical, reliable, valid, authentic, and promote beneficial preparation.
This document provides guidance on developing a reading test, including specifying test takers' abilities, selecting texts, writing test items, and scoring. It recommends selecting representative texts of appropriate length and readability that avoid cultural biases. When writing items, the document suggests using techniques like multiple choice, short answer, and gap filling while ensuring the language is less demanding than the text and responses require minimum writing. It also provides practical advice on item writing such as basing items on the text order and avoiding items answerable from general knowledge.
This document discusses considerations for different types of language tests. It notes that proficiency testing has low importance for directly testing limits, while placement tests have high importance. Achievement and diagnostic tests are more applicable for testing grammar through techniques like paraphrase, completion, and modified cloze exercises. Careful allocation of points is needed, separating points for items testing more than one grammar concept. Vocabulary tests for placement should sample high frequency words according to textual importance and usefulness. Both recognition and production can be tested, though production has less applicability for achievement tests. Communicative tests are less important for learning but suitable for assessing the learning process with less backwash effect.
Language Assessment - Beyond Test-Alternatives Assessment by EFL LearnersEFL Learning
The concept of assemble additional measures of students—portfolios, journals, observations, self-assessments, peer-assessments, and the like—in an effort to triangulate data about students.
Ren Hulin, X. N. (2014). A study of Chomsky's Universal Grammar in Second Lan...Namreen Fiaz
The document summarizes research on the applicability of Universal Grammar to second language acquisition. It discusses the main debates around whether linguistic abilities are innate or learned. It then outlines Chomsky's theory of Universal Grammar, including the concepts of Language Acquisition Device and parameters. Several studies are described that investigate whether adult second language learners have direct access to Universal Grammar principles or whether their first language parameters restrict access. Most researchers support the view that Universal Grammar plays an indirect role in second language learning due to fundamental differences from first language acquisition.
Forelesning, metodekurs for masterstudenter i statsvitenskap, om mitt delprosjekt "Menneskesyn i omstillingsprosessene i Store Norske", del av prosjektet "Konjunktur og kultur. En analyse av omstillingsprosessene i Store Norske.
The document summarizes evaluations from students in Norway on a mobile app called MILAGE that was used as part of a blended learning project for teaching mathematics. Students found the app to be interesting, easy to use, and innovative. They believed it supported individual and collaborative work. Most students indicated that instructional videos were the most helpful feature for learning. Overall, the evaluations found that students were actively engaged with constructing content for the app and viewed it as a useful additional approach for learning mathematics.
Nordlab - Nord preparedness management lab brochurePer Arne Godejord
Nord University has invested in computer-based simulation capacities and crisis management decision support tools at its Preparedness Management Lab (NORDLAB). NORDLAB provides an arena for education, research, exercises, and testing of emergency response management tools and collaboration processes related to sea, land, and air-based emergencies. It aims to advance knowledge development within emergency preparedness and provide support to research projects, with a focus on the Arctic environment. NORDLAB is equipped to conduct training exercises and test emergency management support tools.
Tactical evaluation and guidance – a concept for active learning in emergency...Per Arne Godejord
This document discusses the tactical evaluation system used by the Norwegian Civil Defence for emergency preparedness training. The system has two parts: guidance to improve individual and unit performance, and evaluation to measure operational effectiveness. It was introduced in 2014 to evaluate officers and then expanded to evaluate entire units. The goal is to provide feedback that enables better response to emergency situations. Key principles are that evaluation should guide improvement, the process should be transparent, and follow-up should focus on relevant improvement measures. Evaluators observe and provide guidance during exercises, and report back to exercise leaders to facilitate continuous learning between exercises.
This document discusses the experience and background of Tony Whittingham in digital media and learning. It outlines his 23 years of experience in ICT work and 15 years experience teaching computer science. It also lists some of the digital tools he has used in teaching like wikis, blogs, YouTube and games. It discusses some of his projects from 2000 onward using digital tools to enhance learning for students in subjects like math and social informatics. The overall point is about utilizing popular digital tools students already use for entertainment to enhance learning when assessed appropriately by teachers.
SPO1510 covered two main focus areas: social media tools and ethics. Students were required to complete mandatory tasks using Twitter, SoundCloud, and Paper.li. They also wrote an essay analyzing video games through an ethical lens, discussing perspectives on killing in games and whether certain games violate the Geneva Convention. The exam would consist of students' curated portfolios and an essay on a topic of their choice relating to the course material.
Video games are a form of cultural expression and art, similar to movies and comics. They tell stories and evoke emotions through interactive gameplay [SENTENCE 1]. Like films, games have evolved from early kinetic recordings with no narrative to incorporating sophisticated storytelling techniques [SENTENCE 2]. Comics and games both use the concept of closure between panels or gameplay to drive the narrative forward [SENTENCE 3].
Social media refers to online services that allow users to create and share content through audio, video, images and text. Common social media platforms include Facebook, Twitter, YouTube, and LinkedIn. Social media is an important communication tool because it allows users to reach a large audience at low cost and share information quickly. Effective social media use requires posting engaging content on a consistent basis and using hashtags and trends to expand reach. Common mistakes to avoid include having an obscure profile, only self-promoting, not checking links before sharing, and inconsistent or outdated posting strategies.
The document discusses pervasive games, which involve mixing gameplay with reality using mobile devices and location-based elements. It notes that pervasive games include alternate reality games and location-based games. The document raises ethical questions about organizing horror games in public spaces and the responsibilities of designers to avoid legal and psychological dangers for unaware bystanders. It concludes by questioning whether pervasive games are actually popular and who the players are.
This document discusses ethics and perspectives in the context of computer games. It presents two perspectives - a child perspective which is egocentric and an adult perspective which is more critical. It discusses ethical theories like utilitarianism and Kantianism in relation to software piracy and killing in computer games. It analyzes specific examples from games like GTA 3 and Ghost Recon in more detail using virtue ethics, duty ethics and consequentialism. Student survey results are presented showing gamers often make ethical choices in games like The Walking Dead. The conclusion questions whether computer games truly desensitize kids or make them more violent given the survey results.
2. Vitenskaplig metode
• Et verktøy som gir oss mulighet til å
frembringe viten/kunnskap på en
systematisk måte og som kan gjøre
krav på å være sanne , gyldige eller
holdbare
• Men NB! Ulike metoder har ofte
“ulike innebyggede teoretiske pakker
om verden” (Dvs epistemologi
/ontologi)
• Ofte har man inntatt en bestemt
epistemologisk posisjon før man
begynner å forske
3. Metodevalg
• Avhengig av hva som skal
underøkes
• Epistemologisk ståsted
• Hensikt med forskningen
• Etiske vurderinger
• Tilgang på data
• Praktiske hensyn
4. Observasjon; ulike design:
• Fra fokusert til “ustrukturert” ?
• Grad av deltakelse ?
Passiv/aktiv
• Grad av åpenhet ? Åpen/skjult
• Tid og planlegging ?
• Supplerende data ? (Intervju)
• Mål; utvikle kunnskap,
forståelse vs endre fenomenet
(aksjonsforskning)
5. “Hawthorne effekten”
• Uttrykket kommer fra fabrikken
Hawthorne Works, hvor en rekke
eksperimenter på fabrikkarbeidere
ble utført mellom 1924 – 1932
• Uttrykket refererer til det
fenomenet at når mennesker blir
observert i f.eks et forsknings-
studie, endres atferden og
utførelsen i observasjons-
perioden.
• I en videre definisjon av termen
siktes det til at menneskers atferd
og utførelse endres som resultat av
ny og økt oppmerksomhet.
6. Hva er en observasjonsstudie?
En strukturert observasjon av et system,
uten å forandre det.
Ikke en ”tilfeldig kikk” på hva som
foregår.
7. Hva er en observasjonsstudie?
Sagt enkelt:
Man stoler på øynene sine til å
vurdere hva mennesker gjør.
Men –
benytter i visse tilfeller muntlig informasjon uten
å være ”intervju”
8. Om observasjon
Generelle fordeler:
• Beste måte å dokumentere
menneskers adferd
• Direkte metode, ikke farget av
språk og holdninger
• Enkelt å dokumentere
9. Om observasjon
Generelle fordeler:
• Beste måte å dokumentere
menneskers adferd
• Direkte metode, ikke farget av
språk og holdninger
• Enkelt å dokumentere
• Krever trening og talent
• Kapasitetsproblemer
• ”Objektive” metoder er sjelden
100% objektive
• Påvirker deltagerne
Generelle svakheter:
10. To typer observatørroller
Deltagende observasjon
• Observatøren er en del det
observerte miljøet
• Vurdering av fysiske,
sosiale og ”ikke-synlige”
aspekter ved arbeidet
• Mye brukt i sosiologisk og
sosialantropologisk forskning
• Brukes i hovedsak ved
kvalitativ observasjon.
11. To typer observatørroller
Deltagende observasjon: Grader av deltagelse
1. Fullstendig deltager – Deltagerne vet ikke at
observatøren observerer de, observatøren utfører alle
oppgaver.
2. Deltageren som observatør – Deltagerne vet at de blir
observert, observatøren har mulighet til å stille spørsmål
m.m. Observatøren utfører de fleste oppgaver.
3. Marginal deltager – Deltagerne vet at de blir observert,
observatøren utfører i hovedsak ikke oppgaver.
12. To typer observatørroller
Deltagende observasjon: Fordeler
• Man blir ”gjennomsiktig”
• Førstehåndskunnskap om
arbeidssituasjonen
• Lite observasjonsstøy
• Nærbilde av situasjonen
13. To typer observatørroller
Deltagende observasjon: Ulemper
• Nærbilde av situasjonen
• Man påvirker miljøet som blir observert
• Hverdagslige fenomener blir ofte utelatt til
fordel for sjeldnere, mer ”eksotiske” hendelser
• Læringseffekt hos observatøren
• Deltagernes holdninger blir ofte overført til
observatøren
• Etikk: Hva gjør du når deltagerne spiller
kabal på jobb.
14. NB
Det blir lite tid til å observere og
registrere data når man er opptatt
med å delta i arbeidsoppgavene.
15. To typer observatørroller
15
Ikke-deltagende observasjon
• Observatøren betrakter
miljøet utenfra
• Vurdering av kun synlige
fenomener
• Vanligste type å bruke i
ergonomi- og helseforskning
• Kan brukes ved både
kvalitativ og kvantitativ analyse
16. To typer observatørroller
Ikke-deltagende observasjon: Fordeler
• 100% fokus på observatørrollen
• Objektivt
• Globalt perspektiv (god oversikt)
• Etikk: Deltagerne vet at de blir observert
17. To typer observatørroller
Ikke-deltagende observasjon: Ulemper
• Deltagere forandrer adferd (”forsøkseffekt”)
• Deltagere retter oppmerksomhet mot det observerte
fenomenet (”måleeffekt”)
• Observasjonsstøy
• Kan bare dokumentere synlige fenomener
• Lett å feiltolke observert adferd