The document provides effective strategies for conducting project work in Chinese language classes, including providing guidance to students at different stages of projects, allowing student choice, and making projects iterative processes that incorporate both group work and individual learning. It also discusses potential problems with projects and how to address them through setting clear expectations and individual accountability.
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
This document provides an overview of the AP Chinese exam and course. It discusses the AP Chinese Development Committee members and their roles. It describes the goals and guiding principles of the AP Chinese course, which aims to provide an immersive language and culture learning experience for students. Test volume trends from 2007-2011 are presented, showing steady growth in Chinese exam takers. Scoring guidelines for the speaking and writing sections are outlined. Analysis of 2011 exam results shows areas of strength and challenges.
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
B. mccardle design of instruction_design documentMMcCardle
The document provides details about an instructional design project for a creative writing course. It aims to address 9th-12th grade students' lack of knowledge in grammar and usage, specifically replacing adjectives with strong nouns and active verbs. The design includes a learner analysis describing the students. A task analysis outlines comprehension levels and competencies for parts of speech. Assessments include an EdPuzzle activity and writing assignment to evaluate applying parts of speech. The instructional strategy uses a blog to deliver content through interactive lessons and multimedia. Formative assessments provide feedback throughout.
Reshaping the Value of Grammatical Feedback on Writing Using ColorsToyo University
The document discusses using color-coded feedback to help students identify strengths and weaknesses in their grammar. Color-coding errors in student writing can help raise students' awareness of common mistakes and motivate them to focus on improving specific grammar points. Research suggests color-coded feedback is more effective than traditional methods at helping students notice their errors and engage with feedback. The presenter conducted studies showing students found color-coded feedback easier to understand and that it helped them identify weaknesses to target in future writing.
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).
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
For summative assessment, the question paper contains reading comprehension, vocabulary and grammar sections. Reading comprehension has passages from the textbook and unseen texts with short-answer and longer questions. Vocabulary and grammar questions
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
This document provides an overview of the AP Chinese exam and course. It discusses the AP Chinese Development Committee members and their roles. It describes the goals and guiding principles of the AP Chinese course, which aims to provide an immersive language and culture learning experience for students. Test volume trends from 2007-2011 are presented, showing steady growth in Chinese exam takers. Scoring guidelines for the speaking and writing sections are outlined. Analysis of 2011 exam results shows areas of strength and challenges.
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
B. mccardle design of instruction_design documentMMcCardle
The document provides details about an instructional design project for a creative writing course. It aims to address 9th-12th grade students' lack of knowledge in grammar and usage, specifically replacing adjectives with strong nouns and active verbs. The design includes a learner analysis describing the students. A task analysis outlines comprehension levels and competencies for parts of speech. Assessments include an EdPuzzle activity and writing assignment to evaluate applying parts of speech. The instructional strategy uses a blog to deliver content through interactive lessons and multimedia. Formative assessments provide feedback throughout.
Reshaping the Value of Grammatical Feedback on Writing Using ColorsToyo University
The document discusses using color-coded feedback to help students identify strengths and weaknesses in their grammar. Color-coding errors in student writing can help raise students' awareness of common mistakes and motivate them to focus on improving specific grammar points. Research suggests color-coded feedback is more effective than traditional methods at helping students notice their errors and engage with feedback. The presenter conducted studies showing students found color-coded feedback easier to understand and that it helped them identify weaknesses to target in future writing.
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).
This document provides guidelines for formative and summative assessment in English for Class X.
For formative assessment, it proposes tools like reflections on readings, written works, project works, and slip tests. Reflections and oral presentations on readings are assessed based on articulation and use of ideas. Written works like discourses and exercises are evaluated using indicators from academic standards. Project works consider both individual and group contributions through written and oral components. Slip tests cover discourses with limited prior notice.
For summative assessment, the question paper contains reading comprehension, vocabulary and grammar sections. Reading comprehension has passages from the textbook and unseen texts with short-answer and longer questions. Vocabulary and grammar questions
Towards Standardization: Designing Exit Tests for LevelsHuan Zhou
No changes to content or instructions. Added clarification that students can use their own words and sentence structures.
Task Two # of Prompts 3 2
Weighting 50% 50%
Specifications No changes to prompts Deleted "Compare studying English in your country and studying English in Canada" prompt due to lack of relevance for some students. Added new prompt "Describe your experience learning English so far."
Marking Holistic Scale Analytic Rubric:
Rubric Content (10)
Organization (5)
Language Use (10)
Vocabulary (5)
Total (30)
Overall: The revisions aimed to increase reliability, validity and fairness of
This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
This document discusses testing writing ability. It outlines five general components of writing: content, form, grammar, style, and mechanics. It compares composition tests and objective tests, noting advantages and criticisms of each. The current moderate position is that well-constructed objective tests correlate highly with writing ability, and composition tests can also be made reliable. Specific writing elements like grammar, style, and organization can be objectively tested through items like error recognition and sentence completion. The mechanics of writing can also be objectively tested. Improving composition tests involves taking multiple samples, clear prompts, anonymous scoring, and establishing standards before marking papers.
The document summarizes Ai Tong School's revised assessment framework and provides details on formative and summative assessments. Key points include:
- Formative assessments now make up a larger percentage of students' grades compared to summative exams. Various formative tasks are used across subjects like oral presentations, projects, and practical lessons.
- Summative assessments evaluate student learning outcomes and are done at the end of topics or terms. Mini-tests and exams are used.
- Teachers receive training to properly conduct assessments and use rubrics for formative feedback. Students also have preparation sessions for performance-based tasks.
Del campo and quezada third assignamentgabrielaquez
This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their oral abilities when describing photographs, coming to an agreement, and discussing advantages and disadvantages. Section 1 involves students discussing two photographs with a partner to agree on the best place for a family holiday. Section 2 requires each student to individually describe the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various language skills like content, pronunciation, vocabulary, fluency and organization. Sample student performances are also included.
The document describes 10 activities for an English language classroom. Each activity aims to practice a certain language skill (speaking, listening, writing, etc.) and includes the objective, level, description, and sometimes an adaptation or scoring rubric. The activities focus on eliciting prior knowledge, asking about personal information, preferences and opinions, describing pictures, debating topics, role playing invitations, and practicing grammatical structures like comparatives. Scoring is done through checklists, rubrics, or answer keys depending on the activity.
This document provides information about English language acquisition for English language learners. It discusses the differences between informal and formal, social and academic language acquisition. It introduces the concepts of BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) and notes that CALP develops from ages 6 through 50+. The document then discusses five stages or levels of language acquisition based on Krashen's work and provides characteristics of learners at each level. It provides examples of comprehension questions for students at different levels. Finally, it discusses academic language and its importance for students.
This document provides test specifications for an English speaking assessment for 2nd grade high school students in Chile. It is divided into two sections. Section I involves comparing and contrasting pictures and answering questions. It will be scored using an analytic rubric focusing on vocabulary, grammar, pronunciation, and fluency. Section II involves a guessing game interaction between partners. The test aims to measure students' English proficiency in describing physical and emotional states.
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
The document provides information about the Trinity GESE Grade 1 exam format and language requirements. It consists of one assessed phase which is a 5 minute conversation with the examiner. Candidates are expected to exchange greetings, give short answers to simple questions, and identify items from the lexical list. The language requirements include functions like greetings and personal information. Grammar focuses on imperatives, question words, demonstratives, verbs and common nouns. The lexical list covers personal information, classroom objects, body parts, animals, numbers, and colors. Lesson plans are provided to help students practice the required vocabulary and language through classroom activities.
The document provides an analysis of Section 2 of the TOEFL test, which assesses grammar. It discusses the test's purpose, date of application, practical considerations like administration and scoring, test construction, sample questions, analysis of grammar points and question types covered, reliabilities, validity, strengths, and concludes that the TOEFL is the most reliable standardized test for measuring non-native English speakers' university-level abilities.
This document outlines the specifications for a speaking test to assess English proficiency. It consists of two sections. Section 1 involves two students discussing photographs and coming to an agreement on which place is better for a holiday. Section 2 involves each student individually describing the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various criteria such as content, pronunciation, vocabulary, fluency, and organization for each section. Sample student performances are also included to demonstrate different proficiency levels.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
This document discusses different methods for testing vocabulary. It begins by explaining the importance of carefully selecting lexical items to test based on factors like the students' level and syllabus. It then describes various item types like multiple choice, sets of associated words, and matching items. The final section provides examples of more objective item types, such as those involving word formation and synonyms. Overall, the document provides guidance on constructing reliable and effective vocabulary tests using different item formats and considerations for item design.
Module VIII Testing the Productive SkillsAnnalynInsic
This document discusses testing the productive skills of speaking and writing for language learners. It provides details on testing various components of speaking like pronunciation, grammar, word choice, fluency, and comprehension. Sample test items are provided for each component. For writing, the document discusses testing content, form, grammar, syntactic pattern, style, and mechanics. Sample test items for assessing content are also given. The overall purpose is to evaluate learners' proficiency in oral communication and written expression based on important criteria.
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.
Academic Rigour and Engagement In The Chinese ClassroomShaz Lawrence
This document discusses strategies for promoting academic rigour and engagement in a Chinese language program. It emphasizes raising standards and expectations, moving beyond rote learning towards deeper learning. The document recommends adopting an 80/20 model where students do 80% of the work through activities like think-pair-shares, surveys and journaling. It also stresses using authentic materials, clear learning outcomes, varied tasks, choice and collaboration to engage secondary students. Rigour is defined as promoting excellence through high expectations, engaging learners and making achievement cool.
Process oriented performance-based assessmentrenarch
Here are scoring rubrics for 5 of the activities:
1. Devise a game
- Creativity of game concept
- Clarity of rules
- Realistic gameplay
- Aesthetic design of materials
2. Participate in a debate
- Logic and evidence used for arguments
- Rebuttals of opposing side's points
- Clarity and organization of ideas
- Engagement with other debaters
3. Write a research paper
- Thoroughness of research
- Organization of information
- Mechanics, grammar, and style
- Depth of analysis
4. Design a museum exhibit
- Engaging presentation of topic
- Aesthetic design and layout
-
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
International baccalaureate (ib) ab initio chinese 2015 examinationYi Lee
The document provides information about the language ab initio course for students with little to no prior experience in the language they wish to study. It discusses the nature and goals of the course, including developing intercultural understanding. It outlines the three themes covered: Individual and Society, Leisure and Work, and Urban and Rural Environment. It also describes the assessment objectives and components for the course, which include receptive skills, productive skills, and interactive skills. The external assessment consists of three parts: a receptive skills paper, a productive skills paper, and a written assignment involving both receptive and productive skills.
Towards Standardization: Designing Exit Tests for LevelsHuan Zhou
No changes to content or instructions. Added clarification that students can use their own words and sentence structures.
Task Two # of Prompts 3 2
Weighting 50% 50%
Specifications No changes to prompts Deleted "Compare studying English in your country and studying English in Canada" prompt due to lack of relevance for some students. Added new prompt "Describe your experience learning English so far."
Marking Holistic Scale Analytic Rubric:
Rubric Content (10)
Organization (5)
Language Use (10)
Vocabulary (5)
Total (30)
Overall: The revisions aimed to increase reliability, validity and fairness of
This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
This document discusses testing writing ability. It outlines five general components of writing: content, form, grammar, style, and mechanics. It compares composition tests and objective tests, noting advantages and criticisms of each. The current moderate position is that well-constructed objective tests correlate highly with writing ability, and composition tests can also be made reliable. Specific writing elements like grammar, style, and organization can be objectively tested through items like error recognition and sentence completion. The mechanics of writing can also be objectively tested. Improving composition tests involves taking multiple samples, clear prompts, anonymous scoring, and establishing standards before marking papers.
The document summarizes Ai Tong School's revised assessment framework and provides details on formative and summative assessments. Key points include:
- Formative assessments now make up a larger percentage of students' grades compared to summative exams. Various formative tasks are used across subjects like oral presentations, projects, and practical lessons.
- Summative assessments evaluate student learning outcomes and are done at the end of topics or terms. Mini-tests and exams are used.
- Teachers receive training to properly conduct assessments and use rubrics for formative feedback. Students also have preparation sessions for performance-based tasks.
Del campo and quezada third assignamentgabrielaquez
This document outlines the specifications for a speaking assessment task for second year English pedagogy students at Universidad Católica de la Santísima Concepción. The test contains two sections and evaluates students on their oral abilities when describing photographs, coming to an agreement, and discussing advantages and disadvantages. Section 1 involves students discussing two photographs with a partner to agree on the best place for a family holiday. Section 2 requires each student to individually describe the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various language skills like content, pronunciation, vocabulary, fluency and organization. Sample student performances are also included.
The document describes 10 activities for an English language classroom. Each activity aims to practice a certain language skill (speaking, listening, writing, etc.) and includes the objective, level, description, and sometimes an adaptation or scoring rubric. The activities focus on eliciting prior knowledge, asking about personal information, preferences and opinions, describing pictures, debating topics, role playing invitations, and practicing grammatical structures like comparatives. Scoring is done through checklists, rubrics, or answer keys depending on the activity.
This document provides information about English language acquisition for English language learners. It discusses the differences between informal and formal, social and academic language acquisition. It introduces the concepts of BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency) and notes that CALP develops from ages 6 through 50+. The document then discusses five stages or levels of language acquisition based on Krashen's work and provides characteristics of learners at each level. It provides examples of comprehension questions for students at different levels. Finally, it discusses academic language and its importance for students.
This document provides test specifications for an English speaking assessment for 2nd grade high school students in Chile. It is divided into two sections. Section I involves comparing and contrasting pictures and answering questions. It will be scored using an analytic rubric focusing on vocabulary, grammar, pronunciation, and fluency. Section II involves a guessing game interaction between partners. The test aims to measure students' English proficiency in describing physical and emotional states.
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
The document provides information about the Trinity GESE Grade 1 exam format and language requirements. It consists of one assessed phase which is a 5 minute conversation with the examiner. Candidates are expected to exchange greetings, give short answers to simple questions, and identify items from the lexical list. The language requirements include functions like greetings and personal information. Grammar focuses on imperatives, question words, demonstratives, verbs and common nouns. The lexical list covers personal information, classroom objects, body parts, animals, numbers, and colors. Lesson plans are provided to help students practice the required vocabulary and language through classroom activities.
The document provides an analysis of Section 2 of the TOEFL test, which assesses grammar. It discusses the test's purpose, date of application, practical considerations like administration and scoring, test construction, sample questions, analysis of grammar points and question types covered, reliabilities, validity, strengths, and concludes that the TOEFL is the most reliable standardized test for measuring non-native English speakers' university-level abilities.
This document outlines the specifications for a speaking test to assess English proficiency. It consists of two sections. Section 1 involves two students discussing photographs and coming to an agreement on which place is better for a holiday. Section 2 involves each student individually describing the advantages and disadvantages of one photograph. Rubrics are provided to evaluate students on various criteria such as content, pronunciation, vocabulary, fluency, and organization for each section. Sample student performances are also included to demonstrate different proficiency levels.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/61062729
Presentation Abstract:
How many of us have studied a language and then found ourselves unable to perform even the most basic daily tasks in the language? Integrating performance assessment into world language curricula is one way to minimize the likelihood of such an outcome. This webinar explores the purposes and uses for performance assessment in world language classrooms. Many language instructors and learners want to know the extent to which an assessment can capture how well a student will be able to complete real-life tasks when using the target language (Bachman & Palmer, 1996; Stoynoff & Chapelle, 2005). The webinar will begin with a description of performance assessment, how it aligns with learning and teaching purposes, and its uses for the classroom. Next, we will explore how to integrate performance assessment into language classrooms, including developing tasks and rubrics that will support such activities (Norris et al, 2008). During this part, we will examine one or more typical performance assessment tasks, and we will discuss how to adapt them to your needs. Finally, we will discuss the logistics of performance assessment and brainstorm ways to integrate meaningful performance assessment within the constraints of available resources.
Webinar Date: May 5, 2011
This document discusses different methods for testing vocabulary. It begins by explaining the importance of carefully selecting lexical items to test based on factors like the students' level and syllabus. It then describes various item types like multiple choice, sets of associated words, and matching items. The final section provides examples of more objective item types, such as those involving word formation and synonyms. Overall, the document provides guidance on constructing reliable and effective vocabulary tests using different item formats and considerations for item design.
Module VIII Testing the Productive SkillsAnnalynInsic
This document discusses testing the productive skills of speaking and writing for language learners. It provides details on testing various components of speaking like pronunciation, grammar, word choice, fluency, and comprehension. Sample test items are provided for each component. For writing, the document discusses testing content, form, grammar, syntactic pattern, style, and mechanics. Sample test items for assessing content are also given. The overall purpose is to evaluate learners' proficiency in oral communication and written expression based on important criteria.
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.
Academic Rigour and Engagement In The Chinese ClassroomShaz Lawrence
This document discusses strategies for promoting academic rigour and engagement in a Chinese language program. It emphasizes raising standards and expectations, moving beyond rote learning towards deeper learning. The document recommends adopting an 80/20 model where students do 80% of the work through activities like think-pair-shares, surveys and journaling. It also stresses using authentic materials, clear learning outcomes, varied tasks, choice and collaboration to engage secondary students. Rigour is defined as promoting excellence through high expectations, engaging learners and making achievement cool.
Process oriented performance-based assessmentrenarch
Here are scoring rubrics for 5 of the activities:
1. Devise a game
- Creativity of game concept
- Clarity of rules
- Realistic gameplay
- Aesthetic design of materials
2. Participate in a debate
- Logic and evidence used for arguments
- Rebuttals of opposing side's points
- Clarity and organization of ideas
- Engagement with other debaters
3. Write a research paper
- Thoroughness of research
- Organization of information
- Mechanics, grammar, and style
- Depth of analysis
4. Design a museum exhibit
- Engaging presentation of topic
- Aesthetic design and layout
-
Process oriented performance-based assessmentrenarch
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
International baccalaureate (ib) ab initio chinese 2015 examinationYi Lee
The document provides information about the language ab initio course for students with little to no prior experience in the language they wish to study. It discusses the nature and goals of the course, including developing intercultural understanding. It outlines the three themes covered: Individual and Society, Leisure and Work, and Urban and Rural Environment. It also describes the assessment objectives and components for the course, which include receptive skills, productive skills, and interactive skills. The external assessment consists of three parts: a receptive skills paper, a productive skills paper, and a written assignment involving both receptive and productive skills.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
Here are a few key points about this exercise:
- It focuses on the interpretive mode, as students are listening to comprehend meaning rather than producing language themselves.
- Listening comprehension is an important skill, but on its own this exercise does not facilitate communication between students.
- To make it more engaging, the exercise could include follow-up questions for students to answer, a task for them to complete based on what they heard, or opportunities for interpersonal exchange between students about the content.
- In general, adding context and an information gap can help turn interpretive exercises into more interactive learning experiences.
So in summary, while interpretive listening is important to practice, the exercise could be enhanced by incorporating
Oral Language Assessment In The Classroom 20080415Elly Lin
This document discusses approaches to assessing students' oral language skills in the classroom. It describes using oral language profiles to track students' development of communicative competence over time through informal observations and structured tasks like book talks and group discussions. These assessments provide information to guide teaching and help students set goals. The key is using varied, developmentally appropriate measures in natural settings and involving students in understanding the evaluation criteria.
The document discusses various methods for assessing students' language and communication skills, including formal standardized tests that evaluate specific skills as well as informal techniques like language samples, classroom observations, and curriculum-based and ecological assessments that evaluate skills in real-world contexts. The goal of assessment is to identify language disorders, evaluate a student's strengths and weaknesses, guide intervention planning, and measure functional outcomes. A comprehensive assessment incorporates both formal and informal methods to fully understand a student's language abilities.
Developing Writing Skills from Sentence to Paragraphs.pdfpaulomotafilho5
The document discusses best practices for teaching writing skills to elementary students. It recommends explicitly teaching transcription skills like handwriting and spelling, composition skills to help students craft sentences and paragraphs, and the writing process. Specific strategies discussed include teaching text structures, using mini-lessons to focus on one key concept, providing models and scaffolds, and assessing student writing through rubrics. The goal is to help students become proficient writers through direct instruction and practice in a variety of genres.
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Using Technology in the Spanish and French classroomMmeNero
This document provides an overview of how Shauna Néro, a French Immersion and Spanish teacher, uses technology in her language classrooms. Some key points:
- She uses technology to increase student engagement, empower digital native students, and allow for differentiated learning styles.
- Suggestions from other teachers on Twitter include using technology for oral communication practice, accommodating students with disabilities, and improving pronunciation.
- Néro describes various online tools and activities she uses, such as Edmodo, Voicethread, Wordle, Jeopardy, videos, and websites for exposing students to the target language and culture.
- She provides examples of assessing student oral skills development through recorded podcast
Ell part 2 module 2of4 assignment mccarthyRyanMcCarthy98
This document discusses using the Steps to English Proficiency (STEP) resource to assess and support an English language learner named Ryan. It examines Ryan's current abilities and areas for improvement. There is some disagreement among teachers about which STEP level is the best fit for Ryan. Key discussion points are raised around using initial, ongoing and formative assessment to accurately place Ryan on the STEP rubric and differentiate instruction. Suggested strategies are provided to support Ryan's development in reading, writing and oral skills. Pros and cons of the STEP resource are discussed, emphasizing that it provides a starting point but the student's experience is multidimensional.
This document outlines the agenda and content covered in a class about oral communication skills. The agenda includes discussing teaching indigenous history through stories, assessing listening and speaking skills, participating in a debate activity, and learning about the power of storytelling to convey indigenous history. It provides expectations and rubrics for evaluating oral communication skills. Students are asked to reflect on strengths and areas for growth as listeners and speakers. The role of educators in reconciliation efforts is also discussed.
Post mid term unit research collaborative team project_final exam 40 pointsKennethCharlesFortun
The document provides a rubric for evaluating 6th grade students on an oral comprehension project. It outlines 5 categories for assessment, including use of English conversations, use of technology for research, reading comprehension, meeting deadlines, and overall project quality. Each category lists criteria for excellence, proficiency, meeting expectations, struggling, and below expectations. It also provides details on 4 tasks for the project, including storyboards, research on story settings, character profiles, and rewriting a story chapter.
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Main Java[All of the Base Concepts}.docxadhitya5119
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Effective Strategies for Project Work in the Chinese Classroom
1. 2012 National Chinese Language Conference
Effective Strategies
for Project Work
Wei-ling Wu, PH.D. Shwu-fen Lin
WW-P School District Princeton Regional Schools
wei-ling.wu@ww-p.org Shwu-fen_lin@monet.prs.k12.nj.us
2. Basic Perception of Project Work
Project work is an important activity for foreign
language learning
Projects are often used for assessment
Teachers have found project work useful
Students love doing projects
3. Essential elements of a project
(According to the project-based learning model)
Motivation to learn
A question for inquiry
Communication and presentation skills
Cooperative participation and leadership
Team work with individual assessment
Self-assessment and reflection
4. Benefits of Project Work
21st century skills
Language learning
Content understanding
Engagement and motivation
5. Problems with Project Work
Reduced language advancement
Excessive concern with art work
Tendency to repeat what the teacher has said
Lack of individual accountability
Student socializing
6. Causes of Problems
Lack of expectations for language proficiency
Absence of guidance from the teacher
No personal choices
Content requirements going beyond language
limitations
Grading as a group
No individual requirements
Contents not engaging
7. Effective Strategies for Project Work
Provide guidance at different stages of the project
Use integrated performance tasks to increase the use of
language in different forms
Allow some degree of student choice
Provide concrete guidance on how to do cultural projects
Make the project an iterative process of group work and
individual learning
Add a real-world connection to the project’s end product
Allow imagination and encourage creativity
8. Chinese for Youth 少年中文 Book 3 Lesson 1
Presentational Assessment
Present the town in which you were born.
Step One: Use the table below to collect facts. You might need to do some research
online or from your parents to collect information.
name location surrounding history population activities stores
Step Two: Think about the following questions:
What basic information should I include in my presentation?
What special features do I want to emphasize about this town?
What comments do I want to make?
Step Three: Prepare for your presentation.
Make an effort to use new words and sentences you have learned in this lesson.
You might need the following sentences:
Beginning: 我给大家介绍一个小镇 ……
你们知道……吗?在……有一个小镇,叫……
你去过……吗?我是……年在那儿出生的。我妈妈告诉我……
Other ideas (ask the teacher for help if necessary)
Body: Use the structure list for this lesson
Ending: 我爱……因为它是……的地方。我很想回……去看看。
虽然我爱…,可是我现在住在……,我很喜欢这儿。
Other ideas (ask the teacher for help if necessary)
9. Sample 1 Chinese New Year Celebration
• Create a poster for a Chinese New Year Celebration.
• Put up all the posters on the wall.
• Read the posters in pairs and select the one both like
the best and prepare two supporting evidences
obtained from the poster.
• Discuss in a class which poster is the best
• Write a few sentences telling which poster you like
best and explaining why.
10. Sample 2 Chinese History
Learn with the teacher about major dynasties.
Select a dynasty of personal interest for research..
Research online about the assigned dynasty.
Make a poster to tell 2-3 interesting details of the
dynasty selected.
Report to the class about the dynasty chosen.
Write a short paragraph about a dynasty that has
impressed you most.
11. Sample 3 Beautiful China
Assessment Activities
T– Expand & teach more …
S–I Individual present … & teach …
S–G Group exchange information
S–I Individual research (homework)
T– Teach basic … & introduce …
12. Shwu-Fen Lin
Mandarin Teacher
Princeton Regional Schools
Shwu-fen_lin@monet.prs.k12.nj.us
13. Designing Project
Teachers must consider
•Student proficiency levels
•Lesson objectives (what will students be able
to DO with the language?)
•Strategies to help students meet these
objectives
• Assessing student learning
14. Implementing a Project
Students must consider
Using Chinese language to create the project
Using critical thinking
Cooperating with the team
Following the Rubric
15. Mandarin II
Shopping for clothes
1. Requirement list: Guiding the project
2. Group: Developing cooperative learning
3. Instruction: Integrating unit knowledge
4. Student presentation: Moving from practice to
independence
5. Teacher conclusion: Providing feedback to improve
performance
16. Requirement List
Content: the objectives and requirement
Rubric: the elements to be used for evaluation
Props: Clothes, hats, shoes, glasses….
Shop Poster: Store name and picture
Script: Conversation created by students to use
between seller and buyer.
17. 中文报告
题目 : 买衣服
分组报告 : 四组
内容:
1. 东西: ---衣服 (大衣,汗衫,衬衫,运动衫,裙子,连衣裙,牛仔裤,毛衣,
皮鞋,运动鞋,凉鞋,手套, 围巾,帽子,草帽,太阳眼镜…..)
2. 价钱: ¥ 2.50 , ¥ 100.00, ¥ 50.00 …..
3. 买东西的人,卖东西的人
4. 海报 ——— 店名, 卖什么东西
5. 说中文:(欢迎光临)(你要买什么?)(我看看)(我想买)(这件汗衫多
少钱?)(这件衣服多少钱?) (这件汗衫太小了,你有大号的吗?) (这双鞋子
多少钱?)(一双___ 钱)(这双鞋子打几折?)(太贵了)(便宜一点,行不
行?)(要不要?)(我很喜欢)(我不喜欢)(对不起,不行)(对不起, 我
们没有___)(这是___块钱)(找你____ 块钱)(谢谢,请再来!)……
Creative ideas:
1. Use a poster to design your project.
2. Use photos, objects
3. Use music, instrument , song
4. Bring in things you have at home.
5. Others.
Language request: 中文
Due date: 4/4/2011
Presentation length: 4 – 5 分钟
Presentation date: 4/4/2011 and 4/5/2011
18. Groups
There are many options to choose from, including
random choice, ability, interest and student choice
Small group created by teacher:
Random pairs, student ability, student interest
Small groups created by student
Friend, interest
19. Instruction
Students create a clothing market where they can
shop and bargain for items in class. Procedures:
•Teacher shows last year’s the video of student performance
•Students identify vocabulary for clothes and money through
pictures and games
•Students learn the grammar
•Teacher models how to shop in the market
•Teacher divides students into groups
•Students work with their group to create their skit
•Students present shopping skits to the class
20. Presentation
Students
Create context by themselves
Show their motivation
Engaged in learning
Grade their classmates’ performance using rubric
Ask questions and receive answers about groups’ performance
21. Teacher conclusion
The teacher will
Comment on each groups’ performance
Correct student pronunciation, grammar, and ,
content to improve skit performance
Help students to build self esteem
Check for Rubric elements
22. Rubric
Project report 中文 二
Criteria 4 points 3 points 2 points 1 point Comments
Content Include the answers Include the answers Include the answer of Includes the answers
of all required parts of 6 required parts 4 required parts of 2 required parts
Language No mistake in There are 1-3 There are 4-6 There are more than 6
accuracy/ grammar mistakes in accuracy/ mistakes in accuracy/ mistakes in accuracy/
and characters grammar and grammar and grammar and
characters characters characters
Overall Presentation Report is neatly Report is somewhat Report is readable Report is difficult to
complied and well neatly complied and read
organized well organized
Oral Presentation
Criteria 4 points 3 points 2 points 1 point Comments
Contents Able to convey all Able to convey 6 Able to convey 4 Able to convey 2
requested information requested information requested information requested information
Vocabulary Proper use of grade- There are 1-3 There are 4-6 There are more than 6
level vocabulary mistakes mistakes mistakes
Grammar No grammatical There are 1-3 There are 4-6 There are more than 6
mistakes grammatical mistakes grammatical mistakes grammatical mistakes
Fluency Speak fluently Speak with Speak with little Speak with little
without hesitations confidence, but with confidence, and confidence, and
some hesitations some hesitations significant some
hesitations
A: 28 -22 B: 21- 15 C: 14- 8 D: 7 – 0
23. Mandarin AP
Interview (College Application)
Interview guideline
Pair work
Video student interview
Share interview video with class
24. Interview guideline
Teacher provides questions for student
interview
Same questions for pair
Different questions for pair
Students create the questions
Students follow Rubric
26. Pair work
Grouping students by interest
Grouping students by ability
Grouping students by random
Grouping by student choice
27. Video
Video students’ performance
Flip camera
iPad
Students have a chance to see each performance
Example: college application (video)
28. Viewing Student Videos
Increases student learning
Provides opportunity for students to ask and
answer questions
Provides opportunity for teacher to give feedback
to students
29. Interpersonal Rubric
Level : Intermediate-Mid to Intermediate-High
3 Points 2 Points 1 Point
Language Function Creates with the Uses mostly Uses memorized
language, able to memorized language, language only.
(How well does the
express his/her own with some attempts to
student handle language
tasks?) meaning in a create.
sophisticated way.
Text Type Uses smooth and Simple sentences and Words, phrases,
(How well does the sophisticated memorized phrases. chunks of language.
student organize his/her sentences and some
discourse?) strings of sentences.
Communication Maintains smooth Responds to basic, Responds to a limited
Strategies conversation by asking direct questions. Asks a number of formulaic
(How well does the and answering clear and few formulaic questions questions (primarily
student keep the sophisticated questions. (primarily reactive). reactive).
conversation going?)
Clarifies by asking and Clarifies by Clarifies by repeating
answering questions. occasionally selecting words and/or using
substitute words. English.
Comprehensibility Is generally understood Is understood with Is understood somewhat
by those accustomed to occasional difficulty by by those accustomed to
(How well is the student interacting with those accustomed to interacting with
understood?) language learners. interacting with language learners.
language learners.
Language Control Exhibits capacity of Most accurate when Most accurate with
clear, smooth and producing simple memorized language
(How well does the accurate sentences. only, including phrases.
student use the communication.
language?)
Content Expectations Exhibits content Exhibits some content Exhibits little content
knowledge and knowledge and knowledge and
(How well does the
understanding understanding understanding
student apply the
content knowledge) required for the unit. required for the unit. required for the unit.