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Language Assessment - Standards-Based Assessment by EFL LearnersEFL Learning
ELD (English Language Development) Standard involves dozens of curiculum and assessment specialist, teachers, and researchers.Number of domains; Categories of language, Student’s need , Number and scope of standards, Set of standards for teachers, Means available.
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.
For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
Language Assessment - Standards-Based Assessment by EFL LearnersEFL Learning
ELD (English Language Development) Standard involves dozens of curiculum and assessment specialist, teachers, and researchers.Number of domains; Categories of language, Student’s need , Number and scope of standards, Set of standards for teachers, Means available.
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.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
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.
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.
Language Assessment - Assessing Listening by EFL LearningEFL Learning
The importance and basic type of listening, micro- and macro skills of Listening, and how to observing the performance and designed the assessment tasks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Critical questions
• What is the purpose do grades
serve?
• What is the trouble with evaluation
of students?
• How to make grading more
effecient?
3. Definition of Grading
• Grades in the realm of education are standardized
measurements of varying levels of comprehension within a
subject area.
• Grades can be assigned in letters (for example, A, B, C,
D, or E, or F), as a range (for example 4.0–1.0), as a
number out of a possible total (for example out of 20 or
100), as descriptors (excellent, great, satisfactory,
needs improvement).
4. Philosophy of Grading
Base grades on student achievement, and achievement
only. Grades should represent the extent to which the
intended learning outcomes were achieved by students.
They should not be contaminated by student effort,
tardiness, misbehavior, and other extraneous factors. .
. . If they are permitted to become part of the grade,
the meaning of the grade as an indicator of achievement
is lost.
Gronlund (1998) (pp. 174-175)
5. Philosophy of Grading
• Guidelines for Selecting Grading Criteria
• Calculating Grades: Absolute and Relative
Grading
• Teachers’ Perception of Appropriate Grade
Distributions
6. Institutional Expectations and
Constraints
• Being cognizant of an istitutional philosophy of grading is
an important step toward a consistent and fair
evaluation of your student.
• Cross-Cultural Factors and the Question of Difficulty
• What do Letter Grades “Mean”?
7. Alternatives to Letter Grading
12 Alternatives to Letter Grades
1. Gamification
2. Live Feedback
3. Grade–>Iterate–>Replace
4. Always-on Proving Grounds (Continuous Climate of
Assessment)
5. Standards-Based Reporting
6. “So? So What? What Now?”
7. Curating the Highlights
8. Pass/Fail
9. P2P, S2S, or Mentor Celebration
10.Non-points-based Rubrics
11.Publishing
8. Some Principles and Guidelines for
Grading and Evaluation
• Principles
• Grading is not necessarily based on a universally
acceptedscale.
• Grading is sometimes subjective and context-dependant.
• Grades may not “mean” the same thing to all people.
• Alternatives to letter or numerical grades are highly
desirable as additionalindicators of achievement.
9. Some Principles and Guidelines for
Grading and Evaluation
• Guideline
• 1. Develop an informed, comprehensive personal philosophy of
grading that isconsistent with your philosophy of teaching and
evaluation.
• 2. Design tests that conform to appropriate institutional and
cultural expectations of the difficulty that students should
experience.
• 3. Select appropriate criteria for grading and their relative
weighting in calculatinggrades.
• 4. Communicate criteria for grading to students at the
beginning of the course and atsubsequent grading periods (mid-
term, final)
• 5.Triangulate formal graded evaluations with alternatives that
are more formativeand that give more washback.
11. What is the purpose do grades serve?
Barbara Walvoord and Virginia Anderson identify the
multiple roles that grades serve:
• as an evaluation of student work;
• as a means of communicating to students, parents,
graduate schools, professional schools, and future
employers about a student’s performance in college and
potential for further success;
• as a source of motivation to students for continued
learning and improvement;
• as a means of organizing a lesson, a unit, or a semester
in that grades mark transitions in a course and bring
closure to it.
12. What is the trouble with
evaluation
of students?
13. What is the trouble with evaluation of
students?
Suskie identify some problems with student
evaluation :
• Evaluation is a highly inconsistent process.
Teachers give different numbers and types of
assessments and weight them differently.
• There is disagreement on issues like the role
and value of work. Some teachers assign
homework frequently and weight it heavily,
while some don’t assign it at all.
• Some teachers will allow retakes of tests and
quizzes, others do not.
14. What is the trouble with evaluation of
students?
• Different policies exist for work turned in late.
• Districts may or require different final grades as a
passing mark – 60 to 70 is a common but large
range.
• Districts may set a minimum score that teachers
can record – e.g., no grade lower than a 50 is
allowed.
• The validity and reliability of student assessments
vary.
• There are major philosophical differences regarding
evaluation. Some teachers view learning as primarily
a student responsibility, while some place the
responsibility for teaching mainly on themselves.
15. What is the trouble with evaluation of
students?
• There is little agreement on many
assessments and what kinds are needed
for evaluation.
• Even within the same school different
teachers teach differently and test
differently for the same course.
17. ♣ At the very beginning
Consider the course grading policies.
♣ Before you grade
Try creating a rubric, or grading scale, and test it out on a sampling
of papers.
♣ While you are grading
Grade while you are in a good mood.
♣ Commenting on Student Work
Identify common problems students had with an assignment and
prepare a handout addressing those problems.
♣ After You’ve Graded
If appropriate for your course or section, use a spreadsheet or the
Space Grading feature to calculate grades.
There are some strategies that we
can use to make the grading
process more efficient.