Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
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
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A 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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
1. Prepared by: Nasrin Eftekhari
Instructor: Dr. Mahdavi
Language Skills & Assessment
(Schmitt )
2. What is Listening ?
It is important to note that listening is not merely an auditory
version of reading.
Among the unique features of listening are the following:
ephemeral, one-shot nature.
a rich prosody (stress, intonation, rhythm, loudness and more)
natural fast speech, such as assimilation, making it markedly
different from written language, for example, /g∂mmt/ for
government.
The frequent need to process and respond almost
immediately.
3. what is speaking :
the notion of spoken language in use, drawing on insights
from discourse analysis which make it clear that language
is used to negotiate and achieve meaning in social
contexts .
‘Speaking’ is so much part of daily life that we tend to
take it for granted
We speak in order to carry out various social activities.
4. What is Reading?
processing at the:
phonological,
morphological,
syntactic,
semantic
discourse levels
goal setting, text-summary building,
5. interpretive elaborating from knowledge resources
monitoring and assessment of goal achievement
adjusting processing to enhance comprehension
repairing comprehension processing as needed
intense processing-time constraints
6. What is Writing ?
not just a representation of speech,
manifestations of language users’ knowledge, perspective
and communicative competence
relationship among the elements of writing (relational
aspect)
use of various strategies for developing and
communicating ideas (strategic aspect)
use of available discursive repertoire (textual aspect)
7. What is Language assessment ?
Act of collecting information
Making judgments about a language learners
knowledge of a language and ability to use it
Require for specific purpose
Educational assessment:
Providing diagnostic information and
Motivate learners
8. ‘Assessment for communication’ (informing
certification and selection)
‘Assessment for accountability’ (publicly
demonstrating achievement of outcomes)
9. Issues in Listening :
Models of listening:
Communication theory model
Information processing model
Social / contextual model
Situated action model
10. Types of listening :
One-way listening
Two-way listening
Process of listening :
Bottom up processing
Top-down processing
Listening skills
Listening strategies
11. Models of listening:
How people manage to make sense of what they hear.
Communication theory model:
Make telecommunications systems more efficient
‘transmission’, ‘signal’, ‘reception’ and ‘noise’
12. Information processing model:
are the concepts of input, processing and output, with the
human being seen as a limited processor, so that when doing
complex tasks, we have to devote more attention to one
aspect of the task and less to another.
13. Social / contextual model:
In the social/contextual model, in contrast to
communications theory and information processing, we
are seen as participants in and creators of meaning, and
meanings are achieved in the interactional space between
us and not just inside our individual heads.
14. Situated action model :
Evolutionary psychologists argue that humans spend much
of their time trying to understand in order to do things
(‘situated action’), rather than to archive information in
memory, as information processing approaches assume.
15. Types of listening :
One-way listening:
transactional function of language
has strongly influenced the teaching of listening to L2
E.g.watching a film or television or listening to the radio
17. Bottom up processing:
Bottom-up processing involves piecing together
the parts of what is being heard in a linear
fashion, one by one, in sequence. This used to
be seen as a complete and accurate description
of successful listening.
18. Top-down processing:
is holistic, going from whole to part, and
focused on interpretation of meaning rather
than recognition of sounds, words, and
sentences.
19. Listening skills
ENABLING SKILLS Perception
1. Recognizing prominence within utterances,
including:
Discriminating sounds in words, especially
phonemic contrasts
Discriminating strong and weak forms, phonetic
change at word boundaries
Identifying use of stress and pitch (information
units, emphasis, etc.)
20. Interpretation
2. Formulating content sense of an utterance,
including:
Deducing the meaning of unfamiliar words
Inferring implicit information
Inferring links between propositions
ENACTING SKILLS
21. 3. Formulating a conceptual framework linking
utterances, including:
Recognizing discourse markers (clarifying,
contrasting)
Constructing a theme over a stretch of discourse
Predicting content
Identifying elements that help you to form an
overall schema
Maintaining and updating the context
22. 4. Interpreting (possible) speaker intentions,
including:
Identifying an ‘interpersonal frame’ speaker-to-
hearer
Monitoring changes in prosody and establishing
(in)consistencies
Noting contradictions, inadequate information,
ambiguities
Differentiating between fact and opinion
23. ENACTING SKILLS
Making an appropriate response (based on 1–4 above),
including:
Selecting key points for the current task
Transcoding information into written form (for
example, notes)
Identifying which points need clarification
Integrating information with that from other sources
Providing appropriate feedback to the speaker
26. Issues in Reading :
Automaticity & word recognition
L2 word recognition differences across L1s
Vocabulary
How much L2 lexis is needed?
The role of context in guessing of word
meaning in L2 reading
Dictionary use & L2 reading
27. Reading rate
Language threshold
The role of background knowledge in reading
Knowledge of text structure & discourse cues
Metacognitive & reading strategies
Extensive reading / impact of exposure to print
28. Issues in Writing :
There are aspects of writing:
Relational aspects of writing
Strategic aspects of writing
Textual aspects of writing
29. Issues in Language assessment
Construct definition
Ability / performance constructs
Specific / general purpose constructs
Construct perspective & specificity
Test methods
Validation
Test analysis
Item difficulty
Correlation
30. Issues in language assessment & language
teaching:
Washback
Alternative assessment
Observation
Portfolios
Self-assessment
Outcomes-based assessment
31. Implication for pedagogy; Listening
Difficulty factors in listening
Authenticity of text & task
Strategy instruction
Skills training
32. Implication for pedagogy; Speaking
Should speaking activities focus on text or
sentences?
How can a discourse-based approach be
applied in classroom practice?
Should we use only authentic text?
What procedures are there specifically for
pronunciation teaching?
33. Elicited mechanical production
Ear training for second language
Sound for meaning contrasts
Cognitive analysis
Whole brain activities, communication
activities and games
Learning strategies
34. Implication for pedagogy; Reading
The need to develop reading fluency and word
recognition automaticity.
The need to develop a large recognition vocabulary.
The importance of discourse structure and the
instructional benefits of using graphic representations.
The need for language awareness and attention to
language (structure) and genre form (meta-linguistic
knowledge).
35. The importance of meta-cognitive
awareness and strategic reading.
The importance of specific reading
strategies to support word learning and
reading to learn goals.
The need for extensive reading.
36. The importance of motivation.
The benefits of integrated skills instruction
and content-based instruction.
The need for a supportive (classroom and
institutional) environment for reading.
37. Implication for pedagogy; Writing
Controlled composition
The paragraph pattern
The process approach
Genre-based approach
Issues that transcend traditions