From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
there is the study of contributions which these two descipline could have about each other in implementation of rules & theories and in the relm of research they can help each other
7 Ways to Use Content: Start, Stoke, and Speed Up EngagementBen Stroup
Learn how your nonprofit can use content marketing to increase engagement. Pursuant (www.pursuant.com) hosts the webinar led by Ben Stroup (www.benstroup.com). Watch the entire presentation: http://www.pursuant.com/fundraising-resources/7-ways-content-start-stoke-speed-engagement/
there is the study of contributions which these two descipline could have about each other in implementation of rules & theories and in the relm of research they can help each other
7 Ways to Use Content: Start, Stoke, and Speed Up EngagementBen Stroup
Learn how your nonprofit can use content marketing to increase engagement. Pursuant (www.pursuant.com) hosts the webinar led by Ben Stroup (www.benstroup.com). Watch the entire presentation: http://www.pursuant.com/fundraising-resources/7-ways-content-start-stoke-speed-engagement/
At Cubic, we’re fully aware that branding isn’t about gut instinct or smoke and mirrors. That’s why we always use tried- and-tested processes to make sure clients get the results they need. Though the details may vary from project to project, the stages and strategies outlined below have served us well over the past decade. We call them the four Ds.
Den regionale energi og klimaplanen for Hallingdal og Valdres er et samarbeide mellom 12 kommuner , renovasjon og engergiselskap i de to regionene. Planen er vedtatt i alle 12 kommuner høsten 2010 og danner grunnlaget for kommunedelplaner i de respektive kommuner
Using tech to support your Graduate Associate positionSam Taylor
Slides that supported a workshop for new Solent Graduate Associates.
Three parts to this session:
- Experience & develop: Opportunities available to you (CPD/Staff dev)
- Capture & log: myPortfolio – for capturing and reflecting on development
- Network & share: Social Media for networking and building your personal brand
This slide show has information and examples of work by Os Gemeos, two artists fom Sao Paolo, Brazil being considered for the Hamburger Square Train Trestle Mural Project, Nov. 2009.
Task based language teaching @mehdi sufiIELTS Council
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Presentation RubricView Graded Grading Form - PowerPoint Prese.docxChantellPantoja184
Presentation Rubric
View Graded Grading Form - PowerPoint Presentation Rubric
The main aim of this task is to provide the class with a brief critical review (not necessarily a summary!) of the selected reading involving evaluation and analysis of the content of the article/chapter. The report should consist of three (3) sections: 1) A brief selective critical review (not necessarily a summary!) of the reading focusing on a selection of what you consider the most significant highlights, 2) A reaction or evaluation of the content’s strengths and /or weaknesses, and, most importantly, 3) An application section—that is, you should focus your presentation on sharing with the class an example of how does the content of the material covered in the chapter is relevant to your own professional interests, i.e., classroom. The presentation should be intended to last about 15-20 minutes if actually delivered. You are welcome to add relevant information from your own research on the subject to enhance the content as desired and include a bibliography if pertinent.
Objective/Criteria
Performance Indicators
Need Improvement
Meet Expectations
Exceptional
Content
(1 points)
Vague summary of major points, poor grasp of major constructs and inadequate handling of research data. Inadequate development of topic, little substance, few or unsuitable reviewed examples or data. Instructional material reflects major weaknesses in terms of best practices. Mostly unfocused discussion. Lacks cohesion. It has few or no relevant additional sources to elaborate on topic.
(2 points)
Adequate summary of major points, research question or hypotheses, Review of topic falls within task parameters, mostly relevant comments and observations. Fairly articulate in review of major constructs and pertinent data. Instructional application provides some support evidence showing good grasp of best practices allowing for clarification & personalized content that promotes participation. It shows some additional elaboration based on external sources.
(3 points)
Major points clearly stated, substantive development of content, relevant to assigned topic. Thoughtfully planned discussion of strength/ weaknesses, supported by evidence in the form of examples, cited sources, and collected data. Instructional application is organized, clear, informed, shows reflection & encourages participation. Choice of activities/ applications reflects best practices. Content goes beyond text integrating data from additional sources to enrich presentation.
Organization
(1 points)
Organization has minor flaws and is somewhat easy to navigate. Few of the relevant standards are evident and reflections are not clearly labeled. Application is somewhat unclear or needs detail.
(2 points)
Organization is generally clear, understandable & mostly easy to navigate. Most standards & objectives are covered. Evidence & most reflections are labeled. Application seems sound/ suitable for diverse students. There is so.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
Investigating the implementation of BOAR to develop secondary school students...CherylLimMingYuh
Master of Teaching research paper on BOAR oral thinking frame in developing secondary school students' oral conversation skills. BOAR is an original oral thinking frame conceptualized on Bloom's Taxonomy of cognitive learning objectives.
What is Authenric Assessment - EDUC 6 A (OGA and PATUAL).pdfKRYZLLJAILEPATUAL
Title: Authentic Assessment Report - Unveiling Holistic Mastery
Description:
The Authentic Assessment Report is a comprehensive exploration and evaluation of individuals' mastery and proficiency within a particular domain or skill set, rooted in real-world application and relevance. This report delves beyond traditional testing methodologies, embracing a dynamic approach that mirrors the complexities and challenges encountered in authentic, everyday contexts.
This groundbreaking assessment method goes beyond mere regurgitation of facts and memorization, aiming to capture a deeper understanding of a subject by evaluating learners' abilities to apply knowledge in meaningful situations. Through a series of carefully crafted tasks, simulations, and real-world scenarios, the Authentic Assessment Report seeks to measure not just what individuals know, but how effectively they can use that knowledge in practical situations.
Key Components:
1. **Real-World Tasks:** Participants engage in tasks that closely simulate authentic challenges within the targeted field, ensuring that the assessment reflects the demands of the actual environment.
2. **Problem-Solving Proficiency:** The assessment focuses on evaluating participants' problem-solving skills, critical thinking abilities, and creativity, emphasizing the application of knowledge rather than rote memorization.
3. **Performance-Based Metrics:** The report employs a variety of performance-based metrics, such as project outcomes, presentations, and demonstrations, to gauge participants' abilities to transfer theoretical knowledge into actionable solutions.
4. **Collaborative Assessment:** Recognizing the significance of collaboration in real-world scenarios, the assessment includes components that evaluate individuals' teamwork, communication, and interpersonal skills.
5. **Feedback and Reflection:** The Authentic Assessment Report not only provides a final evaluation but also incorporates feedback mechanisms and reflective exercises, encouraging participants to analyze their performance and identify areas for improvement.
6. **Holistic Evaluation:** Going beyond quantitative metrics, the report takes a holistic approach, considering the development of not only cognitive skills but also emotional intelligence, adaptability, and ethical decision-making.
7. **Scalability and Adaptability:** The assessment framework is designed to be scalable and adaptable to various domains, making it a versatile tool for evaluating mastery across diverse subjects and professions.
In essence, the Authentic Assessment Report represents a paradigm shift in evaluating competency, providing a more nuanced understanding of individuals' capabilities within the context of authentic, real-world challenges. This report is an invaluable tool for educators, employers, and learners alike, fostering a holistic approach to education and skill development.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
Joe McVeigh and Jennifer Bixby share tips on writing effective learning outcomes from the 2011 TESOL conference in New Orleans. An accompanying handout can be downloaded at www.joemcveigh.org/resources
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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. Group Presentation (7.2) Consists of A PowerPoint in which we, among others, Explain the thinking behind our test design Say what tasks the students will have to do Present and describe our assessment instrument Explain why it is task-based and how it relates to the textbook Address concerns raised in the literature on TBLA Reflect on how task-based tests relate to the issues of generalisability, task difficulty, and task variability A task-based language test for a group of students who have done unit 1 of the course book Widgets 2
3. Structure Background (Slide 4) Task-based language teaching (Slides 5–7) Course book Widgets, Unit 1 (Slides 8, 9) Tasks to do on Threshold Level (=B1, CEF) (Slides 10, 11) Concept behind performance tasks (Slide 12) Tasks achieved after Unit 1, Widgets (Slide 13) Task-based language testing (Slides 14–16) Performance (Assessment) Criteria (Slides 17–21) The Test (Slides 22–25) Critical reflection (Slide 26) Literature (Slide 27) 3
4. Background Communicative Language Ability (CLA): Focus on use of language in various situations (see David’s comment in 7.1) Action-orientedapproach: users and learners of a language are primarily ‘social agents’, i.e. members of society who have tasks to accomplish in a given set of circumstances, in a specific environment and within a particular field of action. (CEFR, ch. 2.1) Focus on the agents’ use of strategies linked to their competences and how they perceive or imagine the situation to be mastered with their language skills In accordance with the action-oriented approach, it is assumed that the language learner is in the process of becoming a plurilinguallanguage user developing interculturality(ibid.) 4
5. Task-based language teaching Tasks are a feature of everyday life in the personal, public, educational or occupational domains. A task may be quite simple or extremely complex and it may involve a greater or lesser number of steps or embedded sub-tasks. Tasks can be extremely varied in nature, and may involve language activities to a greater or lesser extent, for example: creative, skills based, problem solving, routine transactions, interpreting a role in a play, taking part in a discussion, giving a presentation, planning a course of action, reading and replying to (an e-mail) message, etc. Task accomplishment involves the strategic activation of specific competences in order to carry out a set of purposeful actions in a particular domain with a clearly defined goal and a specific outcome. (CEFR, ch. 7.1) 5
6. What is a language task? (Definition) “A task [is] any activity in which a person engages, given an appropriate setting, in order to achieve a specifiable class of objectives.“ (J.B. Carroll, 1993) According to CEFR, a task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of a problem to be solved, an obligation to fulfil or an objective to be achieved (CEFR, ch. 2.1) Tasks are closely associated with specific situations are goal-oriented involve active participation of the language users 6
7. Developing a task (Checklist) According to Bachman/Palmer’s framework (1996), five aspects need to be considered when developing a task (checklist): Setting (physical characteristics, participants, time) Test rubric (instructions, structure, time allotment, scoring method) Input (format, language) Expected response (format, language) Relationship between input and response (reactivity, scope of relationship, directness of relationship) 7
8. Introducing Widgets Widgets – designed for an ideal class of 16-24 students – creates a “real-life” English-speaking environment in the classroom and focuses mainly on listening and speaking skills. Students imagine that they are new employees at an international company, Widgets Inc., where they must work together in small groups to perform various practical, yet fun, tasks. http://www.widgets-inc.com/index.php 8
9. CoursebookWidgets, Unit 1 In Unit 1 students learn about the course concept and objectives learn about Widgets Inc. (the company) explore customs about business cards, name tags and handshaking meet and greet each other in a casual business setting learn about Victoria Vanderhoff, the company’s president familiarize themselves with appropriate conversation topics 9
10. Tasks to do on Threshold Level(=B1, CEFR) Personal identification Learners can say who they are, spell their name, state their address, give their telephone number, say when and where they were born, state their age, sex, state whether they are married or not, state their nationality, say where they are from, what they do for a living, describe their family, state their religion, if any, state their likes and dislikes, say what other people are like; elicit/understand similar information from others. 10
11. Tasks to do on Threshold Level(=B1, CEFR), cont. Communication at work Seek work permits etc. as required; Enquire (e.g. from employment agencies) about the nature, availability and conditions of employment (e.g. job description, pay, laws of work, free time and holidays, length of notice); read employment advertisements; Write letters of application and attend interviews giving written or spoken information about own personal data, qualifications and experience and answer questions about them; Understand and follow joining procedures; Understand and ask questions concerning the tasks to be performed on starting work; Understand safety and security regulations and instructions; Report an accident and make an insurance claim; Make use of welfare facilities; Communicate appropriately with superiors, colleagues and subordinates; 11
12. Concept behind performance tasks Students perform authentic, real-life tasks, using the productive skills of speaking and/or writing but also combining skills. Teachers elicit authentic communication and may predict students’ future performances in target language use situations. If performance assessment is closely linked to the curriculum, a strong positive washbackeffect may be achieved. 12
13. What students can do afterUnit 1, Widgets Read and understand a letter of employment View an orientation video of the company and take notes Distinguish between business cards and name tags and see their purpose Make their own business cards and name tags Introduce themselves and shake hands (culture specific elements) Find missing information (in a CV) Distinguish between appropriate and inappropriate small talk questions and how difficult that can be depending on the speakers and the situation (sociolinguistic appropriateness) Listen in on a private conversation and enter a dialogue Lead a more private conversation (pragmatic competence: how to begin, interrupt, keep up, end a conversation) Describe, explain and sell a product Listen to a presentation and find out how a department works Describe one’s character 13
25. Performance (Assessment) Criteria A performance test is a ”test in which the ability of candidates to perform particular tasks, usually associated with job or study requirements, is assessed“ (Davies et al., 1999) “< … > the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Willis, 1996) 17
26. Our selected set of criteria We opt for two steps of assessing tasks Although meaning is primary learners should not be too restricted in their use of language forms tasks should bear a relationship to real-world activities the priority is on achieving the goal of the task tasks are assessed based on their outcome (see http://www.widgets-inc.com/teacher/tblt.php) we want to assess language as well. 18
30. The Test See attachment (PDF) It includes the task-based test, the listening tasks (recorded by Ulrike) and the Widgets rating scales. See the links in the description 22
32. Test and tasks The test is a “task-based achievement test” based on similar tasks in the course book Tasks are authentic and goal oriented they allow for meaningful interaction between test taker and task test taker and interlocutor (simulation) test takers (role play) 24
33. Discussion of assessment criteriaand test design The main assumption of the rating process and the scale is: “… if an appropriate outcome was achieved, then we already know that the student’s pronunciation, vocabulary and grammar are at an “acceptable” level for the task, communicatively speaking. They would not have managed to complete the task otherwise.” Problems: What is meant by “appropriate outcome”? Can “task appropriacy” be measured and rated? If so, how? (see Ben’s thoughts on this in 7.1) 25
34. Critical reflection Are learners aware of what they are learning: general English or English for specific purposes? Do they have to be aware of this? Are learners able to transfer their competence and use of skills and strategies to new tasks and real-life situations? How will students who are used to task-based language learning perform in non task-based (proficiency) tests? Real-life tasks seem rather specific, whereas the language used can be fairly general or practical. Can task difficulty drastically be altered by changing task specifics (e.g. turn a face-to-face dialogue into a telephone conversation; change role of interlocutor) and how does this affect the outcome? Who chooses tasks and who decides whether the tasks have been successfully solved? Teachers or professionals? Rater training seems vital. Content validity: How to guarantee that tasks are representative of the TLU domain? Face validity and predictive validity seem to be crucial in TBLA (see also Ben in 7.1) . How can test developers tackle construct validity and its effect on rating scales? What about task-based interculturality in a multi-migrant classroom? (cf. Kate in 7.1) 26
35. Literature Bachman, L.F. & Palmer, A.S. (1996). Language testing in practice. Oxford: Oxford University Press (Chapter 3: Describing tasks: Language use in language tests) Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly 32 (4), pp. 653-675. Colprin, M. & Gysen, S (2006). Developing and introducing task-based language tests. In K. Van den Branden (Ed.), Task-based language education – From theory to practice, Cambridge, pp. 152 -153. Common European Framework of Reference (CEFR). Eisenmann, M. (2009). FörderungderSprachproduktion. In Praxis Fremd-sprachenunterricht 05/09, pp. 4-8. Nunan, D. (2004). Task-based language teaching, Cambridge, pp.145-146. Wigglesworth, G. (2008). Task and performance based assessment. In S. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd Ed.), Volume 7: Language testing and assessment, pp.111-122. Widgets. A task-based course in practical English (Coursebook) Willis, J. (1996): A framework for task-based learning. Harlow: Longman. 27