Test for young learners
•Download as PPTX, PDF•
8 likes•4,374 views
Testing for young learners: summary of the 15th chapter from Arthur Hughes' book Testing for Language teaching.
Report
Share
Report
Share
Recommended
language testing: testing writing
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.
Communicative Testing
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
Test for young leaners
This is a presentation Sonia, Pilar and Patricia made for the subject "ASSESSMENT" in the Master "LEARNING AND TEACHINDA OF SECOND LANGUAGES"
Testing for Language Teachers Arthur Hughes
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Common test techniques
This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
Testing for Language Teachers
The slides deal with the principles of English language testing based on the guidelines provided by Arthur Hughes.
Recommended
language testing: testing writing
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.
Communicative Testing
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
Test for young leaners
This is a presentation Sonia, Pilar and Patricia made for the subject "ASSESSMENT" in the Master "LEARNING AND TEACHINDA OF SECOND LANGUAGES"
Testing for Language Teachers Arthur Hughes
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Common test techniques
This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
Testing for Language Teachers
The slides deal with the principles of English language testing based on the guidelines provided by Arthur Hughes.
Communicative Language Teaching (CLT)
A powerpoint presentation based ob Chapter 14 of "Approaches and Methods in Language Teaching" by Jack C Richards & Theodore S Rodgers
Task based syllabus
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Applied linguistics: Assessment for language teachers
The document discusses various topics related to assessing language learning:
1. It outlines different types of language assessment such as summative vs. formative, achievement vs. proficiency, standardized vs. non-standardized, and aptitude tests.
2. It describes features of good assessment including validity, reliability, discriminatory function, practicality, and pedagogical utility.
3. It provides an overview of Austria's centralized school-leaving examination called the Matura, including the skills assessed and its aims of transparency and quality assurance.
4. It discusses the effects of testing on teaching and learning, specifically the positive washback of improving instruction and the negative washback of teaching to
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
Language Assessment - Grading and Student Evaluation by EFL Learners
The purpose of grading, the trouble with evaluation of students, and how to make grading more efficient.
Assessments, concepts and issues
This document discusses key concepts in language assessment. It defines the differences between testing and assessment, and explains that measurement involves assigning numbers to performance while evaluation involves interpretation. Formative assessment occurs throughout learning to provide feedback, while summative assessment evaluates mastery at the end. Other topics covered include multiple intelligence theory, traditional versus alternative assessment, and ensuring tests are practical, reliable, valid, authentic, and promote beneficial preparation.
Beyond tests alternative
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
Designing language test
The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Language Testing/ Assessment
Approaches to Language Testing: Essay-Translation Approach, Structuralism, Communicative, Integrative and Performance-based
Unit1(testing, assessing, and teaching)
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
Testing Speaking and Writing
1. There are challenges to reliably testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining consistent scores.
2. These problems can be addressed by setting clear, appropriate tasks; restricting responses; using varied test formats; and developing well-structured scoring criteria and scales.
3. Scoring can be done using holistic scales that provide an overall assessment, or analytic scales that separately score different skill aspects. Both approaches have advantages depending on testing needs and context.
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Teaching speaking
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Assessing young language learners
This document discusses assessing young learners in language learning. It addresses the cognitive, social, emotional, physical, and literacy development of learners ages 5-13. Key points include taking learners' development stages into account when designing assessments, using tasks appropriate to their abilities, and providing feedback to motivate learners and improve the learning process. Assessment should consider learners' characteristics to be fair and avoid bias, while also providing useful information to teachers, administrators, parents and learners themselves.
Assessing Young Learner
This document discusses assessing English skills in young learners. It defines assessment as collecting information to make judgments about a learner's knowledge, and distinguishes it from evaluation which is broader in scope. When assessing young learners, it is important to have reasonable expectations, give sufficient wait time, and help students transition into English. Both formal tests and classroom-based informal assessments are described. The document provides examples of assessing different skills like listening, speaking, reading, and writing.
More Related Content
What's hot
Communicative Language Teaching (CLT)
A powerpoint presentation based ob Chapter 14 of "Approaches and Methods in Language Teaching" by Jack C Richards & Theodore S Rodgers
Task based syllabus
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Applied linguistics: Assessment for language teachers
The document discusses various topics related to assessing language learning:
1. It outlines different types of language assessment such as summative vs. formative, achievement vs. proficiency, standardized vs. non-standardized, and aptitude tests.
2. It describes features of good assessment including validity, reliability, discriminatory function, practicality, and pedagogical utility.
3. It provides an overview of Austria's centralized school-leaving examination called the Matura, including the skills assessed and its aims of transparency and quality assurance.
4. It discusses the effects of testing on teaching and learning, specifically the positive washback of improving instruction and the negative washback of teaching to
Communicative Language Teaching
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
Language Assessment - Grading and Student Evaluation by EFL Learners
The purpose of grading, the trouble with evaluation of students, and how to make grading more efficient.
Assessments, concepts and issues
This document discusses key concepts in language assessment. It defines the differences between testing and assessment, and explains that measurement involves assigning numbers to performance while evaluation involves interpretation. Formative assessment occurs throughout learning to provide feedback, while summative assessment evaluates mastery at the end. Other topics covered include multiple intelligence theory, traditional versus alternative assessment, and ensuring tests are practical, reliable, valid, authentic, and promote beneficial preparation.
Beyond tests alternative
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
Notional functional syllabus design
Notional functional syllabus aims to teach language based on conceptual and communicative purposes rather than grammatical structures. It focuses on developing learners' communicative competence through selecting linguistic content based on notions like time, direction, size and functions like requesting, suggesting, agreeing. While it has advantages like developing real-world language skills, critics argue that dividing language into discrete notions and functions misinterprets its nature as dynamic communication.
Designing language test
The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Language Testing/ Assessment
Approaches to Language Testing: Essay-Translation Approach, Structuralism, Communicative, Integrative and Performance-based
Unit1(testing, assessing, and teaching)
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
Testing Speaking and Writing
1. There are challenges to reliably testing productive language skills like writing and speaking, such as eliciting representative samples of ability and obtaining consistent scores.
2. These problems can be addressed by setting clear, appropriate tasks; restricting responses; using varied test formats; and developing well-structured scoring criteria and scales.
3. Scoring can be done using holistic scales that provide an overall assessment, or analytic scales that separately score different skill aspects. Both approaches have advantages depending on testing needs and context.
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
The Audio-Lingual Method (ALM) = Army Method
The Audio-Lingual Method (ALM) is an oral-based language teaching approach developed after World War II. It is based on behaviorist learning theories that emphasize habit formation through imitation and repetition. Grammar is taught inductively through pattern practice drills without explanation of rules. The teacher controls the classroom interactions and acts as a model for pronunciation and language use. Students are expected to mimic the teacher and rely heavily on drills to practice grammar structures and build oral skills through repetition. While ALM aimed to build oral communication skills, it was later criticized for not developing true language proficiency and potentially causing boredom.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Task based language teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction. It is presented as a development of communicative language teaching. TBLT focuses on having students complete meaningful tasks using the target language. A task is any activity that requires students to use language to arrive at an outcome, focusing on meaning over form. Proponents of TBLT argue that it engages students and provides contexts for language development, while critics note that early-stage learners may benefit from more focus on form. Effective TBLT involves scaffolding tasks, recycling language, and integrating form, function and meaning.
Teaching speaking
Speaking is an interactive process that involves constructing meaning through verbal and non-verbal symbols. It allows people to express thoughts, feelings, and exchange information. Developing fluency requires a focus on accuracy in controlled activities and a focus on interaction in less controlled activities. Teachers can use activities like drills, pair/group work, games and role-plays to provide feedback, correction, and practice to improve students' speaking skills. Prior experience as a listener helps improve performance as a speaker by exposing students to models and helping them understand the challenges of speaking.
Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
What's hot (20)
Applied linguistics: Assessment for language teachers
Applied linguistics: Assessment for language teachers
Language Assessment - Grading and Student Evaluation by EFL Learners
Language Assessment - Grading and Student Evaluation by EFL Learners
Viewers also liked
Assessing young language learners
This document discusses assessing young learners in language learning. It addresses the cognitive, social, emotional, physical, and literacy development of learners ages 5-13. Key points include taking learners' development stages into account when designing assessments, using tasks appropriate to their abilities, and providing feedback to motivate learners and improve the learning process. Assessment should consider learners' characteristics to be fair and avoid bias, while also providing useful information to teachers, administrators, parents and learners themselves.
Assessing Young Learner
This document discusses assessing English skills in young learners. It defines assessment as collecting information to make judgments about a learner's knowledge, and distinguishes it from evaluation which is broader in scope. When assessing young learners, it is important to have reasonable expectations, give sufficient wait time, and help students transition into English. Both formal tests and classroom-based informal assessments are described. The document provides examples of assessing different skills like listening, speaking, reading, and writing.
Testing for language teachers 101 (1)
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
Microblogging Inside and Outside the Workplace
This document summarizes research into the use of microblogging both inside and outside the workplace. The researchers analyzed posts and interviewed users of an internal microblogging tool called BlueTwit and the public tool Twitter. They found key differences in post categories, styles, and motivations between internal and external use. Internally, microblogging was used more for asking questions, directed communication, and reputation among colleagues, while externally it focused more on sharing information and self-promotion. Both platforms were useful for fostering connections and accessing timely human-selected information.
Using Google Apps to Communicate Inside and Outside of the Community
Classrooms Without WallsGoogle Apps In The Classroom
To communicate Inside and outside of the Classroom
Assessing young learner
This document discusses student assessment in three paragraphs:
1) It describes formative and summative assessment and how they are used to evaluate student progress and identify areas for improvement.
2) It provides examples of assessment methods for different ages and skills like listening tests, speaking activities, reading and writing exercises.
3) It discusses the benefits and limitations of assessment, noting they can focus attention but also stress students if overused for test preparation.
Thom Kiddle: Responding to the challenge of testing and assessing speaking
The document discusses assessment of speaking skills in several contexts:
1. It describes the oral secondary school leaving exam in Austria, which consists of a sustained monologue and interactive dialogue assessed based on criteria like fulfillment of task, language use, and intercultural awareness.
2. It discusses the challenges of implementing in-house speaking assessment criteria compared to public examination benchmarking, and proposes a profiling approach using dimensions like range, accuracy, delivery, and interaction.
3. It addresses how to reconcile a language use criterion with the Common European Framework of Reference, and the importance of developing criteria collaboratively based on evidence.
21st Century Skills Life And Career Skills
Studying music develops important life and career skills outlined in the 21st century skills model, including flexibility & adaptability, initiative & self-direction, social & cross-cultural skills, productivity & accountability, and leadership & responsibility. The document discusses how success in music requires these skills, such as constantly adapting to different musical elements, self-motivated practice, learning about other cultures, collaborating to prepare for performances, and contributing to an ensemble. While a child may not want to become a professional musician, studying music cultivates valuable skills beyond just learning an instrument.
Teaching Listening Skill to Young Learners
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
Evaluation tools 1
This document provides evaluation tools for assessing presentation skills. The first tool is a checklist for rating a participant's presentation skills on a scale of very good, good, or average. It includes 19 criteria such as creating a favorable atmosphere, choosing an interesting subject, organizing thoughts, maintaining eye contact, and leaving a positive impression. The second tool is another checklist for rating oral appraisal skills on a scale of very good, good, or average. It contains 12 criteria like fluency, clarity of meaning, grammatical accuracy, ease of discussion, and active listening. Both checklists are to be used by an evaluator to provide feedback to a participant on their presentation and oral communication competencies.
Module 2 ppt 1 21st century skills
The document outlines the key characteristics and skills of 21st century learners across several categories:
1. Information, media, and technology skills including visual literacy, digital literacy, and global awareness.
2. Learning and innovation skills like critical thinking, problem solving, creativity, communication and collaboration.
3. Life and career skills such as flexibility, initiative, social skills, productivity, and leadership.
The skills focus on areas like accessing and evaluating information, effective communication, digital literacy, and adapting to changing environments.
Assessment of Oral language proficiency
This document discusses principles of assessing oral language proficiency through speaking tests. It provides guidance on designing rubrics and checklists to evaluate students' speaking skills in interviews, retellings, and explanations of processes. Sample rubrics are included for assessing fluency, pronunciation, vocabulary and other elements in a retelling test. The document emphasizes testing what was taught, using criterion-referenced evaluations, and giving students feedback to improve.
Characteristics of a good test
chapter 6 of the book "testing language skills from theory to practice" characteristics of a good Test
Observation checklist english
The document is an observation checklist used to evaluate an English teacher's lesson on teaching English to grades 1-6. It assesses the teacher's objectives, subject matter, learning activities, evaluation, and assignment based on criteria. The learning activities section examines aspects of developing reading skills like building vocabulary and comprehension, as well as developing language competencies through strategies, skills, and integrating structures. The teacher is rated on a scale and the total score determines their overall performance.
Characteristics of a good test
Reliability refers to the consistency of test scores. A reliable test will produce similar results over multiple test administrations. There are several methods for determining reliability, including internal consistency, test-retest reliability, inter-rater reliability, and split-half reliability. Validity refers to how well a test measures what it intends to measure. Validity can be established through face validity, construct validity, content validity, and criterion validity. Both reliability and validity are important for a high quality test, as a test can be reliable without being valid.
Speaking test evaluation sheet
This document contains an evaluation sheet for assessing a student's speaking test performance. The sheet evaluates students on 6 criteria: fluency, communicative ability, accuracy/grammar, vocabulary, pronunciation, and content. Each criterion is scored on a scale from 0 to 5, with notes provided on what constitutes high and low scores for each category. The evaluation sheet also collects the student's name, group, and date of the speaking test.
Class observation checklist (Class stages)
This document contains a class observation checklist used to evaluate whether a student teacher follows proper class stages during their teaching performance. The checklist contains criteria like clearly stating the lesson aim, reviewing previous lessons, introducing the new topic, checking student comprehension, modeling activities, giving clear instructions, allowing student practice with feedback, using helpful resources, concluding with an activity related to the aim, and checking student learning. The observer and student teacher would sign off after notes are provided in the post-observation comments section. References are included at the end from authors on teaching strategies, reflective teaching, and exploring teaching beliefs and practices.
Characteristics of a good test
A good test should be valid and reliable. Validity refers to how well a test measures what it intends to measure. There are three main types of validity: content validity, criterion-related validity, and construct validity. Reliability refers to the consistency of test scores. Sources of measurement error can affect reliability. Reliability is estimated through methods like test-retest, parallel forms, and internal consistency. Item analysis evaluates item difficulty and discrimination to identify questions that need improvement.
Kb placement test
This document contains a 50 question placement test for kids learning English. The test has two parts, with Part 1 asking students to circle the correct answers to pictures and Part 2 containing sentences for students to identify grammatical errors. The test is assessing students' abilities in vocabulary, grammar, and verb conjugation. It will help determine which level of an English language textbook series is appropriate for individual students based on their current language proficiency.
Lesson feedback form 1 and 2
The document is a lesson feedback form that is used to evaluate a mentee's lesson performance. It contains sections to rate the mentee on preparation for the lesson, elements of the lesson, classroom management, communication skills, and questioning techniques. The mentor provides comments on strengths observed, recommendations, and the mentee reflects on their teaching experience.
Viewers also liked (20)
Using Google Apps to Communicate Inside and Outside of the Community
Using Google Apps to Communicate Inside and Outside of the Community
Thom Kiddle: Responding to the challenge of testing and assessing speaking
Thom Kiddle: Responding to the challenge of testing and assessing speaking
Similar to Test for young learners
Oral Language Assessment In The Classroom 20080415
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.
Alex Thorp: Testing tests. Realising the potential of assessment practices
The document discusses testing and assessment practices. It provides an overview of contemporary testing approaches, outlines concerns with summative assessment, and presents a test analysis framework. The framework examines test tasks based on candidate characteristics, context validity, and cognitive validity. An example task is analyzed in detail to demonstrate how the framework can determine if a test is fit for its intended purpose.
Language Testing
The document discusses various aspects of language proficiency testing including common tests like TOEFL, TOEIC and IELTS; ways to evaluate the usefulness of tests; the impact of testing on teaching and learning; and questions about language testing. It provides overviews of several major language tests and considers factors like reliability, validity, authenticity and practicality in evaluating the effectiveness of tests. The document takes a critical look at language testing and its consequences, questioning whose agenda is being served and calling for responsible use of tests.
Oral test
The document outlines how to design an effective oral exam. It discusses defining the purpose and objectives, determining the test format such as individual, paired, or group tasks, designing questions on a variety of topics, using visual aids like pictures to elicit responses, developing a scoring rubric focused on fluency and accuracy, and considering both the advantages of personalizing the assessment but also the challenges of standardization and objectivity.
Clil Chapter 4
The document discusses key concepts in Content and Language Integrated Learning (CLIL), including learning outcomes, language support strategies, assessment approaches, and cross-curricular themes. It outlines that CLIL aims to support both content-related and language-related learning outcomes. It provides tips for language support, such as using repetition, modeling language, and creating opportunities for communication. Assessment in CLIL evaluates achievement of content, language and learning skills goals using various methods like student conferences, portfolios, and self-evaluation. Cross-curricular themes are suggested to create connections across subjects and engage students.
Testing writing
Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Evaluation in communicative classroom 2011
The document discusses evaluating students in a communicative classroom and alternatives to traditional evaluations. It notes that traditional evaluations focus on grammar and structure but not real language use, while alternative assessment evaluates students' ability to complete realistic tasks. Some examples of alternative assessment include role plays, projects, portfolios, observations, self-evaluations and peer evaluations. Specific types of alternative assessment mentioned for different skills are oral interviews, reading applications, writing portfolios, and speaking/listening portfolios. The document encourages the use of authentic assessment that requires performance of tasks over traditional exams and quizzes.
Oral proficiency
This document discusses strategies for developing oral fluency in language learners. It defines oral fluency as the ability to express oneself intelligibly, reasonably accurately, and without too much hesitation. It recommends initially focusing on accuracy through drills and repetition, then shifting to focus on fluency through meaningful activities that encourage personal expression. Some problems with speaking that are addressed include inhibition, lack of vocabulary, and uneven participation. Suggested solutions involve grouping students, preparing topics, and minimizing correction to encourage communication.
Teaching Summit - oGIP EP Recruitment
This document discusses selecting the right students for an education internship program (EP). It emphasizes that candidates should have the right skills, attitude, passion for teaching, and understanding of the program. The recruitment process should allow assessment of candidates' communication skills, teaching ability, coaching/mentoring skills, and people skills like emotional intelligence. Candidates should be good explainers, comfortable with diversity, enthusiastic about teaching, confident in their subject matter, and able to manage time, work independently and in teams, handle pressure, and be patient with a sense of humor. The document suggests using multiple means like assessment centers, group activities, testing, and interviews to fully evaluate candidates. It provides sample tests to assess English competency and teaching ability
TEFL (Direct Method, PPP, CLL)
The document discusses three popular teaching methodologies: direct method, presentation-practice-production (PPP), and community language learning (CLL).
The direct method focuses on using the target language without translation and emphasizing speaking skills. PPP follows a three step structure of presenting new language, practicing it, and then having students produce and use it. CLL builds a supportive learning community where the teacher acts as a counselor and students determine their own learning needs.
Integrating Performance Assessment into World Language Learning and Teaching ...
Integrating Performance Assessment into World Language Learning and Teaching ...Language Acquisition Resource Center
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, 2011Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Interactive Language Immersion Pedagogy
The document discusses a study that tested the effectiveness of interactive language immersion pedagogy versus traditional methods. The study hypothesized that students who practiced language through interpersonal communicative tasks would acquire targeted grammar concepts and language proficiency at a higher rate than students using interpretive tasks. The results showed mixed outcomes depending on the grammar concept and student, supporting the hypothesis for some areas measured but not others. The discussion examines implications for further research on how feedback impacts student language acquisition.
Ats 2010 Fa Parents Briefing[1]
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.
Designing classroom language test
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
Oral test
This document defines an oral exam and describes how to design one. It discusses types of oral exams including monologues, dialogues, and discussions. It provides examples of tasks for each type like presentations, interviews, and debates. The document also outlines steps to design an oral exam such as setting the scene, components to test, instructions, and use of pictures. It discusses advantages like flexibility and disadvantages like lack of standardization. The overall purpose is to provide guidance on creating and implementing different kinds of oral exams.
Assessing grammar
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.
Introduction to Test and Assessment
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
Language Testing :kinds of tests
This document discusses different types of language tests and their properties. It describes proficiency tests which measure overall language ability regardless of training, and achievement tests which assess specific taught elements. It also covers diagnostic tests which identify strengths/weaknesses, placement tests which determine appropriate learning levels, and direct versus indirect testing. The document also discusses test reliability, validity, common objective task types like multiple choice, and how tests can positively or negatively impact language teaching through washback effects.
Principles of language assessment
This document discusses principles of language assessment. It defines key terms like assessment, tests, evaluation, and measurement. Assessment refers to how teachers evaluate student development through classroom activities, while tests measure progress on specific subjects. Evaluation determines student performance outcomes.
The document also distinguishes between formal and informal assessment, and formative and summative assessment. Formal assessment uses objective criteria to measure skills over time, while informal assessment lacks structured criteria. Formative assessment provides feedback to strengthen learning, and summative assessment measures knowledge and skills in a graded way.
Finally, it outlines different types of language assessments like achievement, diagnostic, placement, and proficiency tests. It discusses principles of reliable assessment like practicality, validity
Similar to Test for young learners (20)
Oral Language Assessment In The Classroom 20080415
Oral Language Assessment In The Classroom 20080415
Alex Thorp: Testing tests. Realising the potential of assessment practices
Alex Thorp: Testing tests. Realising the potential of assessment practices
Integrating Performance Assessment into World Language Learning and Teaching ...
Integrating Performance Assessment into World Language Learning and Teaching ...
Recently uploaded
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Build a Module in Odoo 17 Using the Scaffold Method
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.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
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.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
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.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Recently uploaded (20)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Test for young learners
- 1. Test for Young Learners Paula Garrido García Rafael Hernando González
- 3. General approach Young learners: from 5 to 12 Not everyone does it. Why? Benefices of the program. Common yardstick (For comparing results). Positive attitudes towards language learning.
- 4. General approach Recommendations: 1. Integrate testing in assessing and assessing in the teaching programme. 2. Immediate and positive feedback. 3. Student self assessment (monitoring their own progress) 4. Conditions to perform at their best.
- 5. Particular demands for tests Relaxed setting. Valid and reliable. Special features: Brief and varied tasks. Tasks with stories and games. Pictures attractive typography and color. Tasks they can handle in their L1. Involve interaction tasks. Integrated-skills task.
- 6. Recommended techniques Listening Reading Writing Oral ability Oral interaction
- 7. Recommended techniques: Testing Listening Placing objects or identifying people. Multiple choice pictures.
- 8. Recommended techniques: Testing Listening Color and draw on existing line drawing. Information transfer.
- 9. Recommended techniques: Testing Reading Multiple choice. (Reference to Chapter 11: short answer technique).
- 10. Recommended techniques: Testing Writing Anagram with pictures. Gap filling with pictures.
- 11. Recommended techniques: Testing Writing Cartoon story.
- 12. Recommended techniques: Testing Oral Ability Questions about him and family. Pointing on and describing images on a card. Placing small cards on bigger ones. Differences between two pictures. Completing the story. Identifying the odd picture.
- 13. Recommended techniques: Testing Oral Interaction Guessing who I am describing. Discovering common pictures. Finding common objects in two pictures. Completing information.