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.
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
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.
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
ESAP Symposium Reading workshop August 15 2015Stephen j Hall
Reading and tackling the role of responses: More than comprehension questions
Classroom learning is often driven by questions or tasks given and the answer or product required. This is especially noticeable in learning cultures in which the teacher defines the ‘how’ of learning by the one correct answer sought or a closely defined outcome. With an examination dominant system driven by competitive school league tables, correctness may begin to dominate creativity and critical thinking. Yet this can be contested if facilitators of learning use varied responses to reading rather than rely on the one and only correct task type or response.
This workshop will provide experience in varied task types which are responses to written text. Just two reading texts will be used to suggest a range of responses which could stimulate vocabulary understanding and use, while developing creativity in teaching and learning
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Testing reading
1. L U C Í A R U B I O R U B I O
How should we test reading
skills?
2. 1. Is it easy to test reading skills? - Problems
2. Which skills the reader perform? - Operations
3. Which texts candidates are expected to be able to deal with? –
Parameters
4. Criterial level of performance
5. Setting tasks:
a. Selecting texts
b. Writing items
c. Possible techniques
d. Which language for items and responses?
e. Procedures for writing items – Practical advice
6. What should we test on a reading test?
3. 1. Is it easy to test reading skills?
• A good one?
• What do you want to measure?
Quickly
construction of a
reading test
• Which skills are involved?
• Measuring a particular skill – Successful item?
Manifest of
receptive skills
• Reading purpose
• The kind of text
Different ways of
reading depending
on…
• Diagnostic test
• Achievement test
• Placement test
• Profiency test
The purpose of the
test
4. 2. Which skills the reader perform? - Operations
Operations based on different
purposes
Expeditious
reading
Skimming
Search
reading
Scanning
Careful
reading
Identify
Interpret
Distinguish
Recognise
Outline
Make
inferences
5. 3. Which texts candidates are expected to be able
to deal with?
• Text types
• Text forms
• Graphic features
• Topics
• Style
• Intended readership
• Lenght
• Readability
• Range of vocabulary
• Range of grammar
• Authenticity
Parameters
We want the texts included in a
test to be representative of the
texts candidates should be able
to read successfully. Content
validity and backwash.
6. 4. Criterial level of performance
Traditional passmarks expressed in percentages: no direct
interpretation
To use the test tasks themselves to define
the level
When can we compare performance on the test using
scales: ACTFL or ILR?
7. 5. Setting tasks
• Advices:
• Representative sample: many texts and operations
• Appropriate length
• Content validity & reliability: Many passages (Fresh starts) VS.
Practicality
• Search reading: discrete information
• Scanning: Texts with the specified elements
• Structure ability: Clear structure
• Interest but not overexcite or disturb
• Avoid texts about general knowledge
• Avoid too culturally laden texts
• New texts for students
a. Selecting texts: Experience, judgement and common sense
8. • Measure the ability in which we are interested
• Elicit reliable behaviour from candidates
• Permit highly reliable scoring
b. Writing items that…
• Multiple choices
• Short answer
• Gap filling
• Information transfer
c. Possible techniques
9. Multiple choice
The man with a
dog was attacked
in the street by a
woman
True/False: by
chance?
-> Add another
distractor
10. Short answer
It is better with an unique correct response
For testing the ability to identify referents
For testing the ability to predict the meaning of a word in
context
For testing the ability to make various distinctions
For testing scanning
For testing the ability to structure a text (Problems on
scoring of sequencing items)
11.
12.
13.
14.
15. Gap filling
When the required response is so complex and it may cause
writing and scoring problems
• To test if the candidate had grasped the main idea
• To test the ability to recognise detail presented support a
main idea
• Summary cloze
20. • Items: Less demanding than the text itself
• Responses: Minimal demands on writing ability
• Target language or native language?
d. Which language for items and responses?
• 1. Careful reading: operations in mind
• 2. What a competent reader should derive from the
text?
• 3. To take notes
• 4. To decide the tasks
• 5. Paragraph and line numbers (to reference)
• 6. Moderation by colleagues and modification
e. Procedures for writing items – Practical advice
23. 6. What should we test on a reading test?
Grammar,
vocabulary,
spelling or
punctuation
To test receptive and productive skills at the same time
makes the measurement less valid
