Learner directed Assessment in Esl

  • Filename: learner-directed-assessment-in-esl.
  • ISBN: 9781135675516
  • Release Date: 2012-10-12
  • Number of pages: 192
  • Author: Glayol V. Ekbatani
  • Publisher: Routledge



This text integrates the theory and practice of learner-based assessment. Written in response to two recent movements in language teaching--learner-centered teaching and a renewed interest in authenticity in language testing--it examines the relationship between the language learner and language assessment processes, and promotes approaches to assessment that involve the learner in the testing process. Particular attention is given to issues of reliability and validity. Grounded in current pedagogical applications of authentic assessment measures, this volume is intended for and eminently accessible to classroom teachers and program directors looking for ways to include their students in the evaluation process, graduate students, and professional language testers seeking authenticity in assessment and desiring to create more interactive evaluation tools.

Reading Writing and Learning in ESL

  • Filename: reading-writing-and-learning-in-esl.
  • ISBN: 0132892979
  • Release Date: 2012-05
  • Number of pages: 528
  • Author: Suzanne F. Peregoy
  • Publisher: Allyn & Bacon



In this comprehensive, accessible guide, pre- and in-service K-12 teachers get a firm understanding of the essential topics of first and second language acquisition along with teaching and assessment strategies for oral language development, vocabulary, writing, reading, and reading and writing across the curriculum. With its strong research base, engaging style, and helpful descriptions of specific teaching strategies, Reading , Writing, and Learning in ESL, 6e explains how contemporary language acquisition theory informs instruction, while providing suggestions and methods for motivating ELs' English language, literacy and content learning. New material in this Sixth Edition includes an in-depth discussion of academic language; an exploration of the demands of Internet reading compared to traditional text reading; a presentation of Response to Intervention (RTI) as applied to ELs; and a wealth of Internet resources throughout the book.

Assessing the online learner

  • Filename: assessing-the-online-learner.
  • ISBN: UOM:39015077131418
  • Release Date: 2009
  • Number of pages: 153
  • Author: Rena M. Palloff
  • Publisher: Jossey-Bass Inc Pub



Assessing the Online Learner Written by Rena M. Palloff and Keith Pratt, experts in the field of online teaching and learning, this hands-on resource helps higher education professionals understand the fundamentals of effective online assessment. It offers guidance for designing and implementing creative assessment practices tied directly to course activities to measure student learning. The book is filled with illustrative case studies, authentic assessments based in real-life application of concepts, and collaborative activities that assess the quality of student learning rather than relying on the traditional methods of measuring the amount of information retained. Praise for "Assessing the Online Learner" "Established leaders in online learning, Palloff and Pratt have broken new ground with this scholarly yet practical guidebook destined to become a classic. In the era of accountability, this text will provide administrators, faculty developers, and online teaching faculty with clear direction based in many years of successful virtual classroom experience that will guide the assessment of online learning for years to come." --Judy Witt, dean, School of Educational Leadership and Change, Fielding Graduate University "At a time in which online educators are increasingly called upon to document student learning, Palloff and Pratt have succinctly offered strategies to align assessment, program competencies, learning outcomes, and course activities that authentically engage learners and promote meaningful reflection." --Tina J. Parscal, director of education and professional studies programs, Colorado State University-Global Campus

Language Testing Reconsidered

  • Filename: language-testing-reconsidered.
  • ISBN: 0776606573
  • Release Date: 2007
  • Number of pages: 178
  • Author: Janna D. Fox
  • Publisher:



Language Testing Reconsidered provides a critical update on major issues that have engaged the field of language testing since its inception. Anyone who is working in, studying or teaching language testing should have a copy of this book. The information, discussions, and reflections offered within the volume address major developments within the field over the past decades, enlivened by current "takes" on these issues. The real value of this collection, however, lies in its consideration of the past as a means of defining the future agenda of language testing.

Assessing Young Language Learners

  • Filename: assessing-young-language-learners.
  • ISBN: 0521601231
  • Release Date: 2006-01-26
  • Number of pages: 388
  • Author: Penny McKay
  • Publisher: Cambridge University Press



Contents: Series editors' preface (page ix) Acknowledgments( xii) 1. A special case for young learner language assessment 1 2. Young learners and language learning 26 3. Research into the assessment of young language learners 61 4. Assessing language use through tasks 97 5. Classroom assessment of language use 140 6. Assessing oral language 176 7. Assessing reading and writing 217 8. Evaluating young learners' performance and progress 264 9. Testing young language learners through large-scale tests 315 10. The way forward 352 References 364 Index 379 Publishers' acknowledgments 385.

Learning Targets

  • Filename: learning-targets.
  • ISBN: 9781416614807
  • Release Date: 2012-07-02
  • Number of pages: 220
  • Author: Connie M. Moss
  • Publisher: ASCD



In Learning Targets, Connie M. Moss and Susan M. Brookhart contend that improving student learning and achievement happens in the immediacy of an individual lesson--what they call "today's lesson"--or it doesn't happen at all. The key to making today's lesson meaningful? Learning targets. Written from students' point of view, a learning target describes a lesson-sized chunk of information and skills that students will come to know deeply. Each lesson's learning target connects to the next lesson's target, enabling students to master a coherent series of challenges that ultimately lead to important curricular standards. Drawing from the authors' extensive research and professional learning partnerships with classrooms, schools, and school districts, this practical book * Situates learning targets in a theory of action that students, teachers, principals, and central-office administrators can use to unify their efforts to raise student achievement and create a culture of evidence-based, results-oriented practice. * Provides strategies for designing learning targets that promote higher-order thinking and foster student goal setting, self-assessment, and self-regulation. * Explains how to design a strong performance of understanding, an activity that produces evidence of students' progress toward the learning target. * Shows how to use learning targets to guide summative assessment and grading. Learning Targets also includes reproducible planning forms, a classroom walk-through guide, a lesson-planning process guide, and guides to teacher and student self-assessment. What students are actually doing during today's lesson is both the source of and the yardstick for school improvement efforts. By applying the insights in this book to your own work, you can improve your teaching expertise and dramatically empower all students as stakeholders in their own learning.

Better Learning Through Structured Teaching

  • Filename: better-learning-through-structured-teaching.
  • ISBN: 9781416606352
  • Release Date: 2008-01-01
  • Number of pages: 146
  • Author: Douglas Fisher
  • Publisher: ASCD



Better Learning Through Structured Teaching describes how teachers can help students develop stronger learning skills by ensuring that instruction moves from modeling and guided practice (situations where the teacher has most of the responsibility) to collaborative learning and, finally, to independent tasks.

Visible Learning

  • Filename: visible-learning.
  • ISBN: 9781134024117
  • Release Date: 2008-11-19
  • Number of pages: 392
  • Author: John Hattie
  • Publisher: Routledge



This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.

Research based Methods of Reading Instruction for English Language Learners Grades K 4

  • Filename: research-based-methods-of-reading-instruction-for-english-language-learners-grades-k-4.
  • ISBN: 9781416605775
  • Release Date: 2007
  • Number of pages: 183
  • Author: Sylvia Linan-Thompson
  • Publisher: ASCD



What can we do to help ELL students understand English? In Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4, Sylvia Linan-Thompson and Sharon Vaughn provide over 60 field-tested classroom lessons for ensuring English fluency among young nonnative speakers. Each chapter focuses on research and activities in one of the following areas: *Phonemic awareness *Phonics and word study *Fluency *Vocabulary *Comprehension In addition to the many step-by-step activities and lesson plans, the book includes in-depth explications of linguistic concepts, a glossary of terms, and lists of relevant online resources. The sooner students grasp the principles of English language acquisition, the better off they are. In this book, you will find everything you need to get elementary-level ELLs reading--and learning--successfully in English.

DMCA - Contact