Unidos classroom manual 2nd edition pdf download

Accion Gramatica! PDF Download. Como aumentar su vocabulario 3: vocabulario etimologico PDF Kindle. Dimelo PDF Online. Download Curiosidades antiguas sevillanas serie segunda PDF. Download Curistoria 2 PDF. Download Hijos de la medianoche PDF. Download Historia secreta PDF.

Download Ku Klux Klan. Nivel superior. Download Recuerdos! El filibusterismo PDF Online. El mundo de los vikingos PDF Kindle. Environmental Engineering P. Second Language Testing, Inc. The anticipation of a leSt is almost always accompa- nied by feelings of anxiety and self-doubt-;dong with II ferven t hope th.. Tests seem as unavoidable as tOmorrow's sunrise in virrually every kjnd of educational setting. Courses of study in every diSCipline are marked by periodic csts-milcstom::s of progress or inadequacy -and you intensely wish for a mil'lcuious exemption from these ordeals.

We live by tests and sometimes mcl'aphoricall y die b y lhem. For a quick revisiting of how tests affect many learners, take the following vocabulary quiz. All tJlt: words are found in standard English dictionaries, SO rOll should be able to answer aU six items correctly, right?

Okay, take the quiz and circle the correct definition for each word. Circle the correct answer. You have 3 minutes to complete this examination! Hctile a. You can check you,. If yOll correctly idcntifi ed three or more items, congrat ulations! YOli jllst exceeded the average. It's simply an illustration of how tests make us [eel m uch of the timc. The answer is a resounding yes! Assessing, and Te;!

Before we look at tests and CSt design in second language education, we need to understand three basic interrelated concepts: testing, assessment, and teaching.

Notice that the title of this book is Langtwge Assessmenl, not Language Testing. Thcre are impon'a m differences between these tWO constructs. A test, in simple terms, is a melhod of measuring a person's abillt;l knowledge, or performance in a given domain. Let's look at the components of this definition.

A test is first a method. It is an instrument-a set of techniques, procedures, or ilems- th:lt reqUires performance on the part of the test-taker. Second, a test must measure. Some tests measure gener A muJti-skili proficiency test dctermines a gene! Some tests. SUdl as a classroom-based shon-answer essay test, may earn the test-take r a letter grade accompanied by the instructor'S marginal com- ments. Others, particuJarly large-scaJe standardized tests, provide a tOtal numerical score, a percenlile rank, and perhaps some subscores.

If an instrument does not specify a form of reporting measurement-a means for offering the test-taker some kind of result-then that technique cannot appropriately be defmed as a test. Ncxt,a test measures an individual's ability, knowledge, or performance.

Testers need to understand w ho the test-takers are. What is their previous experiencc and background? Is the test appropriately matdled to their abilities? How should test- takers interpret lheir scores? Most language tests measufC o ne 's ability to perform language. On the other hand, it is not uncommon to find teStS designed to tap into a test-taker's knowledge i!

Performance-based tests sample the test-taker's actual use of language, but from those samples the test administrator infers generdl competence. A test of reading comprehension, for example, may consist of several short reading passages each fol- lowed by a limited number of comprehension questions-a small sample of a second language learner's total reading behavior.

But from the results of that test, the examiner may infer a certain level of general reading ability. In the case of a proficiency CSt , even though the actual perfonnance on me test involves only a sampling of skills, that domain is overnU proficiency in a language-general competence in all skills of a language. Olher tests may have more specific criteria.

A test of pronunciation might well be a tCSt of only a limited set of phonemic minimal pairs. A vocabulary lesl may focus on on ly the set of words covered in a particular lesson or unit. One of the biggest obstacles to overcome in conslructing adequate tests is to measure the desired criterion and nOt include other factors inadvertcmiy, an issue that is addressed in Chapters 2 and 3.

A well-constructed test is an instnlment that provides an :ICC urate measure of the test-laker's ability within a particular domain. You might be tempted to think of testing and assessing as synonymous terms, but they are nOL Tests are prepared administr:nivc proccdu.

Whenever a student responds to a questiOn, offers a comment, or tries Out a new word or SlruCfure, the teacher subconsciously makes an assessmem of the student's performance. Written work-from a joued-down phrase to a formal essay-is performance that u1timatt:1 ' is assessed by self, teacher, and possibly o ther. Reading and listening activities lIsuaUy require some SOrt of productive perfo rmance that the teacher implicitly judges, however peripheral that judgment may be.

A good teacher never ceases to assess students, w hether those assessmcnts are incidental or intend cd. Tests can be useful devices, but they are only one among many procedures and t:lsks that teachers can ultimately uSt: to asscss students. But now, you might be thinking, if you make assessmen ts every time you teach something in 1. For optim:. Who will Other supplies that from different angles.

Consider be the enthusiast, inspiring the will be useful are: involving an administrator, or a team with big dreams? Who is the teacher you have never worked nagger, making sure things keep Adhesives with. Who will lead Construction paper of coming up with unexpected the team?

Foam core boards solutions. Markers Allow for alone time. Scissors While most of this work should Digital cameras be done as a team, make sure to Video cameras allow for individual work time. Sometimes the best progress comes from solitary thinking, planning and creating.

Creating meaningful solutions for students, parents, teachers, colleagues and adminis- trators begins with a deep under- standing for their needs. Discovery means opening up to new opportu- nities, and getting inspired to create new ideas.

With the right prepara- tion, this can be eye-opening and will give you a good understanding of your design challenge. Spend time with your team to create a common understanding of what you are working toward. This gets you A clear, agreed upon, Collect thoughts Reframe the challenge design challenge As a team, talk about the design challenge you chose Based on the thoughts you have collected, reframe expressed in one to work on.

Start with a broad view: ask yourself thinking. Keep rewriting your challenge until it feels keep in mind why people might need, want, or engage with the approachable, understandable and actionable to A good challenge is phrased with a sense topic you are investigating. Discuss how you can everyone on the team. Make it refine the challenge if it feels to broad, or too specific.

Discuss with your team, do you need to out the process. With your team, write down what you know about understand about the challenge. Post these ques- its open questions. Use one piece of information per Post-it tions in a different area. Read your notes out loud, and post them under Remember to stay open the design challenge. Ask others for feedback and Build on your knowledge and fill in the gaps to new information, try discuss any of the assumptions that come up.

Group the Post-it Notes into themes and use them to to discover what you plan your research in later steps. Put effort into Difficult y understanding the skills and motivations of your collaborators to create a strong team. Share who you are Agree on roles This gets you Spend time as a team getting to know each other.

Consider letting your team An agreement on the Make this a casual and friendly experience. Give members self-identify how they want to contribute.

The various phases of the design process require different Define your individual and team goals Give feedback skills and respond to Talk about the ambitions of each person. Continue to Revisit the agreement about your team structure on different passions. Remember to adjust write them down and post them on the wall. Find out a regular basis.

Support each other by giving con- your team structure about your shared goals. Consider the broad spectrum of people who will be touched by what Difficult y you design. List immediate contacts Build an overview This gets you With your team, collect and write down the people Think about the connections these people have with A visual overview of all the people relevant to or groups that are directly involved in or reached your topic.

Who are the fans? Who are the skep- your challenge. Are you designing for parents? Will tics? Who do you need the most? Create a visual keep in mind you need to connect with administrators? Use Post-it overview of those who you consider to be your main You may not get to Notes, so you can adapt your overview throughout audience, as opposed to more peripheral contacts. You began with a plan for the Difficult y project, connect with your team around goals and deadline to make sure everyone is aligned.

Make agreements so everyone on the team can organize their time effectively. Write down tasks, meetings and finish dates on and set timing. Post-it Notes, then affix them to the paper calendar to keep in mind allow for mobility.

Be prepared to frequently adjust your plan. Often, new ideas Form agreements will take you in a differ- As a team, define which times you can best collabo- ent direction from what rate. The process of plan- ning is as important as Create a visual reminder its result. Keep your paper calendar in a space visible for everyone to see, or create a shared online document with access for all team members.

This project calendar includes a plan for stepping through the design phases as well as major check-in dates and deadlines. Difficult y Imagine interesting people to meet Make a list of activities you want to do Draw a map of all the people involved in your topic. Choose which activities will best help you learn and This gets you Think of characteristics that would make them get inspired find more information about each activ- A research plan listing activities and people interesting to meet.

As a team, choose who you want ity on the respective method pages : you want to learn from. Plan how to get in contact with them.

Extreme participants will help you under- » Immerse yourself in context exactly you may learn from them. They decided to visit analogous settings where collaboration happens, and considered some pretty interesting inspiration — a fire station, a corporate office, and a design studio. While visiting the corporate office, they learned that the office staff prepare for meetings by sending out an agenda in advance.

This way, everyone is prepared for the meeting. Gathering many other nuggets of inspiration, this specific story stood out to them, given that their faculty meetings typically began with a discussion of the agenda, and that ended up taking much of the limited time they had together. They decided immediately to try this idea in their school.

Imagine specific Difficult y characteristics of the people you would like to meet. This will help you navigate the process of finding and engaging with interesting individuals. This gets you Appointments to meet Describe the people you want to meet Invite participants and learn from interest- Create specific descriptions of the people you want Connect with the people you want to meet.

Prepare ing people. Picture the characteristics of people a script for your initial conversations that helps them keep in mind you are looking for. Do you need to speak with a understand the purpose of your research. Is it a very dedicated administrator you afraid to tap into your personal networks: people are interviews, consider are looking for? Could you learn the most from some- generally happy to share what they know.

Make sure you to attend. Too many also cover a variety of gender, experience, ethnicity, Track your recruiting progress interviewers can make etc. Work as a team and build a visual overview of Take notes when you speak with people, so you people feel uneasy, par- ticularly when adults your thoughts, using a large piece of paper or Post-it remember the details of each conversation. Create a speak with kids.

Plan the interaction and logistics Think about what exactly you want to do with each participant. Where do you want to meet them? How much time will you spend with them? Is there an activity you can do together to enrich the conversa- tion?

What will you ask them to show you? Write down your plans for all research activities. When speaking with 2—3 People research participants, you have to both build trust and help them feel comfortable while Difficult y collecting relevant information.

Carefully prepare for your conversations in order to manage this delicate balance. This gets you A question guide for Identify topics Then create a question guide that is very read- a valuable research As a team, brainstorm themes you want to learn able, so you can glance at it quickly during your conversation.

What do you need to learn about your chal- The most valuable lenge? What do you helpful to share early ideas or concepts in your process that goes into want to learn about their activities?

Is the role they conversation, particularly when you are working on writing it. During the an abstract challenge. You can create a sketch, build actual conversation, play in their network of importance? Your you to what matters to them. Use the question Formulate questions that explore these topics. Frame idea does not have to be realistic—it only serves the guide as a checklist them as open-ended questions, such as: purpose of gaining a better understanding of your to ensure you have topic.

Agree on logistics, including transporta- tion, with your team. Assign roles Designate one person to lead the conversation. Remember to ask permis- » Start specific: begin with questions your sion before taking any photos. Make sure to gather materials for your fieldwork ahead of time: » Probe deep: explore your challenge or any interesting theme you picked up on during the conversation in more depth.

DT for Ed Toolkit 32 Discovery 15—20 min Prepare For Fieldwork Hands-On Whether you are meeting a group of students in the cafeteria or traveling across town People to visit a company, fieldwork activities run smoother with thoughtful preparation. Difficult y Assign responsibilities to team members ahead of time so everyone knows what to focus on.

This gets you A solid plan for your Confirm your plans Prepare your equipment fieldwork activities. Confirm date, time and location for your research Make sure to gather materials for your fieldwork keep in mind activities. Agree on logistics, including transporta- ahead of time: It is important to assign tion, with your team.

Remember to ask permis- » Notepads and pens sion before taking any photos. Use the Practice creating an atmosphere in which people Look for indications that reveal what people following research tips to draw out feel comfortable enough to open up. Build on the care about—and keep in mind, that they may interesting stories and keep track skills you have developed in the school context.

Take lots of notes and photos of what you see, hear, feel, smell and taste during a field visit. Write down your immediate thoughts secutive answers. Sharpen your skills in observing the world around you. Difficult y Plan your observations Choose a place where you can have an experience Explore and take notes This gets you that is relevant to your challenge. Take procedures at your school, drive up to the drop off notes and photos.

Capture interesting quotes. Draw keep in mind area, just as parents do, and try to stop, wait and go. Approach your obser- vation with an open mind and imagine this Think of certain aspects of your experience you Capture what you have seen as the first time you Immediately after your observation, take some time have gone through this want to capture, such as: experience. Look for to capture the things you found most interesting, details you may have » What emotions do you experience surprises, and write them on Post-it Notes so you will be able to overlooked before.

DT for Ed Toolkit 34 Discovery 20—90 min Seek Inspiration In Analogous Settings Hands-On Looking for inspiration in a different context outside of the education world opens 2—3 People the mind and can help you find a fresh perspective. Dare to go out of your comfort Difficult y zone and explore. Think of analogies that connect Make arrangements for your activities This gets you A new perspective on with your challenge Plan the logistics of your activities.

Connect with the the challenge you work With your team, list all the activities, emotions, and people you want to visit and explain the purpose of on, inspiration and behaviors that make up the experience of your your search for inspiration.

Next to each of these areas, write down keep in mind other situations where similar experiences occur. For example, if you are looking to re- and their environments. Then, when appropriate, understand how to envision arrival and departure procedures at your ask questions about what you have noticed. After you return, spend school, consider observing the lobby of a busy yet time relating what you elegant hotel. They observed the ways in which the in-store experience introduces customers to new products as well as how the set-up enabled people to navigate the space and easily find what they were looking for.

The team was very inspired by the visit and brought the in-store conceirge experience into their final design solution. Difficult y Choose the participants Set up for a productive conversation This gets you Choose experts based on your objective: are Carefully plan how you want the conversation to Access to in-depth you looking to learn about their field of study? Consider asking the expert to actively help you knowledge in a certain area of expertise.

DT for Ed Toolkit 35 Discovery Learn From Users 45—90 min Interaction There are many different ways to learn from users, including individual interviews, learning from people's self-documentation, group interviews, and learning from peers 2—3 People Difficult y observing peers. Each type of user research requires a different set-up to ensure the best discovery session and users' comfort and willingness to share.

Choose from the following set of categories and guidelines to support your research. Treat your Spending time with people on their own allows you to deeply engage with and learn conversation partner as an expert. Try not from them. Guide the conversation to gain a rich understanding of their thoughts and to make participants feel that you are more behaviors. Create a trusted atmosphere Capture your immediate observations Start the conversation on a casual note.

Talk about Take a lot of quick notes in the voice of the partici- a subject that is unrelated to your research first to pants. Write down interesting quotes. Do not worry make the participant feel comfortable. Be consider- about interpreting them yet. Try to capture your ate of the space you are in and make sure you have observations in the moment. During the conver- get their feedback and ideas. Ask about objects or spaces you find interesting, and try to get a tour of the environment.

Making the user feel comfortable is crucial to the success of an interview. With kids, it's especially helpful to meet them at eye-level.

Guide participants to capture and share their thoughts, expressing themselves in new ways. The book can also be ordered through college bookstores using the following ISBN numbers: ISBN ISBN The format and coverage remains similar to the first edition, many small revisions and updates have been made. About the Author s David L. Notes These support materials are also available for free download: A companion page color book, Agricultural Production Economics: The Art of Production Theory Supplemental spreadsheets, PowerPoint files, and other class materials.

Recommended Citation Debertin, David L. Buy this Book. Included in Agricultural Economics Commons. Enter search terms:. Performance-Based Assessment In language courses and progr. To be sure, suc h assessment is ti. In technical terms, higher comcm validity see Chapter 2 for an explanatio n is achieved btcausc:: learne rs arc measured in the process of perfornling the targeted linguistic acts. If you rely a little less on fo rmally structured tests and a little more o n evaluation w hile students are performing various tasks, you will be taking some steps toward meeting the goals of pe rfo rmance-based testing.

In such cases, the assessments involve learne rs in acttlally performing the behavior that we want to me:lSure. In interac tive tasks, test-take rs arc measured in the act of speaking, requesting, responding, o r in com- bining liste ning and speaking, and in integrating reading and w riting. Paper-and- pencil tests certainly do nOI elicit such communicative perform'lOce. A prime examplc of an inte ractive language assessmclll procedure is an oral intc n 'iew. TIle test-taker is required to listen accurately 10 someone else and to respond appropriately.

If care is take n in the test design process, language elicited and volunteered by the st'Udent can be personalized and mC'J. Such efforts to improve variolls facets of classroom testing are accompanied by some stimulating issucs, aU of w hich are helping to shape our current understand ing of effective assessment. However, research o n intelligence by p! Robert Sternberg, and Daniel Goleman has begun to [urn the psychometric world upside down.

Gardner , , for example, extended the traditional view of intelligence to seven different components. Other forms of smartness are found in those w ho know how to manipulate their environme nt, namely, other people.

Those who manage their emotions-especially emotions that can be detri- mental-tend to be more capable of fu lly intelligent processing. Anger, grief, resentment, self-doubt, and other feel ings can easily impair peak performance in everyday tasks as well as highcr-order problem solving.

These new conceptualizations of intelligence have not been universally accepted by the academic community see White, , for example. Nevertheless, their intuitive appeal infused the decade of the s with a sense of both freedom and responsibility in our testing agenda.

We were prodded to cautiously combat the potential tyranny of"objectivity" and its accompanying imper- SOllal approach. But we also assumed the responsibility for tapping into whole lan- guage skiUs, learning processes. Our dlallenge was to test interpersonal.

Traditional and "Alternative" Assessment lmplied in some of the earlier description of performance-based dassroom assess- ment is a trend to supplement traditional test deSigns w illi alternatives that are more ambe oric in their elicitation of meaningful communication. Table 1. Two caveats need to be stated here. First, the concepts in Table 1.

It is dif- ficu lt, in fact, 0 dr. Many forms of assessment fa ll in betwecn the two, and some combine the best of both. Second, it is obvious that the table shows a bias toward alternativc assessment, and one should not be misled into thinking that everything on the left-hand side is tainted while the list o n the righr-hand side offers salvation to lhe field of language assessment!

As Brown and Hudson aptly pointed Ollt. At the same time, we might all be stimulated to look at the right-hand list and ask ourselves if, among those concepts. It should be noted here thal considerably more time and higher institutio nal budgelS are required to administer and score assessments Illat presuppose more Table 1.

Traditional and alternative assessment Traditiona l Assessment Alternative Assessment One-shot, standardized exams Continuous! The: payoff for the latter.

See Chapler 10 or a complete [fCatment of alternatives in assessment. More and more educators :lnd adVOC:ttes for educa- tional reform arc arguing for a de-emphasis on large-scale standardized testS in favor of building budgets that will offer the kind of comcxtlmlizcd, communicative performance-based assessment that w ill bener facitit:ue learning in our schools.

On Chapter 4 , issues surrounding s tandardized testing are addressed at length. Others arc standardjzed, largc-scale tests in whic h thousands Or even tens of thousands of test-t'a kers are invo h'cd. Students receive pro mpts or probes, as they are sometimes referred to in thc form of spoken or wriHen stimuli from tile com- pute rized test and are required to type or in some cases, spcak their responses.

A specific type of computer-based tcst , a computer -ada ptive test, has been available for many years but has recently gainel1 momentum. Th e CAT starts with questions o f moderate difficul ry. As test-takers answer eadl question, the computer scores the questio n and uses that information , as well as tllC responses to previous questions, to determine w hidl question w ill be presented next. As long as ex. Incor rect :mswers, however, lypically bring questions of lesser or equal diffic ulty.

In CATs, the test-take. As a result, test-takers cannot skip questions, and once tllCY have entered and confirmed their answers, they cannot rerum to questions or to any earJjer part of the test. Computer-based l"esting, with or witlIom CAT tedlllology, o fft! Foreign Language www.

This need no t be t he Cllse. Complllcr tcchnolo!. Tead1ers and test-makers of the fu t ure w ilJ have access to an ever-increasing rdnge of tools 10 safeguard against impcrsonaJ, stamped-om fo rmulas fo r aSsessment.

C1nd TeClching teaching. Assessment is an integral part of the teaching-learning cyde. In an inter- active, communicative c urriculum, assessment is almost constant. Tests, w h ich are a subset of assessment, can provide authenticity, motiV"dtion, and feedback to the learner.