Contents
Content Type: 1
Title: What To Do When You Finish Five Minutes Early: “Safety Valves”
Body:
Last week an FLTEACH listserv user asked for suggestions for what to do when she finishes class five minutes earlier than planned – what can your students do to maximize their learning time with you?
Go to http://listserv.buffalo.edu/cgi-bin/wa?A2=ind1403&L=FLTEACH&P=R8388 to read her question, and then click on Next in Topic to begin reading the many responses.
Source: FLTEACH
Inputdate: 2014-03-22 16:43:29
Lastmodifieddate: 2014-03-24 03:13:25
Expdate:
Publishdate: 2014-03-24 02:15:01
Displaydate: 2014-03-24 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: Assessment Options by Dr. Linda Forrest, CASLS Research Director
Body:
Teachers often ask, "What kind of assessment should I use?" The answer depends on the information you hope to learn. Do you need to find out what your students already know or what they need to focus on in future study? In Task Based Learning and Teaching (TBLT), assessment measures should align with the intended functional outcome of the task. For example, was the transaction at the store successful? Did the learner write an appropriate email to the professor?
Summative assessments are designed to give a final snapshot of what students have learned already and what they are able to accomplish. Sample summative assessments can range from quick end-of-chapter tests to large-scale national tests. In TBLT, summative assessments can be used at the end of the primary task(s) as well as at the end of a unit or course to measure what students are able to do with language. Sample assessment types could include multimodal portfolios, simulations, written tasks, or information sharing. Critical to this type of assessment in TBLT is determining the level at which learners are able to express meaning and complete the required task.
Formative assessments provide feedback to teachers and students so that they can work together to decide what learning activities to do next or what content to focus on. In TBLT, this often takes the form of subtasks and scaffolding leading up to the end task. Formative assessments provide important information about what students do not know. Since they assess for learning, students must feel that it's okay to admit they don't know something yet. Formative assessments are given throughout the learning process, when teachers and students can make changes to the learning activities. They typically provide qualitative information and specific details about the students' abilities. Formative assessment is a far more powerful means of helping all students attain mastery. Ongoing feedback—while the learning process is still happening—allows both students and teachers to find and fix impediments to success.
The summative or formative qualities of an assessment depend entirely on how the assessment results are used and nothing to do with the format of the assessment itself. For example, we sometimes hear multiple-choice tests described as summative and student self-assessments as formative. But if a multiple-choice test is given at the beginning of a study unit and the results are used to choose learning activities, then the assessment is formative. On the other hand, if a student self-assessment checklist is used at the end of the learning process to provide grades or credit or to give teachers or administrators information for program evaluation, then the assessment is summative. Regardless of the format, from a TBLT perspective, both should focus on the ultimate goal of functional language use and the expression of meaning. Both types of tests have their place in education, and teachers need to be clear in their own minds about the purpose of their assessments, so they can communicate more clearly with students, parents, and administrators and avoid misuse of assessment results.
Source: CASLS Topic of the Week
Inputdate: 2014-03-28 10:31:30
Lastmodifieddate: 2014-03-31 03:08:02
Expdate:
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: Upcoming Webinar: TBLT and Assessment
Body:
Our sister Language Resource Centers LARC and CALPER will be hosting a webinar on Task Based Learning and Teaching and Assessment. Dr. John Norris from Georgetown University will present "How Do We Assess Task-based Performance?" on Thursday April 3, 2014, 3:30-4:40pm EST. This is a free professional development event, but registration is required. To register and see more about the session go to the Registration page at LARC.
Abstract: Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners' abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Source: CASLS Spotlight
Inputdate: 2014-03-28 10:35:25
Lastmodifieddate: 2014-03-31 03:08:02
Expdate:
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Self-Assessment for Task-Based Learning Projects
Body:
by Brandee Mau, Campbell County High School, Gillette, Wyoming
This week's activity is a self-assessment designed for task-based learning projects. ACTFL Teacher of the Year 2015 candidate Brandee Mau developed the activity for use in her classroom.
Outcome: Learners will reflect on a completed task-based learning project, self-assess their language use, and set goals for the next unit.
Resources: Project self-evaluation
Procedure:
1. Prior to beginning a task-based learning unit, distribute the project self-evaluation sheet so that learners understand the rubric, the goal for language use, and set their own goals for completing the project. If students are new to understanding proficiency levels, share the ACTFL-NCSSFL CanDo statements to help them understand what being a "Novice-Low" or "Novice-Mid" learner really means.
2. Upon completing the task-based learning unit, set aside 5-10 minutes of class time and ask learners to complete the project self-evaluation. Have learners review the ACTFL-NCSSFL CanDo statements before selecting the proficiency level they feel matches their performance.
3. Share with learners the next unit they will be completing in class so they can use the self-evaluation sheet to set reasonable goals for their learning during the next unit.
Source: CASLS Activity of the Week
Inputdate: 2014-03-28 10:57:24
Lastmodifieddate: 2014-03-31 03:08:02
Expdate:
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Language Education and Applied Linguistics
Body:
From http://www.routledge.com/books/details/9780415534468
Language Education and Applied Linguistics: Bridging the two fields
By Howard Nicholas and Donna Starks
Published by Routledge Taylor & Francis Group
Language Education and Applied Linguistics: bridging the two fields provides a starting point for students and researchers in both Language and Education who wish to interpret and use insights from the field of Applied Linguistics, and for Applied Linguists who wish to engage in dialogue with language educators and researchers in education.
Language Education and Applied Linguistics can be used by students, teachers, researchers and teacher educators to explore multilingual contexts and communicative purposes in language classrooms, language education and applied linguistics.
Visit the publisher’s website at http://www.routledge.com/books/details/9780415534468
Source: Routledge
Inputdate: 2014-03-28 20:06:46
Lastmodifieddate: 2014-03-31 03:08:02
Expdate:
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Social Dynamics in Second Language Accent
Body:
From http://www.degruyter.com/view/product/183332?format=G
Social Dynamics in Second Language Accent
Edited by John M. Levis and Alene Moyer
Published by de Gruyter
This volume offers a definitive source for understanding social influences in L2 pronunciation, demonstrating the importance of empirical findings from a number of research perspectives, and outlining the directions that future work can take. The aim is to present a coherent argument for the significance of social factors and how they contribute to phonological acquisition.
Visit the publisher’s website at http://www.degruyter.com/view/product/183332?format=G
Source: de Gruyter
Inputdate: 2014-03-28 20:07:33
Lastmodifieddate: 2014-03-31 03:08:02
Expdate:
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Proposals: Immersion 2014: Mainstreaming Access to Multilingual Communities
Body:
From http://l2trec.utah.edu/conference
The University of Utah’s Second Language Teaching and Research Center (L2TReC) and the Utah State Office of Education (USOE) are excited to host the Fifth International Conference on Dual Language/Immersion Education, to be held at the Grand America Hotel in Salt Lake City, Utah, October 15-18, 2014. The conference will bring together researchers, practitioners, administrators and policy makers interested in immersion education. In addition to plenaries, symposia and presentations, attendees will be able to visit Utah dual language immersion schools and participate in professional workshops.
Proposal Submissions now open: The Deadline is April 14, 2014
Visit the conference website at http://l2trec.utah.edu/conference
Source: University of Utah
Inputdate: 2014-03-28 20:09:59
Lastmodifieddate: 2014-03-31 03:08:02
Expdate: 2014-04-14 00:00:00
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Articles: Russian Language Journal
Body:
The Russian Language Journal (ISSN: 0036-0252) is a bilingual, peer-review journal dedicated to scholarly review of research, resources, symposia, and publications pertinent to the study and teaching of Russian language and culture, as well as comparative and interdisciplinary research in Russian language, culture and the acquisition of Russian as a second language. The journal seeks contributions (original scholarly research or book reviews) to the 2014 issue (Volume 64).
Those interested are encouraged to submit original research articles electronically to the editor using the email address rlj@actr.org. Manuscripts should be sent as an MS Word document with a one-inch margin following the Chicago Manual of Style.
Deadline for submission to the 2014 issue is July 15, 2014. Further guidelines for submission may be found at http://rlj.americancouncils.org/policies
Editor:
William P. Rivers, Executive Director, Joint National Committee for Languages – National Council for Language and International Studies
Associate Editors:
Michael Gorham, University of Florida
Ewa Golonka, University of Maryland
Address manuscripts and all other content-related correspondence to RLJ@actr.org
Rivers, W. [SEELANGS] Call for Papers: Russian Language Journal. SEELANGS listerv (SEELANGS@LISTSERV.UA.EDU, 28 Mar 2014).
Source: SEELANGS
Inputdate: 2014-03-28 20:11:02
Lastmodifieddate: 2014-03-31 03:08:02
Expdate: 2014-07-15 00:00:00
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: La Cosecha Dual Language Conference
Body:
From http://www.dlenm.org/lacosecha2014/call.html
The 19th Annual La Cosecha Dual Language Conference will take place November 19-22, 2014 at the Santa Fe Convention Center and La Fonda Hotel in Santa Fe, New Mexico. In addition to over 150 professional workshops and presentations, this year's committee is planning a La Cosecha size celebration of our community and our community's good work.
¡Seguimos con la cosecha! The Planning Committee for La Cosecha 2014 invites you to share your dual language expertise in program development and/or classroom instruction with your colleagues at this year's conference. As always, the committee is particularly interested in having classroom teachers share their instructional best practices with conference attendees.
All proposals must be submitted by May 23, 2014.
View the full call for proposals at http://www.dlenm.org/lacosecha2014/call.html
Source: La Cosecha 2014
Inputdate: 2014-03-28 20:12:09
Lastmodifieddate: 2014-03-31 03:08:02
Expdate: 2014-05-23 00:00:00
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Call for Papers: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
Body:
From http://www.tc.columbia.edu/tccrisls
The 3rd Teachers College, Columbia University Roundtable in Second Language Studies (TCCRISLS), which will take place October 10-12, 2014, is now accepting abstract submissions for empirical papers.
This year's theme is Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts.
Deadline for submissions is Saturday, May 10, 2014.
To submit an abstract, go to http://www.tc.columbia.edu/tccrisls/index.asp?Id=Call+for+Papers&Info=Call+for+Papers
Source: Columbia University
Inputdate: 2014-03-28 20:13:20
Lastmodifieddate: 2014-03-31 03:08:02
Expdate: 2014-05-10 00:00:00
Publishdate: 2014-03-31 02:15:01
Displaydate: 2014-03-31 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
