ITEM WRITING FOR SOUTHEAST ASIAN LANGUAGES. Goals Improve item writing skills of all participants Begin training of writers for national assessments Enhance.

Slides:

Advertisements

Similar presentations

Michigan World Language Graduation Requirements & Assessments.

Advertisements

USING ASSESSMENT TOOLS TO IMPROVE THE TEACHING OF SOUTHEAST ASIAN LANGUAGES.

Performance Assessment

Developing and writing learning objectives

Understanding the ELA/Literacy Evidence Tables. The tables contain the Reading, Writing and Vocabulary Major claims and the evidences to be measured on.

Improving Practitioner Assessment Participation Decisions for English Language Learners with Disabilities Laurene Christensen, Ph.D. Linda Goldstone, M.S.

Understanding PARCC. Diagnostic Assessment PARCC Overview Mid-Year Assessment (MYA) Speaking and Listening Assessment Performance-Based Assessment (PBA)

TELPAS Grades K-1 Holistic Rating Training Spring 2010 Hitchcock ISD.

Chapter 3 Listening for intermediate level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.

How to Write a Critique. What is a critique?  A critique is a paper that gives a critical assessment of a book or article  A critique is a systematic.

Chapter 2 Listening for beginning level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.

Assessment “We assess students not merely to evaluate them, but to improve the entire process of teaching and learning.” - Douglas B. Reeves, Making Standards.

STARTALK: Preparing Russian Teachers for the 21st Century Day 4.

Unit II Four Language Skills: Aural and Oral Reading and Writing.

On Knowing a Language1 Today Find out your own beliefs about language learning and teaching Start Chapter 1: What is it to know a language? Standards used.

DEVELOPING ACADEMIC LANGUAGE AND TEACHING LEARNING STRATEGIES Anna Uhl Chamot Jill Robbins George Washington University.

ATTENTION LANGUAGE LEARNERS ! THE SENIORS’ GUIDE FOR SUCCESS.

Section VI: Comprehension Teaching Reading Sourcebook 2 nd edition.

The 6 Principles of Second language learning (DEECD,2000) Beliefs and Understandings Assessment Principle Responsibility Principle Immersion Principle.

Designing Effective Training Programs for Diverse Audiences Laura Stock, MPH Labor Occupational Health Program - UC Berkeley.

Chapter 4 Listening for advanced level learners Helgesen, M. & Brown, S. (2007). Listening [w/CD]. McGraw-Hill: New York.

English Language Development Assessment (ELDA) Background to ELDA for Test Coordinator and Administrator Training Mike Fast, AIR CCSSO/LEP-SCASS March.

1 DEVELOPING ASSESSMENT TOOLS FOR ESL Liz Davidson & Nadia Casarotto CMM General Studies and Further Education.

Arunee Wiriyachitra, Chiang Mai University

Language Objectives. Planning Teachers should write both content and language objectives Content objectives are drawn from the subject area standards.

(2) Using age-appropriate activities, students expand their ability to perform novice tasks and develop their ability to perform the tasks of the intermediate.

Emergent Readers and Writers Three Stages of Reading/Writing Emergent Stage : Children understand print has a purpose. Move from pretend reading to reading.

Teaching Learning Strategies and Academic Language

1 Project of Reading Course Development Designer: Erin M Instructor: Mavis Shang Date: 06/09/2008.

What Works in WAC/WID Instruction Wilkes University September 28, 2006 Greg Colomb Department of English University of Virginia Charlottesville VA

Teaching language means teaching the components of language Content (also called semantics) refers to the ideas or concepts being communicated. Form refers.

CORY GILLETTE LITERACY COORDINATOR JANUARY 2014 Reading and Writing Curriculum in Darien Public Schools.

Infusing Culture in Assessment How to Write Novice IPAs Sarah Moghtader, Dawn Carney MaFLA Annual Conference 2014.

Session 2 Traditional Assessments Session 2 Traditional Assessments.

Oracy O 6.1 Understand the main points and simple opinions in a spoken story, song or passage listen attentively, re-tell and discuss the main ideas agree.

DEVELOPING LISTENING Alejandra Echague C DEVELOPING LISTENING IN A FOREIGN LANGUAGE 1. The foundation skill First to be acquired Mother skill 2.

Advanced Language Learners Levels V, VI, VII (2) Using age-appropriate activities, students master novice tasks, expand their ability to perform intermediate.

ENGLISH LANGUAGE ARTS. W HAT HAVE YOU NOTICED ABOUT LANGUAGE TODAY ?

BUILDING STUDENTS’ LITERACY SKILLS Rosanne Zeppieri Teaching World Languages: Elementary.

How Much Do We know about Our Textbook? Zhang Lu.

TEFL METHODOLOGY I COMMUNICATIVE LANGUAGE TEACHING.

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including.

Starter: reminder of the AS exam structure Paper 1: 3 questions assessing AOs 1, 3 and 4. – 2 questions on how language is used to create meanings and.

Benjamin Rifkin The College of New Jersey.  Background  Development  ACTFL and ILR  Modalities  Levels and sublevels.

Objective: Enabling students to translate from English into Arabic and vice versa. Why teach translation: It develops accuracy, fluency, clarity, and.

GCSE English Language 8700 GCSE English Literature 8702 A two year course focused on the development of skills in reading, writing and speaking and listening.

USING ILR/STANAG LEVEL DESCRIPTORS AND TEXT TYPOLOGY AND PASSAGE RATING IN CLASSROOM TEACHING TOWARDS PROFICIENCY James Dirgin Director Proficiency Standards.

Test Question Writing Instructor Development ANSF Nurse Training Program.

COURSE AND SYLLABUS DESIGN

Do not on any account attempt to write on both sides of the paper at once. W.C.Sellar English Author, 20th Century.

EVALUATION SUFFECIENCY Types of Tests Items ( part I)

1 Instructing the English Language Learner (ELL) in the Regular Classroom.

New ELA Guidelines Shifts in ELA Common Core  Rise in Nonfiction Texts.  Content Area Literacy Close and careful reading of text  Increase Complexity.

EDSS 540: Literacy in Secondary Schools Kelli Burns.

A journey of a thousand miles …. Myriam Met

Improving Target Language Proficiency

The Interpersonal Mode

Exam Practice Paper 1 AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression. AO2: Demonstrate.

Oral Proficiency Interview Workshop for Language Education Majors

IB Assessments CRITERION!!!.

Teaching By Principles H. D. Brown

STARTALK: Preparing Teachers for the 21st Century

Learning and Teaching Principles

STARTALK: Preparing Teachers for the 21st Century

Teaching Reading 主讲人：张敬彩 1.

Curriculum and Materials

The PARCC Vision PARCC states have committed to building a K-12 assessment system that:

Assessment Objectives

STARTALK: Preparing Russian Teachers for the 21st Century

Presentation transcript:

ITEM WRITING FOR SOUTHEAST ASIAN LANGUAGES

Goals Improve item writing skills of all participants Begin training of writers for national assessments Enhance assessment literacy

Key Skills Text selection and leveling Item writing

TEXT SELECTION Authenticity (soft definition) Plausibly written by a proficient writer to a proficient reader If a text is not authentic, it cannot be related to the ILR/ACTFL scales Authentic texts represent the goal of instruction Authentic texts enhance critical thinking, cultural acquisition, and motivation Authenticity (hard definition) Written by a native speaker for a native speaker

TEXT SELECTION LEVELING: Placing a text on the ILR scale Purpose GuidelinesLinguistic features What is the writers purpose? What can the reader do with the text? How difficult is the language to a native speaker?

Text leveling: Purpose Orientation: Formatted info, simple instructions menus, weather reports, directions = 0-1 (novice-intermediate) Instructive: making comments, expressing opinion news article, diary, summaries = 2 (advanced) Evaluative: arguing, supporting, justifying editorials, political positions, book reviews = 3 (superior) Projective: theorizing, innovating, alluding creative works, satires = 4 (distinguished)

Text leveling: Guidelines 0 = Can read isolated words/phrases to identify 1= Can read simple connected discourse to understand basic meaning 2= Can read organized discourse to understand main ideas and details 3= Can read extended discourse to read between the lines

Text Leveling: Linguistic features Lexical, syntactic, and discourse features Based on the difficulty for a native speaker Examples: An airline pilots checklist Contracts Ulysses These are language specific

Text selection and leveling Group activity: Women in the military Purpose GuidelinesLinguistic features What is the writers purpose? How difficult is the language to a native speaker? What can the reader do with the text?

Language-specific activity Sharing texts that you have brought, go through two or three as a group and determine the level. Remember: purpose, guidelines, linguistic features

Item Writing Why are you including this item? - Assess knowledge of a topic? A text type? A grammar point? Vocab? Who will get this wrong? Students who are sloppy? Cant read well? Didnt read the question carefully? Non-native speakers of English? Non-proficient students? Who will get it right? Good guessers? Good memorizers? Good readers?

Components of a reading item Context Why and when are you reading this? Authentic text Appropriately selected and leveled Question(s) Direct, clear, relevant, never tricky Four options All plausible, only one correct

Why are context, questions, and options written in English? ILR Guidelines describe what readers can do with an authentic text. Who would get this wrong? The purpose of summative testing is to measure, not to teach.

Context is realistic, purposeful, concise, and does not give away the answer Concise, relevant, specific, and does not depend on a single word Options are plausible, simple, balanced, equal, and one one is correct Text is authentic, appropriate to the level (novice) and clear

Activity Using Women in the Military as the text, create a context, question, and options for students learning English overseas.

Context: Question Text: Women in the Military …………………………………………… Options

Activity Using one of the texts selected in your language, create an item following the principles of item writing we have learned.

Goals Improve item writing skills of all participants Begin training of writers for national assessments Enhance assessment literacy

Carl Falsgraf Center for Applied Second Language Studies University of Oregon

Zimbabwe's HIV Prevalence Rate In Further Decline To 15.6% The Zimbabwean Health Ministry said Wednesday that the national HIV prevalence rate reflecting the number of adults infected with the virus that causes AIDS has fallen to 15.6% this year compared with 18.1% in 2005 and 24.6% in Which of the following statements about the decline in the AIDS infection rate is true? a) It has dropped 15.6% this year b) It has been declining for several years c) It has been declining because of Health Ministry policies d) It is expected to decline further You are preparing for a trip to Zimbabwe and come across this item on a government website.