Contrbutions From Our Members: Common Problems With Standardized Tests—And How to Cope With Them

2003 ◽  
Vol 10 (2) ◽  
pp. 17-18
Author(s):  
Catherine Balthazar
Keyword(s):  
Standardized Tests ◽  
Common Problems

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Review of How to Help Children With Common Problems.

1981 ◽  
Vol 26 (7) ◽  
pp. 564-564
Author(s):  
Barclay Martin
Keyword(s):  
Common Problems

Explanatory Annotation of Literary Texts and the Reader: Seven Types of Problems

2017 ◽  
Vol 11 (2) ◽  
pp. 212-232 ◽  
Author(s):  
Matthias Bauer ◽  
Angelika Zirker
Keyword(s):  
Text Comprehension ◽  
Best Practice ◽  
Literary Texts ◽  
Structured Information ◽  
Digital Methods ◽  
Common Problems

While most literary scholars wish to help readers understand literary texts by providing them with explanatory annotations, we want to go a step further and enable them, on the basis of structured information, to arrive at interpretations of their own. We therefore seek to establish a concept of explanatory annotation that is reader-oriented and combines hermeneutics with the opportunities provided by digital methods. In a first step, we are going to present a few examples of existing annotations that apparently do not take into account readerly needs. To us, they represent seven types of common problems in explanatory annotation. We then introduce a possible model of best practice which is based on categories and structured along the lines of the following questions: What kind(s) of annotations do improve text comprehension? Which contexts must be considered when annotating? Is it possible to develop a concept of the reader on the basis of annotations—and can, in turn, annotations address a particular kind of readership, i.e.: in how far can annotations be(come) individualised?

Cultures of Inquiry in Technology Enhanced Learning and Beyond

2011 ◽  
Vol 4 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Patrick Carmichael
Keyword(s):  
Research And Development ◽  
Educational Research ◽  
Technology Enhanced Learning ◽  
Common Problems ◽  
Culture Of Inquiry ◽  
Enhanced Learning ◽  
Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

EVALUATION OF MECHANICAL SYSTEMS USED IN PERFUSION

1972 ◽  
Vol 68 (2_Supplb) ◽  
pp. S44-S73 ◽  
Author(s):  
Eugene F. Bernstein
Keyword(s):  
Mechanical Systems ◽  
Organ Perfusion ◽  
Critical Factors ◽  
System 2 ◽  
Common Problems ◽  
Mechanical Components ◽  
Perfusion Experiment ◽  
Selection Of

ABSTRACT Among the critical factors in organ perfusion are (1) the mechanical components of the system, (2) the composition of the perfusate, and (3) the perfusing conditions. In this review, particular consideration is given to the pump, the oxygenator, and cannulas in such systems. Emphasis is placed upon the selection of pertinent equipment for the goals of a particular perfusion experiment, based upon the criteria of adequacy of the perfusion. Common problems in organ perfusion are summarized, and potential solutions to the perfusion problem, involving either biologic or mechanical extracorporeal systems, are suggested.

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