scholarly journals Locally Developed Oral Skills Evaluation in ESL/EFL Classrooms: A Checklist for Developing Meaningful Assessment Procedures

2003 ◽  
Vol 21 (1) ◽  
pp. 79 ◽  
Author(s):  
David N. Ishii ◽  
Kyoko Baba
Keyword(s):  
Contextual Factors ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Learner Performance ◽  
Course Objectives ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Assessment Procedures ◽  
Oral Skills ◽  
The Impact

This article explores how teachers, students and other stakeholders collaboratively develop classroom-based assessment procedures for the evaluation of oral skills. By considering crucial issues in assessment such as validity, teacher-learner collaboration, and contextual factors, the authors provide a checklist that will help ESL/EFL teachers develop meaningful assessment procedures for their own classrooms. The checklist addresses 16 questions worth considering in five test-developing stages: (a) identification of course objectives; (b) identification of skills, strategies, tasks and content; (c) design of rating procedures; (d) interpretation of learner performance; and (e) reflection on the impact of the assessment procedure. In all the stages the authors emphasize the significance of involving students in the assessment process, which promotes students' responsibility for their own learning.

IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION

2020 ◽  
Vol 22 (9) ◽  
pp. 28-34
Author(s):  
Huseynova А.А. ◽  
Vashchinnikova K.D.
Keyword(s):  
Design Method ◽  
Authentic Assessment ◽  
Educational Process ◽  
Learning Motivation ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Positive Side ◽  
Educational Motivation ◽  
Educational Paradigm ◽  
The Impact

Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

scholarly journals Software Solution Improving Productivity and Quality for Big Volume Students' Group Assessment Process

2017 ◽  
Vol 12 (04) ◽  
pp. 175
Author(s):  
Martin Misut ◽  
Maria Misutova
Keyword(s):  
Assessment Process ◽  
Teaching Model ◽  
Assessment Procedure ◽  
Assessment Data ◽  
Software Support ◽  
Mathematics Courses ◽  
Group Assessment ◽  
Traditional Assessment ◽  
Method Of Assessment ◽  
The Impact

The key difference between testing a small and a larger group of students is typically the impossibility to use an e-assessment interface for a very large group of students in one room, especially in mathematics courses. Traditional testing causes overloading of the teacher when evaluating students´ results, and delay in releasing of the results. Moreover, the detailed results and test content are not directly stored in the database for further evaluation, which is a condition for optimization of learning environment. To overcome these problems, new teaching model along with method of assessment with enhanced software support was designed. Experimental data collected during three experimental academic years were compared to traditional assessment data to evaluate the efficiency of the proposed solutions. Results have proved that the overall productivity was significantly increased – more than eleven times without compromising quality. Internal dependencies among parameters of the automated assessment procedure were identified, analyzed and used to maximizing the impact of automation, as well.

A Performance/Competence Model of Observational Assessment

1996 ◽  
Vol 27 (2) ◽  
pp. 144-156 ◽  
Author(s):  
Carol E. Westby ◽  
Meave StevensDominguez ◽  
Patti Oetter
Keyword(s):  
Preschool Children ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Competence Model ◽  
Observational Assessment ◽  
Assessment Procedures ◽  
Link Assessment ◽  
A Performance

The nature of the questions asked concerning a child determines the procedures used to generate the answers. This article describes a variety of assessment procedures and discusses the situations under which each procedure would be used. The Project NEW TeamS (neurological, ecological, wholistic team system) observational assessment procedure designed for infants, toddlers, and preschool children is presented. The goal of this assessment process is to link assessment with intervention by determining what supports and what compromises a child’s perfomance.

A multiple-method review of accommodations to gross motor assessments commonly used with children and adolescents on the autism spectrum

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 693-706 ◽  
Author(s):  
Andrew M Colombo-Dougovito ◽  
Martin E Block ◽  
Xiaoxia Zhang ◽  
Ildiko Strehli
Keyword(s):  
Motor Skill ◽  
Descriptive Analysis ◽  
Autism Spectrum ◽  
Assessment Process ◽  
Review Of The Literature ◽  
Multiple Method ◽  
The Common ◽  
Hand Assistance ◽  
Assessment Procedures ◽  
The Impact

The purpose of this study is to understand the common accommodations used during standardized motor assessment of children on the autism spectrum. This study was completed in three parts: (1) a narrative review of the literature; (2) an open-ended survey sent to the first authors of the identified articles; and (3) a descriptive analysis of responses. Results revealed that 56.7% of the identified articles did not report enough information of assessment procedures, 18.9% followed the assessment manual, 16.9% provided accommodations on a needs basis, and 7.5% used a consistent modified protocol. Individual responses showed that extra demonstrations ( n = 5) were the most frequent accommodation, followed by extra breaks ( n = 3), picture cards ( n = 2), and hand-over-hand assistance ( n = 1); some respondents stated that they did not provide accommodations. The findings indicate that a clear set of accommodation for motor skill assessments does not exist, though some commonalities were reported. Further research is necessary to understand the impact of accommodations in the assessment process, as well as which accommodations are needed and/or effective.

scholarly journals Attitudes of course participants towards evaluation at the training courses of pedagogical staff

2021 ◽  
Vol 16 (4) ◽  
pp. 1750-1764
Author(s):  
Zhumykbayeva Akmaral ◽  
Bibekov Kanysh ◽  
Ilyassova Miramkul ◽  
Igilmanov Mukhtar ◽  
Togys Zhanarkul ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Assessment Tools ◽  
Assessment Process ◽  
Cognitive Action ◽  
Training Courses ◽  
The Republic ◽  
Assessment Procedures ◽  
The Impact ◽  
Positive Effect ◽  
Comprehensive Study

The article demonstrates some of the results identified in a comprehensive study of the assessment process for certification of training courses. The study focuses on the attitude of the course participants towards the assessment, based on which recommendations were developed to improve the effectiveness of the assessment. Based on the views of the course participants who passed the assessment procedures, the impact and opportunities of assessment to improve learning outcomes are discussed. As part of the study, a Likert-scale survey questionnaire was taken from 2445 course participants who were assessed on training programs in different regions of the Republic of Kazakhstan from 2012 to 2020. According to the results of the survey, the explanatory statistical analysis showed that the majority of course participants experienced a positive effect of the assessment. Based on the parametric-correlation analysis, cognitive-action and emotional-motivational components were identified as factors influencing the attitude of course participants towards the assessment, and the issues of concern to the course participants in terms of the assessment process are explained.   Keywords: Teacher training courses, certification, assessment, assessment tools, objectivity, cognitive-action, emotional-motivational

scholarly journals Could the DSM-5 Cultural Formulation Interview Hold Therapeutic Potential? Suggestions for Further Exploration and Adaptation Within a Framework of Therapeutic Assessment

2021 ◽  
Author(s):  
Mattias Strand ◽  
Sofie Bäärnhielm
Keyword(s):  
Mental Health Problems ◽  
Therapeutic Potential ◽  
Well Being ◽  
Subsequent Treatment ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Therapeutic Assessment ◽  
Cultural Formulation ◽  
The Impact ◽  
Cultural Formulation Interview

AbstractThe Cultural Formulation Interview (CFI), included in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, is a person-centered instrument for systematically appraising the impact of cultural factors in psychiatric assessment. A number of key areas in the future development of the CFI have been identified in order to ensure further clinical uptake. In this paper, we suggest that applying a Therapeutic Assessment (TA) approach in using the CFI—i.e., framing the interview in a way that gives primacy to its self-transformative potential by explicitly focusing on those issues that are seen as the most urgent, relevant, and meaningful by the patient—could prove helpful in alleviating patients’ suffering beyond what is achieved by merely collecting relevant cultural information that may inform diagnosis and subsequent treatment interventions. The TA methodology has been designed as a collaborative approach to psychological assessment in which the assessment procedure itself is meant to induce therapeutic change. This is achieved by explicitly focusing on the particular questions and queries that patients have about themselves with respect to their mental health problems or psychosocial well-being; these questions are then allowed to guide the assessment process and the interpretation of the findings. We suggest a number of potential modifications to the related Outline for Cultural Formulation and to the CFI content that could strengthen a TA-inspired focus. With this paper, we do not claim to offer a definitive integration of the TA approach in using the CFI but hope to further the discussion of a therapeutic potential of the instrument.

scholarly journals An evaluation of the Caribbean regulatory system centralized assessment process for medicines submitted 2017–2018 using the OpERA methodology

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Lawrence Liberti ◽  
Rian Marie Extavour ◽  
Prisha Patel ◽  
Neil McAuslane
Keyword(s):  
Regulatory System ◽  
Assessment Process ◽  
Regulatory Agencies ◽  
Assessment Procedure ◽  
Member States ◽  
Product Availability ◽  
The Caribbean ◽  
Effectiveness And Efficiency ◽  
Legal Frameworks ◽  
Assessment Procedures

Abstract Background The Caribbean Regulatory System is a centralized medicine assessment procedure established to serve the needs of the Member States of the CARICOM region. In order to better understand the effectiveness and efficiency of the processes implemented by the Caribbean Regulatory System for the regulatory assessment of medicines for the region, the system has been participating in the Optimizing Efficiencies in Regulatory Agencies (OpERA) program, a multinational endeavor to characterize the assessment procedures and the corollary metrics associated with medicine review activities in regulatory agencies and regional regulatory initiatives. Methods The OpERA tool was used to collect process and specific milestone data for products approved by the Caribbean Regulatory System during 2017 (n = 10) and 2018 (n = 11). Results The median total approval time was 57.5 days (25th/75th percentiles: 54, 60) in 2017 and 148 days (120, 163) in 2018. The median time to conduct the scientific assessment of the dossier was 37 days (24, 42) in 2017 and 66 (40, 132) days in 2018, within the target of 90 days for this activity. The time increases observed in 2018 were due to staff manpower limitations that reduced the ability of the system to conduct the timely assessment of applications. Based on these observations, recommendations to optimize the effectiveness and efficiency of the Caribbean Regulatory System include a commitment from Member States and partner organizations to the use of the procedure to accelerate product availability, encouraging the use of the Caribbean Regulatory System for non-generic products approved by a reference agency, ensuring the establishment of policy and legal frameworks to facilitate the rapid uptake of Caribbean Regulatory System registrations as marketing authorizations in the Member States, and maintaining the sustainability of the process through a fee-based approach. Conclusions The observations obtained using the OpERA methodology indicate the Caribbean Regulatory System is an effective and efficient mechanism to provide recommendations to Member States for important medicines.

Situational Breakdowns

2019 ◽  
Author(s):  
Anne Nassauer
Keyword(s):  
United States ◽  
Large Scale ◽  
Contextual Factors ◽  
The United States ◽  
Social Outcomes ◽  
Dynamic Processes ◽  
Collective Decisions ◽  
Different Types ◽  
The Impact

This book provides an account of how and why routine interactions break down and how such situational breakdowns lead to protest violence and other types of surprising social outcomes. It takes a close-up look at the dynamic processes of how situations unfold and compares their role to that of motivations, strategies, and other contextual factors. The book discusses factors that can draw us into violent situations and describes how and why we make uncommon individual and collective decisions. Covering different types of surprise outcomes from protest marches and uprisings turning violent to robbers failing to rob a store at gunpoint, it shows how unfolding situations can override our motivations and strategies and how emotions and culture, as well as rational thinking, still play a part in these events. The first chapters study protest violence in Germany and the United States from 1960 until 2010, taking a detailed look at what happens between the start of a protest and the eruption of violence or its peaceful conclusion. They compare the impact of such dynamics to the role of police strategies and culture, protesters’ claims and violent motivations, the black bloc and agents provocateurs. The analysis shows how violence is triggered, what determines its intensity, and which measures can avoid its outbreak. The book explores whether we find similar situational patterns leading to surprising outcomes in other types of small- and large-scale events: uprisings turning violent, such as Ferguson in 2014 and Baltimore in 2015, and failed armed store robberies.

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