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MTTC TESOL
Assessment
| Question | Answer |
|---|---|
| Clarifying table (p.88) | helps students separate topic into smaller, more manageable parts; retention and comprehension by taking notes in a systematic way; core concept captured, support recognized, details reported, and connections made |
| Steps to teach clarifying table (p.88) | 1-I Do It 2-We Do It 3-You all Do It 4-You Do It |
| Sections of clarifying table (p.88) | 1-definition of term, summary of topic 2-details of meaning, facts of topic 3-major meaning, core idea 4-knowledge connections 5-statement explaining, example 6-statement not explaining, counterexample 7-sentence with correct use, topic sentence |
| Using clarifying table (p.88) | identify core concepts in any subject, develop reading skills, improve note-taking, studying; paraphrase, note-take, outline |
| Motivating secondary students (p.89) | many feel like failures because can't read well, dislike reading, etc. create a classroom atmosphere of recognition and respect for cultural and language differences; assign reading tasks from things other than textbooks |
| Linguistic knowledge (p.89) | understanding the system: how language works, hat words mean, how to use words properly |
| Parts of linguistic knowledge (p.89) | phonology, semantics, syntax |
| Phonology (p.89) | sounds of words and proper pronunciation |
| Semantics (p.89) | meaning of signs and symbols used to form words |
| Parts of semantics (p.89) | morphology, word meaning |
| Morphology (p.89) | structure and form of words; inflection (changing pitch or tone of voice), derivation (adding prefixes and suffixes to change meaning) compounds (combining two or more words to form different word) |
| Word meaning (p.89) | idea or thought conveyed |
| Syntax (p.89) | grammatical structure; rules governing formation of sentences |
| Literature (p.89) | body of written works of a language, period, or culture; means different things to different people |
| Literary criticism (p.90) | how reader feels, how he perceives the author's world, how content affects morals or ethics, and what lit is trying to convey; recognizes biases and preconceived notions |
| Late 19th century literary criticism (p.90) | studied in fragments for with or humor rather than serious ideas and observations |
| 20th century literary criticism (p.90) | Russian Formalism/New Criticism: literary devices and technique rather than content; words themselves should be studied; author's background ignored |
| Current state of literary criticism (p.90) | combination of earlier approaches and recognition of reader response; author's intent, history, philosophy and reader's response |
| Cultural studies (p.91) | role literature plays in daily life |
| Comparative literature (p.91) | compare and contrast lit from different languages, countries, and cultures |
| Deconstruction (p.91) | determine what can be interpreted in the text that is not explicitly stated |
| Feminism (p.91) | relationships btwn females and males |
| Marxism (p.91) | themes of class differences and conflicts |
| New Criticism (p.91) | what is written, not goals of the writer |
| Refuting objections (p.91) | Traditional text-only critics: understanding and interpretation is subjective rather than objective, read objectively only Reader response critics: reading objectively is impossible, need objective and subjective |
| Individualist approach (p.91) | highly personal responses to literature, relevant to life |
| Experimenters approach (p.91) | suspend values as they read and are able to accept improbable as possible and fantasy as real; "willing suspension of disbelief" |
| Uniformist approach (p.91) | confined by limits of literary work itself, e.g. characters, setting, stated or implied meaning, etc; broad or general concepts considered inappropriate for discussion; interpretation is limited to the work |
| Technical quality of assessments (p.92) | CRESST National Center for Research on Evaluation, Standards, and Student Testing; Criteria: 1-cognitive complexity 2-content quality 3-meaningfulness 4-language appropriateness 5-transfer and generalization 6-fairness 7-reliability 8-consequences |
| Cognitive complexity (p.92) | |
| Content quality (p.92) | |
| Meaningfulness (p.92) | |
| Language appropriateness (p.92) | |
| Transfer and generalization (p.92) | |
| Fairness (p.92) | |
| Reliability (p.92) | |
| Consequences (p.92) | |
| Content standards (p.92) | define specific areas of knowledge every student needs to learn |
| Performance standards (p.92) | no clear definition; concrete examples and explicit definitions of what students have to know and be able to do to demonstrate that such students are proficient in the skills and knowledge framed by content standards |
| Articulation matrix (p.93) | relationship btwn activities and outcomes; defined set of goals and methods used to read them |
| Bloom's taxonomy (p.93) | hierarchical classification system; 6 levels of cognitive learning: 1-knowledge 2-comprehension 3-application 4-analysis 5-synthesis 6-evaluation |
| Knowledge level (p.93) | |
| Comprehension level (p.93) | |
| Application level (p.93) | |
| Analysis level (p.93) | |
| Synthesis level (p.93) | |
| Evaluation level (p.93) | |
| Credibility (p.93) | purpose of assessment, intended to accomplish, why necessary, how it will integrate |
| Feasibility (p.93) | cost of test, qualified teachers, training unavailable |
| Assessment station (p.93) | designated area to evaluate S progress performing a task; interactive; assess knowledge, processes used, skills displayed, attitude about task, and if in groups, member interaction; function same way every time used; clear instructions, simple tasks |
| Using an assessment station (p.94) | equipped with appropriate equipment to complete task; answer questions before activity begins; evaluate with rating/grading scale or checklist |
| Individual assessments (p.94) | focus on progress each student makes during a defined period of time rather than in a team collaboration |
| Self-referenced standards (p.94) | based on previous level of progress |
| Criterion-referenced standards (p.94) | defined, school or district-wide standard |
| Norm-referenced standards (p.94) | based on progress of groups of students the same age or grade level |
| Group assessments (p.94) | focus on how students cooperate and collaborate in completing a project assigned to the group rather than to a single student |
Created by:
hlywakai
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