Shohamy, Brown Ch 23, 24

Lauren Watters

November 26, 2012

Shohamy

Brown Ch 23, 24

            Some teachers have a hard time distinguishing assessment from testing. I believe that assessment in the classroom is most useful for second language learners because it is an ongoing assessment that tests the students’ knowledge on certain topics. Tests measure knowledge in one given domain. I think it makes teacher’s jobs easier if they use a certain grading rubric. That way the teacher knows that they are grading each student fairly and by the same criteria. I think the best assessment for second language learners would be a portfolio. I really like the idea that students can see their work progress from the beginning of the year to the end. Students’ parents can also see the students writing and be able to see how their child is doing in the classroom. Practicality is also really important in the classroom for students. Teachers cannot give students a test that is not practical or give homework that takes each individual 10 hours to complete. Teachers need to make sure tests are reliable so when the teachers score the tests, they can grade the students on the same scale because the test is consistent. If the test is valid, it will measure what it is intended to. Validity can be established by observation and theoretical justification. A classroom test is designed to assess the masterly of grammar and communication use. I am also taking the Assessment and testing class for the TESOL endorsement and I have learned all of the above from that class. I think that class is very important for those who plan on teaching second language learners because it shows strategies and methods that can be used in the classroom. What should be used more in the classroom, testing or assessment?

            Norm-referenced tests are also standardized test that differentiate students by their performance. Criterion-referenced tests are designed to give test takers feedback. For criterion-referenced test, teachers are required to give appropriate feedback to students. Teachers need to have clear objectives and draw up test specifications from that. Drafting a test is important before giving it to students because it will give a good idea what the test will look like and how valid it will be. Revise, final editing and word processing the test is important so you as the teacher can make sure directions are clear, there are examples for each section, and if the difficulty is appropriate for your group of students. Before giving students the test make sure you go over what the test will cover and give practice if it is necessary. After the test is distributed, tell the students to concentrate and be reminded of the time limit while they are testing. After the test, include feedback and encourage questions from students.

Shohamy discusses how discourse can affect language testing and there are various ways discourse can affect this type of test. What is important is the extent to which these features are used in testing situation and how they affect test takers’ scores. Sometimes I forget that whoever writes the tests that students take, whether it is a first or second language learner, may not think about the audience they are writing for. Standardized tests for students can determine their entire future; it may be for class placement or to gain admittance for a university. Background knowledge could help some students advance quicker than others. However, knowledge of background knowledge does not affect test performance. The test writer(s) may not culturally understand some topics that are written and that could change the outcome of their results. What can test writers do to make the tests equal for all students? 

Brown Ch 9-11, Kumar Ch 13

Lauren Watters

November 12, 2012

Brown Ch 9-11

Kumar Ch 13

            As we talked about in class last week, there should be a certain rapport between students and teachers. Teachers should act in a certain way with their students. The product-oriented model of classroom observation is based on the assumption that a description is necessary in order to build a classroom behavior profile of the teacher. Some of the examples of these given only offer a narrow view of how the classroom can practice and progress. Process-oriented are meant to help teachers but aren’t always designed for them specifically. The tradition of classroom observation makes us focus on surface-level teacher performance but has driven us to neglect the understanding of learner perception of classroom events. The M&M observational scheme consists of preobservation, observation and post-observation. I am not sure if preobservation is really necessary. I know for any class that I have observed I have only completed the observation section. Most teachers that I observe don’t give me much background information about their class and I just leave as soon as I am supposed to. I think this observational tactic is a great idea but I am wondering if it will really be implemented. I know that when I observe I make sure to include as most detail as possible because after I leave that classroom, I will forget the majority of what happened. I think it is really important to write down what the classroom looks like. I feel like the classroom atmosphere can really help or hinder learning. The M&M observational idea is designed to help teachers and is the best way to get the most information in the easiest way.

            The second language curriculum development process diagram really helps lay everything out in an organized manner (151) because it shows how to design a course for students. It is obvious that the curriculum and lesson plans can be revised depending on the students. Situation analysis includes the steps in course design and analyzes that setting, audience and the needs of the students. In order to have an effective course it needs an educational setting, class characteristics, faculty characteristics, governance of course content, and assessment and evaluation requirements. A syllabus is very important, I think, so that students can follow along with it. One of my classes now does not have a syllabus and I do not like it because I personally like to plan ahead. I think it is a good idea for a teacher to pass out a syllabus at the beginning of the semester/year but say that it is subject to change. A syllabus also helps students to complete their assignments because they know when things are due and can’t really have excuses about not knowing the assignment was due. I agree with Brown in regards to lesson plans because not every teacher plans their lessons the same way, but most teachers agree there are certain things that belong in a lesson plan. For example, goals, objectives, materials, procedures, assessment and extra-class work should be included. I know that some teachers are more detailed with their lesson plans than others. Personally, I do not think it is necessary to time everything out and say for example, “Taking attendance will take 2 minutes, reading announcements will take 3 minutes, etc.” I believe that lesson plans should always have a rationale and always have extra things for students to do in case the lesson runs too short. Textbooks can sometimes be helpful in my opinion. Some of them seem tedious and just highlight key information. Only a few techniques do not involve the use of materials to support and enhance them. Other aids can be teacher resource books, self-made paper-based visual aids and commercially available visual aids. Individual work, group work and whole-class discussions need to be used in the classroom in order to keep variety alive.

Kumar Ch 11, 12 Brown Ch 26

Lauren Watters

Kumar Ch 11, 12

Brown Ch 26

Brown says that English has developed a special role in every country because it is used as a lingua franca. The English language is spoken in different varieties in all areas all of the country, but the most popular that people can recognize are different dialects from places like Boston, Texas and New York. Now, some people might say that these people are not educated because they do not speak “standard” or “correct” English. But what is Standard English? To me, it is using correct grammar and using the best vocabulary possible while writing, reading or speaking. Using the numbers 2 and 4 in place of words is not correct grammar. It can be used for social networking or for text messaging, but even then (as an English major) I am wary about it. I don’t want my students to think eliminated letters off of words or replacing words with slang is okay in the classroom. However, I understand as second language learners, this will happen. I have heard multiple times that the Midwestern dialect is the easiest to understand because people who reside here are easily understood, have no regional distinctive accent and pay attention to speech and grammar. While I was enrolled in another English class, I was told that people from the Midwest are used to speak for telephone automated messages because they are the easiest to understand. So are only people who born in the country thought to speak correct English? I think this is false because I know actors who have British accents that can speak with a nearly perfect Midwestern dialect. If we suggest to students that their dialect is wrong while they are learning the language, they will become discouraged and will possibly give up on learning English as a second language altogether. We need to encourage them to continue to speak the language even if they do not sound “standard”. The way a non-native speaker speaks English is going to be different for every individual. As a teacher you have to remind each language learning student to bring what they know about their L2 and also bring their skills from their L1.

            Culture to any individual is important and some pride themselves on their cultural background more than others. For example, I don’t really have that much cultural pride because I am 50% Bohemian. Bohemia is no longer an existing country in Europe. I am a mutt, a mixture of different cultures. Culture with a capital C means theatre, dance, music art and literature. Culture with a lower cased c means a personal construct of behavior, values, and beliefs that effect everyday life. I think that students should be able to share things from their L1 and their culture with the class. Everyone can become more educated about other languages, customs and cultures of a particular region. I don’t think that every teacher may think this is the best idea, but I like the idea of teaching students about other countries and customs that aren’t carried out in the United States. This can be a way of self-reflection to students. Self-reflection leads to cultural growth. What would be good activities for students to do in order to share with other classmates?