Manual for Classroom Testing in Peace Corps Second Language Courses. French and Spanish Language Editions.

Autor/in	Anderson, Neil J.
Institution	Peace Corps, Washington, DC. Information Collection and Exchange Div.
Titel	Manual for Classroom Testing in Peace Corps Second Language Courses. French and Spanish Language Editions.
Quelle	(1993), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Formative Evaluation; French; Language Skills; Language Tests; Public Agencies; Rating Scales; Second Language Programs; Self Evaluation (Individuals); Test Format; Test Items; Testing + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Französisch; Language skill; Sprachkompetenz; Language test; Sprachtest; Öffentliche Einrichtung; Rating-Skala; Testentwicklung; Test content; Testaufgabe; Testdurchführung; Testen
Abstract	The manual is designed to help Peace Corps language teachers design simple evaluation procedures that will: (1) help them select appropriate classroom activities; (2) encourage students to self-monitor their progress and take responsibility for learning; and (3) give insight into student aptitudes. An introductory chapter examines the relationship between testing and instruction, particularly in the context of the Peace Corps. It also defines different test types: placement, diagnostic, mastery, performance, and aptitude. The second chapter outlines a sequence for classroom formative testing, beginning with tests that emphasize listening and progressing to other language skills and drawing increasingly on student participation and creativity. Oral skill classification is also discussed. Chapter 3 looks at what students can learn by discussing their test results, and the role of self-evaluation in learning. The final chapter presents a method for preparing student language portfolios documenting student progress and achievement. Appended materials include a list of references, a brief bibliography on language testing, rating scales for communicative competence and linguistic aptitude, and two sample student self-rating scales, one relating to language skills concerning food and the other to skills for interpersonal conversation. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC