The Affective Domain
The Affective Domain: Related Factors
Language and Assessment Standards
Language Assessment
Language Assessment and
Standards 2
100
attitude, motivation and level of anxiety
What are the three affective factors that can hinder or enhance second language learning?
100
second language learning is dependent on the amount of social and psychological distance that exists between learner and the second language culture
What is aculturation model?
100
These indicate how well a student has performed in terms of specific criteria, objectives or a level or performance that has been determined independently from how well other students perform on the test.
What are Criterion Referenced Tests?
100
A good way to discuss ELL students' performance with each student.
What is Student/Teacher Conferencing?
100
the difference between what a learner can do without help and what he/she can do with help
What is the zone of proximal development?
200
Attitude toward self, attitude toward teacher and attitude toward the target language and the people who speak it.
What are the three types of attitudes that affect a students learning?
200
a willingness to take risks a relative lack of inhibition the ability to tolerate ambiguity
What are characteristics that help foster proficiency in the target language?
200
Tests abilities that students might actually use in a given context.
What are Direct Tests?
200
Uses a picture of a universal experience and a group of possible questions arranged according to difficulty level.
What is the oral interview?
200
ongoing daily assessment through classroom interactions that serve as a guide to further instruction based on what students demonstrate they need to learn at any given moment
What is proximal formative assessment?
300
One way a teacher can help break down a classroom with varying culture groups.
What are to encourage the development of friendships, emphasize commonalities, create common goals for the whole classroom, teach all students how their communication can be misinterpreted.
300
economic inequality ability tracking low expectations on the part of teacher the pressures of standardized tests
What can poor academic performance be linked to?
300
They examine a student's ability to use many skills simultaneously to accomplish a task.
What are Integrative Tests?
300
Placement, diagnosis, and measuring achievement.
What are the purposes for testing ELL students?
300
constant pressure to improve test scores, teaching to the test, teachers feeling disempowered,narrowed curriculum, dumbing down of benchmarks, focus on overlearning basics, lecture and transmissive teaching strategies and less learner centered, interactive and constructive modes of operation
What are negative washback effects of large-scale testing?
400
Tow types of motivation
What integrative and instrumental
400
able to see both positive & negative aspects of own group as well as that of the dominant group
What is stage 3 of the Variable Stages of Ethnicity?
400
Reliability, Construct Validity, Authenticity, Interactiveness, Impact and Practicality
What are Bachman and Palmer's Six Qualities of Test Usefulness?
400
The level at which ELL students understand most idioms.
What is High-Advanced?
400
how learners take the language of others, internalize it, refine it and use it to express their own views and understandings
What is appropriation?
500
Teacher's motivational practices.
What influences student motivation greatly.
500
seek out parents’ ideas for improving school use the home language via interpreters and translators encourage bilingual staff to serve as liaisons
What are ways to promote parental involvement?
500
A framework in which the test developer is called on to not only make the test but also justify its intended uses
What is Assessment Use Argument?
500
Oral Interview, Listening Comprehension, Informal Writing and Reading Comprehension.
What are the components of ELL placement assessments?
500
considers what students are able to do as a result of mediation within the zone of proximal development
What is a dialogical approach to assessment?
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