Abstract
Assessing reading comprehension is an important part of teaching a second or foreign language which should receive enough attention to make learners able to improve their reading comprehension and cope with the problems they encounter while taking reading tests. Consequently, the present study focused on investigating the effect of diagnostic assessments as an important assessment technique on two types of reading comprehension tasks, selective and productive, to help EFL learners improve their reading comprehension performance. For this purpose, a Nelson proficiency test was administered to 117 EFL learners, from whom 90 learners whose scores were one standard deviation above and below the mean score were chosen. The participants
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After diagnosing the problem and finding its reason, it is the time to do something to solve it. To make sure the prediction has an effect on the learning process, the best way is to exchange the information about the problem. This information is called feedback which is an important factor in learning. There are a lot of different sources of feedback such as the teacher, a grade on a certificate, a peer’s gesture, and so forth (Alderson, et al., 2015).
According to Jang and Wagner (2014), diagnostic feedback refers to the information provided to the learners to make them able to reflect on their performance with the purpose of receiving appropriate remedy.
Alderson, et al. (2015), Brookhart (2008), Jang and Wagner (2014), and Nicol and Macfarlane-Dick (2006) proposed three elements for an effective feedback that both the teacher and the learners must take into account to influence the learning. They can be summarized as feed up, feed back, and feed forward. The first one is about the goals the learners and teachers are seeking, the second one refers to the progress which is being made toward the goals, and the last one describes the activities which are helpful in the way of making progress.
Using standard diagnostic tests is a very good idea to find the source of the learners’ errors but the number of the tests developed
For the assessment blueprint, I will be discussing 4 different L.T. (Learning Targets) and describe what the assessment items are and how the items will be giving my students based on a story called The Lion and the Mouse. L.T #1 allows students to practice vocabulary and create their own sentences to describe the illustrations in the text. L.T. #2 is sorting and determining the order of events using their descriptions or the illustrations in the book.
Unit 2 Assignment: Diagnostic Writer’s Response Whether it is a little or a lot, everyone experiences stress at some point. Stress does not always have a negative effect, most of the time the effects can be positive. On the other hand stress is associated with the development of most major mental health problems such as depression, Posttraumatic Stress Disorder (PTSD), and pathological aging (Marin, 2011). It has also been linked to all leading physical causes of death such as heart disease, cancer and stroke (Cohen, Janicki-Deverts, & Miller, 2007).
Diagnostic Essay Prompt In an article called “Upstream, Downstream” written by Jenna Craig, she expresses concerns over the amount of water that Texas currently has and how it should be distributed. “Since 2007, Texas has been experiencing one of the worst droughts in history,” since that drought happened the amount of water in Texas has greatly been diminished and it has affected many farmers, citizens, fisherman, etc. Since the water was so scarce during the dry times the Lower Colorado River Authority (LCRA) is allowed to distribute water from agricultural to the environment. The drought has continued since then and Karen Bondy, senior vice president for water resources at (LCRA), states that, “Central Texas is now in the seventh year
Their Struggle is Real Students sat in straight long rows as I gently placed a diagnostic assessment on their desk. As I continued placing the diagnostic assessment on each desk, I listened to the moans and groans of my students who resented the assessment. I could hear the females in my classroom sucking their teeth in disappointment, the males mumbling “Wait we Have an Essay”!.I looked out the corner of my eye watching students put their head down. Many students either stared blankly at their assessments with a look of confusion on their face, while other students raised their hand waiting to be called. Before I assisted any of my students, I explained the directions and the purpose of a diagnostic assessment.
When thinking about someone's character, or who they are as a person, every trait has its purpose. Character could be friendly, humble, or even courageous; but it can be troubling and rude as well. There are many facets to every person and their personalities. Though the only character that matters is that of what makes a person them. National Honors Society, a group of individuals who have the pillars of scholarship, leadership, service, and character; symbols of excellence within the school and home communities.
It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any
On this day October 24th, 2016 many events happened at Jessie Trice Community Health Center (JTCHC). As usual, I was exactly on time to start my clinical rotation at 8 am. My rounds were made in the clinic looking for something out of place and improvise with my assistance. A morning huddle was hold at the nursing station. Everyone met to listen to the points Joel Polanco, RN would present.
). By showing them passion and being enthusiastic I would motivate them to achieve their targets. Wallace (2006), states that if outcomes are not achieved by students the lesson is not achieving the primary purpose. This is why assessing plays a significant role in the learning process. Formative assessment gives feedback about the learners’ progress through the course and a summative assessment is carried out at the end of the course and this is a formal way to check if the learner has met the outcomes of the course (Gravells 2014).
2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations
Diagnostic Criteria 300.23 A. Marked fear or anxiety about one or more social situations in which the individual is exposed to possible scrutiny by others. Examples include social interactions (e.g., having a conversation, meeting unfamiliar people), being observed (e.g., eating or drinking), and performing in front of others (e.g., giving a speech). Note: In children, the anxiety must occur in peer settings and not just during interactions with adults. B.
Another dynamic is that people were easy to find out the weaknesses of the counselor. Every time we did the feedback part, people were usually pointed out the weaknesses of the counselor but rarely said somethings that counselor did well. I think it is very normal that people will emphasize the weaknesses but I think these feedbacks can make people do better so it is not a bad thing for
Rhetorical Analysis of Leader Language In my point of view, I found Bill Gates as the most promising leader throughout the globe. Bill Gates was the youngest, wealthiest CEO of all time, but this success was not only achieved by luck. His inspiring charming personality and effective communication skills made him the real “BILL GATES”. One of his talks on the teacher’s feedback is much of an importance.
The article Clinical Assessment, by Wood and et. al., discusses the rising difficulties that clinical psychologist are facing when implementing assessments. Most of the issues which affect clinical psychologist are proving whether their adopted instruments are cost-effective, scientifically sound, and fair and unbiased. Clinical psychologist are being held on a greater degree of accountability for the instruments and assessments methodology which they adopt. Wood and et.al.
The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted. In the learning environment, the purpose of feedback may vary but the tutor is bestowed with the responsibility to provide positive reinforcement to encourage students’ applications of learning in new environments. With feedback, both the student and tutors get to a common ground where success in learning can be quantified. Literature Review From
It is my goal to make sure students are not just memorizing facts, but are actually understanding. They should be able to take the lesson and apply it to other areas of their lives. I believe students need to be assessed frequently and routinely. The students need accurate and effective feedback, so they can make any necessary adjustments.