Principles And Practices Of Effective Teaching: Respond To A Traumatic Event

The purpose of this term paper is to inform schoolteachers, counselors and administrators the importance of three ways to incorporate Trauma Informed Instruction in the classroom. (1) How to recognize students that display traumatic behavior? (2) How to implement strategies and approaches to improve trauma-informed educational outcomes? (3) What methods to use to resolve trauma- informed behavior? Each day, students across the nation carry personal trauma histories into the classroom.

According to the Substance Abuse and Mental Health Services Administration (SAMHSA, 2014a, p. 7), trauma “results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or threatening and that has lasting adverse effects on the individual’s functioning and physical, social emotional, or spiritual well- being.” Traumatic events often referred to as adverse experiences are prevalent among children and adolescents of all ages and include circumstances such as a socioeconomic hardship, abuse and neglect, and exposure to community (Child and Adolescent Health Measurement Initiative, 2013b).

Recognizing Traumatic Behavior

Students that have faced a traumatic experience usually express themselves through writing. The students wants to let out their feelings but wants to be careful what they say. They do not want to say anyone’s name and writing help, they figure out their feelings. When students write about their personal experiences, they often choose to relate traumatic incidents and situations. In addition, no wonder. The incidence of psychological trauma among US college student’s populations is high, with estimates ranging from approximately 50 to 90 percent (see Moser et al. 1042: Watson and Haynes 271). Lack of motivation and class participation is a clear indicator a student may show traumatic behavior. In the context of trauma, individuals respond to a traumatic event with intense fear, helplessness, or horror, and they perceive the stressor as uncontrollable or unpredictable (Foa, Zinbarg, & Rothbaum, 1992).

Strategies to Improve Traumatic Educational Outcomes

Schoolteachers, counselors and administrators must initiate strategies and approaches to create a trauma-informed school climate. Schools district should form a trauma-informed school with activates and that really invest in the students at the earliest possible point in their lives. Staff should from a true partnership parents and the community members with their schools. This partnership will show in the huge reduction in “problem” kids as the hit their adolescent years. It will allow teachers the resources we need to help those students who truly do have problems instead of spreading their selves thin trying to Band-Aid problems.

According to Wolpow, Johnson, Hertel, & Kincaid (2009), the roles and functions the principal must undertake to spearhead these changes include:

• Helping the school community anticipate and adapt to the ever-changing needs and the surrounding community.

• Collaborating with all student support service providers to ensure students’ needs are being identified and addressed appropriately.

• Involving parents in student education and behavioral incidences whenever possible

• Being aware of the emotional well-being of staff members and knowing when to offer support.

• Fostering consistent self-care among staff members to avoid burnout

• Mandating suspected child-abuse reports when indicated

• Connecting students to the entire school community and providing them with multiple opportunities to practice newly developed skills throughout the school

Resolving Trauma-informed Behavior

Trauma- informed education models (Downey, 2007; Brunzell, Stokes, & Water, 2016b, 2019, Morgan et al, 2015) comprised of evidence-informed pedagogical designed to assist educators with understanding and teaching student who are trauma affected. Trauma-informed education aims to investigate how teachers learned about, the implemented a new practice pedagogical model, trauma-informed education (Brunzell, Stokes, &Waters, 2016b). There must be some underlining factor to student’s behavior. Teachers need to get their file and do a little investigating. If they cannot then refer students to the school counsellor and make sure, they follow up on it. It is not wise to get physical with students, as it will only cause matter to get worse.

What teachers need to do is to help students as best as they can. Teachers should speak softly to students and do not shout even when they are at the top of their voice. Do not act intimidating or condescending either, just show that you care and in spite of student’s actions, you will not give up on them. Do not allow student to see that their behavior is causing teachers to get upset. Unbelievably, many students love to see when their teacher is upset as it means that they can push them around. Since teachers cannot ignore the behavior completely, they might want to try to treat the issue with a lot more care. First off, try to be kind to him/her. Do not treat the student the way they treat you, as this will not give them any alternatives to their actions. Be gentle and firm with the rules and make no exceptions. Teachers may also try to find out the reasons beyond this behavior.

Conclusion

A trauma-sensitive school is one in which all students feel safe, welcomed, and supported and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational mission. It is a place where an on-going, inquiry-based process allows for the necessary teamwork, coordination, creativity and sharing of responsibility for all students, and where continuous learning is for educators as well as students.

References

Child and Adolescent Health Measurement Initiative. (2013b). Overview of adverse child and family experiences among U.S. children. Retrieved from http://www.childhealthdata.org/docs/drc/aces-data-brief_version-1- 0.pdf?Status=Master
Downey, L. (2007). Calmer Classrooms: A guide to working with traumatized children. Melbourne: State of Victoria, Child Safety Commissioner. Brunzell, T., Stokes, H., & Waters, L. (2016b). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20, 63–83. Retrieved from https ://doi.org/10.1007/s40688-015-0070-x , Morgan et al. (2015) Relational ways of being an educator: trauma-informed practice supporting disenfranchised young people, International Journal of Inclusive Education, 19:10, 1037-1051, Retrieved from DOI: 10.1080/13603116.2015.1035344
Foa E. B, Zinbarg R, Olasov Rothbaum B. Uncontrollability and unpredictability in posttraumatic stress disorder: An animal model. Psychological Bulletin. 1992;112(2):218–238.
Moser, Jason, Greg Hajcak, Robert F. Simons, and Edna B. Foa. “Posttraumatic Stress Disorder Symptoms in Trauma-Exposed College Students: The Role of Trauma-Related Cognitions, Gender, and Negative Affect.” Journal of Anxiety Disorders 21 (2007): 1039–49. Science Direct. Web. 19 June 2010.
Substance Abuse and Mental Health Services Administration. (2014b). Trauma-Informed Care in Behavioral Health Sciences. Retrieved from http://store.samhsa.gov/shin/content//SMA14-4816/SMA14-4816.pdfAmerican Psychological Association. (2017). Stress in America: The state of our nation. https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf
Wolpow, R., Johnson, M. M., Hertel, R., & Kincaid, S. O. (2009). The heart of learning and teaching: Compassion, resiliency, and academic success. Retrieved from Office of Superintendent of Public Instruction, Compassionate Schools website: http://www.k12. wa.us/compassionateschools/pubdocs/TheHeartofLearningandTeaching.pdf 

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My Ideal School

My idea of an ideal high school is one that students are proud of, at the same time receive a good education. To achieve this a school would need to have good teachers, qualified in the field in which they teach. Class sizes would have to be reduced to around twenty-five students, this way teachers could be more personal with their students. Teachers would have access to any materials or resources needed to do their job. Last but not least, the school would have to be appealing to the students and offer a pleasant environment.

In high school I had a Government teacher named Mr. Bjorkman. He was also the coach for our varsity football team. You could tell he didnt know what he was teaching and was more focused on football. I didnt learn a single thing from his class. This is why a school would need to have qualified teachers in their classrooms. Students have different learning styles. Some are visual while others are auditorial, in some cases students may have a learning disorder. I have ADHD, which is a learning disorder.

Before I received treatment I had a hard time paying attention and it also caused me to act up on occasion. My teachers thought I was a troublemaker so they always kicked me out of class. I wasnt given the opportunity to learn as much as the other students at my school. Not because I was a bad student, but because not one teacher took the time to try and help. This is why I believe a teacher needs to be able to distinguish between the two learning styles and disorders, so all their students receive an education.

At my school there were days I sat on the floor because a classroom was missing desks. At times we were unable to locate a television and VCR to watch educational shows. You cant fix a car without having the right tools. The same goes for teaching. In order for students to reach their full potential you cannot deny teachers the materials needed to do their job properly. This is why a school needs to provide its teachers with whatever they need.

I believe class sizes are an issue with all schools. Large class sizes make it difficult for teachers to get to know their students. It also makes it hard to get everyone involved in the class. When students arent involved they get bored. When they get bored they dont want to be there so they skip school.

A school would need to have a sufficient amount of classrooms and teachers. This would make it possible to bring the student to teacher ratio down to around twenty-five students per every teacher. With smaller classes it would be easier for the teachers to get everyone involved. It would also give the teachers a chance to get to know their students and make sure their keeping up with the rest of the class. If teachers knew their students it might encourage the kids to go to class because the teacher would notice if they werent in class.

I think a school should be clean and have curb appeal. No one wants to go to a dirty run down school. I believe it is important to put some thought into the colors picked for the interior of buildings. Different combinations of colors give off different vibes. I would pick a color scheme that gave off a good vibe. Every part of the school would be carpeted because it looks nicer than vinyl floors in my opinion.

The school would have lots of windows and skylights in the classrooms. I would do this to bring in the sunlight because it gives you energy and makes people happy. The temperature would be set just right so that all the students were comfortable. Couches would be set up all over the campus so students have a place to hang out during breaks. The last thing done would be to make sure nice grass and big trees surrounded the school. This would be done because people feel more alive when green trees and grass surround them.

By bringing in the sunlight, putting thought into the color scheme, and surrounding the school with grass makes it appealing. What the students dont know is that its all done to provide a feeling of safety and comfort, to make them feel alive so they enjoy being there. The number one goal for any school should be to provide its students with the best education possible. By providing good teachers with the tools and reducing the size of classes, youre putting the responsibility onto the shoulders of the students. It is then up to the students, to decide if they want to accept the responsibility and take advantage of the opportunity of getting an education.

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Year round school

Mr.. Cooker For generations the education system In the US has been a major In how our world is shaped today. And changing it could maybe benefit the American people In ways you couldn’t imagine. For years now America has fallen short In basic math, reading and writing while other countries have exceeded expectations. Education Is key to staying connected to other countries and being able to make It In the real world. With that said the united States education system needs to be recognized as a huge part In our ally lives and needs to be changed.

Like other countries education system they have school year round showing a huge difference In the scores they get compared to the US. Having the opportunity to have school year round could allow students to graduate from high school faster and potentially college. The freedom to go at the pace that best fits you is what is amazing. In High school this could allow you to get the credits you need and that will allow you to potentially go to the college of your choice. With this it could decrease school drop outs and help they economy by aging more jobs.

This could have the potential to change our system and bring America out of the hole we made for ourselves. A student may even be struggling in a particular subject and with the regular education system it wouldn’t be a priority to the teacher or the student to fully understand the subject. With the year round school this problem could be easily solved. Students would be exceeding the level expected or just staying level with their class. There are also many opportunities to being able to graduate from high school with your first year of college basic classes already completed.

That saves money and a whole lot of stress, also the education on how to study and write essays in grade school help prepare you for College. Having school year round can allow you to have the time to practice and prepare for the many things that college may bring. College is what sets you up for opportunity to get a job and participate in society. College sets you up for many things in life and to have some of the education from high school with year round school can help you tremendously.

In order to be successful in college you have to have the write study bits and ways to prepare yourself for test and quizzes so you can pass the class. With the year round school the teachers would have time to teach you all the correct ways of learning that. Education Is key In this day and age and with yearlong education you can get through many things faster and comprehend more. To have an opportunity to change the economy by having more people thinking and making life changing decisions is amazing.

This could not only benefit that but the teachers, they would be more recognized for their work and have something to prove It, their successful kids. Also the time that school would start and end would be more realistic for this day and age not to mention having days off more often than now, If we could Just have one school district to try this out to see If It would work It could potentially reveal things that are unbelievable we just need to try. Year round school By Kay-Lucerne For generations the education system in the US has been a major in how our world is shaped today.

And changing it could maybe benefit the American people in ways you couldn’t imagine. For years now America has fallen short in basic math, reading and writing while other countries have exceeded expectations. Education is key to staying connected to other countries and being able to make it in the real world. With that said the United States education system needs to be recognized as a huge part in our daily lives and needs to be changed. Like other countries education system they have school year round showing a huge difference in the scores they get compared to the making more Jobs.

This could have the potential to change our system and bring expected or Just staying level with their class. There are also many opportunities to a Job and participate in society. College sets you up for many things in life and to ways of learning that. Education is key in this day and age and with yearlong would be more recognized for their work and have something to prove it, their realistic for this day and age not to mention having days off more often than now. If we could Just have one school district to try this out to see if it would work it could potentially reveal things that are unbelievable we Just need to try.

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Sequencing Objectives

Sequencing objectives within classes and courses within curriculum is important because much of what we learn is developed through building blocks of knowledge. For example, In my current field, one must know medical terminology and anatomy and physiology In order to begin a coding class. If one does not know where the perform sinus Is In the human body, one cannot assign “history of perform sinus cancer” the correct V-code. One would assume that since the word “sinus” Is In the phrase, the V-code would be included in the nasal cavity and sinus grouping.

The horrify sinus is actually located in the pharynx; therefore, the V-code would be in the grouping with oral cavity and pharynx. Sequencing of the Course and Curriculum Regulate and Stein refer to macromolecule sequencing, giving the students an overview (epitome) that outlines the fundamental aspects of the course first. Instruction progresses with each Idea being more detailed and elaborating upon the previous one. Objectives are developed to Insure that prerequisite skills are covered before advancing to the next objective. Sequencing of Skills wealth the Topic

Basic skills are taught first within each topic, building upon each other. Analyzing Topic Objectives to Determine Learning Outcomes This approach examines the relationship between the course map and the unit map. This approach looks at objectives from different learning domains and the relationship between each, sequencing to insure that prerequisite skills are covered in earlier lessons. Sequencing of Skills within Lessons This mapping Is more detailed oriented. Objectives are sequenced In more detail, broken down Into Individual skills required wealth the lesson presented. Learning Hierarchies and Instructional Sequence

According to Eagan, when the proper sequence of prerequisite skills is established, intellectual skill instruction is easily managed by the teacher. Knowledge-Based Sequencing Instructional design is represented as organizational patterns on the concept map and then used during the development phase to automatically generate instructional maps. Sequencing Content for Online Learning This Involves sequencing knowledge units and learning tasks within those units. Spiral Sequencing of the curriculum. And example of this is in foreign language instruction. Basic grammar skills are revisited continually as the student progresses.

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McMillan’s Five Key Aspects of Proficient Assessment

There are many ideas that revolve around what is quality assessment. What can be done to make sure that we are ‘building proficiency in basic skills, closing achievement gaps, and fostering the top notch knowledge and skills that students will need in a competitive global society’ (Scherer, 2009, p. 5). The following paper identifies five key aspects of what represents quality assessment. The method of assessment can influence a student’s motivation and achievement. A student’s performance can be improved through their involvement in the assessment process and enable them to take responsibility for their own learning.

McMillan states that by allowing a student to be involved in the grading criteria and apply those criteria to their work a teacher may increase the student’s motivation to learn and succeed. (McMillan 2000) Every student has an individual learning style, McMillan states that using multiple methods of assessment a teacher can shape the way students understands, processes, and uses information. By doing this a complete picture of what students understand can be compiled. Using multiple methods can assist to address each student’s strengths and weaknesses. (McMillan 2000)

Just as assessment impacts student learning and motivation, it also influences the nature of what is being taught. (McMillan, 2000) McMillan states that when assessment is incorporated with instruction it informs teachers what activities and assignments would be most useful, and what level of teaching is appropriate, where her students are, when to ask more questions, when to give more examples and what responses to student questions is most appropriate (McMillan 2000). Fair and ethical assessment ensures that all students are given a level playing field, which they are given the opportunity to demonstrate what they know. The Standards presents four views of fairness: as absence of bias (e. g. , offensiveness and unfair penalization), as equitable treatment, as equality in outcomes, and as opportunity to learn. ’ (McMillan 2000) Teachers have limited time, they need to be able to achieve a balance between providing to provide a full understanding of study material and score results. Therefore the efficiency of assessments needs to be considered. There are many facets that exist within the process of assessment that can influence a student’s enthusiasm and achievement.

Teachers need to recognise the ability of students to take control of their own achievement and accept responsibility for their own learning. Clay, M. (2002) An observation survey of early literacy achievement. New Zealand. Heinemann Education. Code of fair testing practices in education (1988). Washington, DC: Joint Committee on Testing Practices (American Psychological Association). Retrieved from http://ericae. net/code. htm McMillan, J. H. (2001). Essential assessment concepts for teachers and administrators.

Thousand Oaks, CA: Corwin Publishing Company. McMillan, James H. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research ; Evaluation, 7(8). Retrieved from http://PAREonline. net/getvn. asp? v=7;n=8 McMillan, J,H. (2011). Classroom Assessment Principles and practice for effective standards-based instruction. Boston USA: Pearson Education Inc. Schafer, W. D. (1991). Essential assessment skills in professional education of teachers. Educational Measurement: Issues and Practice, 10, (1), 3-6.

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The Importance of Teaching Mathematics and Science in English

Table of contents

Introduction

The whole idea of a is to prepare out children so that they are better prepared to face the challenges of globalisation, liberalisation as well as the fast development in today’s information and communication technologies.

What it has done is given our students, from a very young age, a new sense of confidence when using the international language of communication and it given them a good basic grounding from which they can and they should, continue to improve their mastery of a major second language, apart from Bahasa Malaysia. Ministry of education malaysia, we are behind you. (2009).

Body

One reason for the importance of PPSMI is as the competitive advantage.

To pursue a high standard of English for Malaysia’s children to ensure that their future is secure. a)It is time that parents step up to the plate and make the future of their children the priority. b)It will help them a great deal in their future pursuit, whatever field they choose to pursue. c)If the government doesn’t find a way to improve our poor English in school, we will be nowhere when countries like China catch up. Like it or not, we need to master English. (2011).

Teaching Mathematics and Science using English as the medium of instruction at school-level, significantly improves the quality of learning experience leading to the improvement in the proficiency of learners in those two subjects.

Teaching school-goers Mathematics and Science in English will improve the student’s understanding in the two subjects. a)Most materials which integrate explanatory style of conveying information regarding scientific and mathematical matters are crated with English as the main medium of communication. )Teaching the subjects in English would have helped broaden students’ knowledge of new terminologies and improve their command of the language.

Students in Malaysia should know languages that are different from their ‘mother language’. This will be able them to talk many learn and know many languages that are useful when they pursue their study in high level especially in overseas institutions. a)English will help in communication b) Children learn languages much faster and can learn multiple languages when they are below 10. In fact, it is best before age 7. (Feizrul, as cited in Hiaw, 2011)

Conclusion

PPSMI was introduced not to improve the students’ command of English but to ease the process of learning, understanding and in Science and Mathematics.

References

  1. Aidila Razak. (2011, November 5). Page welcomes ppsmi decision, seeks details. Malaysia Kini. Retrieved November 1, 2011, from http://www. malaysiakini. com/news/180610
  2. Cheah, C. S. (2009, December 5). Parents unhappy over decision to revert. Retrieved December 15, 2011, from http://www. pagemalaysia. org/print. php? type=F;thread=29 Feizrul Nor Nurbi. (2011, November 1).
  3. PPSMI – quality vs. Language. Malaysia-today. Retrieved November 30, 2011, from http://www. malaysia-today. net/mtcolums/lettersurat/44624-PPSMI- quality-vs-language. Goh, W. L. 2009).
  4. Teaching maths and science in english. Retrieved November 30, 2011, from http://drchua9. blogspot. com/2009/07/teaching-maths-and-science-in-english. html
  5. Like it or not, we need to master English. (2011). Retrieved December 15, 2011, from http://malaysiakini. com/news/180639
  6. Ministry of education malaysia, we are behind you. (2009). Retrieved November 11, 2011, from http://www. ppsmi. wordpress. com
  7. Mozie, A. K. (2009, September 11). Digital Zone. Retrieved December 15, 2011, from http://forum. digitalpowered. net/index. php? showtopic=31621

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Peer and Self Assessment

Assessing Learning Peer and Self Assessment Peer Assessment One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers. However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers’ work. The instructor must explain expectations clearly to them before they begin. One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment.

As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student. Students can also benefit from using rubrics or checklists to guide their assessments. At first these can be provided by the instructor; once the students have more experience, they can develop them themselves.

An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay. It helps the peer evaluator focus on these areas by asking questions about specific points, such as the presence of examples to support the ideas discussed. For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.

Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback. Self Assessment Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it. In this kind of reflection, students step back from the learning process to think about their language learning strategies and their progress as language earners. Such self assessment encourages students to become independent learners and can increase their motivation. The successful use of student self assessment depends on three key elements: ·Goal setting ·Guided practice with assessment tools ·Portfolios Goal setting Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students’ motivation to learn increases when they have self-defined, and therefore relevant, learning goals.

At first, students tend to create lofty long-range goals (“to speak Russian)” that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window. One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.

For example, a student may agree to work toward the grade of “B” by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners. Guided practice with assessment tools Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.

Techniques for teaching students these strategies are parallel to those used for teaching learning strategies (see Motivating Learners[->0]). The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time. In addition to checklists and rubrics for specific communication tasks, students can also use broader self-assessment tools to reflect on topics they have studied, skills they have learned, their study habits, and heir sense of their overall strengths and weaknesses. An example of such a tool appears in the popup window. Students can share their self-assessments with a peer or in a small group, with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers’ opinions. This kind of practice helps students to be aware of their learning. It also informs the teacher about students’ thoughts on their progress, and gives the teacher feedback about course content and instruction.

Portfolios Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student’s efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students’ progress, processes, and performance over time.

There are two basic types of portfolios: ·A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades. ·A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents.

For example, it may be used as a evaluation tool for graduation from a program or for the purpose of seeking employment. In both types of portfolios, emphasis is placed on including a variety of tasks that elicit spontaneous as well as planned language performance for a variety of purposes and audiences, using rubrics to assess performance, and demonstrating reflection about learning, including goal setting and self and peer assessment. Portfolio characteristics: ·Represent an emphasis on language use and cultural understanding ·Represent a collaborative approach to assessment Represent a student’s range of performance in reading, writing, speaking, and listening as well as cultural understanding ·Emphasize what students can do rather than what they cannot do ·Represent a student’s progress over time ·Engage students in establishing ongoing learning goals and assessing their progress towards those goals ·Measure each student’s achievement while allowing for individual differences between students in a class ·Address improvement, effort, and achievement ·Allow for assessment of process and product ·Link teaching and assessment to learning [-;0] – http://www. nclrc. org/essentials/motivating/moindex. htm

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