Formative Assessment in HL Teaching: Purposes, Procedures, and Practices

Autor/in	Carreira, Maria M.
Titel	Formative Assessment in HL Teaching: Purposes, Procedures, and Practices
Quelle	In: Heritage Language Journal, 9 (2012) 1, S.100-120 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-7076
Schlagwörter	Expertise; Formative Evaluation; Teaching Methods; Heritage Education; Second Language Instruction; Native Language Instruction; Second Language Learning; Student Placement; Language Tests; Summative Evaluation + Suchen Sie Ihr Suchwort? Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Schülerpraktikum; Language test; Sprachtest
Abstract	Discussions surrounding assessment in the foreign languages generally focus on the two ends of the teaching/learning process: diagnostic assessment, typically used for placement purposes and administered prior to the start of instruction, and summative assessment, which evaluates learning after instruction for purposes of assigning a grade or determining the efficacy of particular programs or interventions. This paper concerns itself with formative assessment, which takes place during the course of instruction for purposes of enhancing learning. Two overarching points about formative assessment are made here: first, that it is an indispensable pedagogical tool for addressing issues of learner diversity that arise in classes enrolling heritage language learners (HL learners) and, second, that formative assessment is an integral component of the assessment process. In the three-part view of assessment presented here, diagnostic assessment is used prior to the start of instruction to fine tune the curriculum according to the needs of particular classes and to mitigate the challenges of diversity through placement. Formative assessment is used throughout instruction to enhance learning and prepare students with different needs and levels of expertise for summative assessment. (Contains 6 notes and 2 tables.) (As Provided).
Anmerkungen	National Heritage Language Resource Center and UC Consortium for Language Learning & Teaching. 1333 Rolfe Hall, Los Angeles, CA 90095-1411. Tel: 310-825-1138; Fax: 310-206-5183; e-mail: hlj@international.ucla.edu; Web site: http://www.heritagelanguages.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10