Language And Literature Assessment Pdf

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Developed in cooperation with the IB, this concept-based Course Book reflects all aspects of the new English A guide, for first teaching in September

M.A. in ENGLISH LANGUAGE & LITERATURE TEACHING

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These programs, according to the informa- tion supplied by their universities, have accounted for 4, doctoral degrees awarded during the FY period--approximately 90 percent of the aggregate number of English and American language and literature doctorates earned from U. On the average, 62 full-time and part-time students intending to earn doctorates were enrolled in a program in December , with an average faculty size of 31 members.

In addition to the institutions represented in this disci- pline, another 5 were initially identified as meeting the criteria3 for inclusion in the assessment: University of Detroit Idaho State University--Pocatello Middle Tennessee State University SUNY at Albany Saint John's University The last institution chose not to participate in the assessment in any discipline. English programs at the other four institutions have not been included in the evaluations in this discipline, since in each case the study coordinator either indicated that the institution did data from the NRC's Survey of Earned Doctorates indicate that 4, research doctorates in English language and literature and 1, research doctorates in American language and literature were awarded by U.

Before examining individual program results presented in Table 5. Summary statistics describing every measure are given in Table 5. For 11 of the mea- sures, data are reported for at least of the English programs. For measure 12, a composite index of the size of a university library, data are available for 75 programs. The programs not evaluated on measure 12 are typically smaller--in terms of faculty size and gradu- ate student enrollment--than other English programs.

Were data on this measure available for all programs, it is likely that the reported mean would be appreciably lower and that some of the corre- lations of this measure with others would be higher. Intercorrelations among the 12 measures Pearson product-moment coefficients are given in Table S. Figure 5. Although in both figures there is a significant posi- tive correlation between program size and reputational rating, it is quite apparent that some of the smaller programs received high mean ratings and that some of the larger programs received low mean ratings.

Table 5. These individuals constituted 62 percent of those asked to respond to the survey in this discipline and 6 percent of the faculty population in the research-doctorate programs being evaluated. One exception should be noted with regard to the survey evalua- tions in this discipline. To assist the reader in interpreting results of the survey evalu- ations, estimated standard errors have been computed for mean ratings of the scholarly quality of faculty in English programs and are given in Table 5.

For each program the mean rating and an associ- English was labeled "Humanities" on the survey form. In comparing two programs, if their confidence intervals do not overlap, one may conclude that there is a significant difference in their mean ratings at a. S From this figure it is also apparent that one should have somewhat more confidence in the accuracy of the mean ratings of higher-rated programs than lower-rated programs. This generalization results primarily from the fact that evaluators are not as likely to be familiar with the less prestigious programs, and consequently the mean ratings of these programs are usually based on fewer survey responses.

American University 11 29 Arizona State University-Tempe 37 27 Arizona, University of-Tucson 38 27 Arkansas, University-Fayetteville 24 34 Auburn University Engl ish 22 19 44 42 37 Boston College 19 16 Boston University 39 28 Bowling Green State University 26 44 Brandeis University 16 35 Brown University 34 56 Bryn Mawr College 12 8 27 NA 9.

California, University of-Berlteley 60 California, University of-Davis 23 30 California, University of-Irvine 26 28 California, University of-Los Angeles 77 65 California, University of-Riverside 17 10 California, University of-San Diego 21 22 California, University of-Santa Barbara 32 26 Survey Results 08 09 10 11 1.

O 48 -O. Case Western Reserve University 11 24 Catholic University of America 9 17 Chicago, University of 33 96 Claremont Graduate School 10 10 Colorado, University of 35 31 Columbia University 34 Connecticut, University of-Storrs 30 45 Cornell University-Ithaca 43 48 Delaware, University of-Newark Engl ish 16 Denver, University of 19 44 Duke University 21 46 Emory University 18 36 Florida State University-Tallahassee 19 48 Florida, University of-Gainesville 47 42 For dham University 16 34 Georgia State University-Atlanta 12 19 Georgia, University of-Athens 17 15 Harvard University 33 34 Indiana University-Bloomington 61 Prog No.

Iowa, University of-Iowa City 53 86 Johns Hopkins University 9 28 Kansas State University-Manhattan 26 18 Kansas, University of 57 35 Kent State University 29 39 Kentucky, University of 26 31 Lehigh University 17 20 Louisiana State University-Baton Rouge 33 23 Loyola University of Chicago 27 17 Marquette University 18 14 Massachusetts, University of-Amherst Engl ish Minnesota, University of Engl ish 61 55 78 50 69 63 58 46 50 60 52 67 75 73 96 57 78 53 62 50 27 51 47 52 Missouri, University of-Columbia 25 19 Nebraska, University of-Lincoln 39 60 New Mexico, University of-Albuquerque 27 33 New York University 28 SNAG indicates that the value for a measure is not available.

North Carolina, University of-Chapel Hill 49 Northern Illinois University-De Kalb 22 22 Northwestern University 27 33 Notre Dame, University of 21 39 Ohio State University-Columbus 48 59 Ohio University-Athens 37 29 Oklahoma State University-Stillwater 16 22 Oklahoma, University of-Norman 22 17 Oregon, University of-Eugene 36 52 Pennsylvania State University 30 48 Pennsylvania, University of 41 72 Pittsburgh, University of 27 23 Princeton University 27 50 Purdue University-West Lafayette 44 46 Rhode Island, University of 30 20 Rice University 17 18 Rochester, University of 24 33 SUNY at Binghamton 25 47

LANGUAGE AND LITERATURE ASSESSMENT KEY CONCEPTS

Irene Benitez The course provides the students with the basic principles in English language testing inside the classroom, the latest trends in testing, and the five areas of second language assessment: reading comprehension, written expressions, listening comprehension, oral communication, and overall language proficiency. Particular attention is given to the construction of different types of tests used in evaluation and correction of teacher-made tests. Historical, theoretical, and practical viewpoints are combined to offer a thorough orientation to this crucial component of any language and literature curriculum. Isabel Martin This course aims to study language in its social context through a wide range of empirical and ethnographic studies, both local and foreign. It presents to the students key concepts, theories and principles of sociolinguistics from both a historical and contemporary perspective. It also discusses important findings and empirical concerns of sociolinguistics that could be applied to language teaching and learning.

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Rasch testlet and bifactor models are two measurement models that could deal with local item dependency LID in assessing the dimensionality of reading comprehension testlets. This study aimed to apply the me Authors: Masoud Geramipour. Citation: Language Testing in Asia 11 Content type: Research. Published on: 19 February However, little is known about how to comm

Language and Literature Assessment

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The act of gathering information on a daily basis in order to understand individual students learning and needs. Assessment c. Evaluation b. Testing d.

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