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Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages
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Rubrics are essential tools for all language teachers in this age of communicative and task-based teaching and assessment—tools that allow us to efficiently communicate to our students what we are looking for in the productive language abilities of speaking and writing and then effectively assess those abilities when the time comes for grading students, giving them feedback, placing them into new courses, and so forth. This book provides a wide array of ideas, suggestions, and examples (mostly from M?ori, Hawaiian, and Japanese language assessment projects) to help language educators effectively develop, use, revise, analyze, and report on rubric-based assessments.

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Integrated Performance Assessment (IPA) Units
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The Integrated Performance Assessment (IPA) is a cluster assessment featuring three tasks, each of which reflects one of the three modes of communication--Interpretive, Interpersonal and Presentational--as outlined in the ACTFL Performance Guidelines for K-12 Learners (1998) and the Standards for Foreign Language Learning in the 21st Century (National Standards for Foreign Language Education Project, 1999). The three tasks are aligned within a single theme or content area, reflecting the manner in which students naturally acquire and use the language in the real world or the classroom. Each task provides the information and elicits the linguistic interaction that is necessary for students to complete the subsequent task. IPAs are designed for students at the novice-, intermediate-, and pre-advanced levels of proficiency. They are standards-based; performance-based; developmental in nature; integrative; designed to be used with scoring rubrics that rate performance in terms of whether it meets expectations, exceeds expectations, or does not meet expectations for the task; and valid and reliable. The IPA section of the Virtual Assessment Center includes step-by-step guidelines for creating IPAs and over 30 examples of fully development IPAs.

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An Operational Framework for Constructing a Computer-Adaptive Test of L2 Reading Ability: Theoretical and Practical Issues
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This paper considers the issues in developing a principled, theory-based, computer adaptive test (CAT) of second language (L2) reading proficiency. The paper reviews a variety of models and scales and discusses an operational framework for text selection and item development.

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Jun
2020
10 - 16
Utah
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2020 Summer Institute: Planning for Project-Based Language Learning (PBLL)

2020 Summer Institute: Planning for Project-Based Language Learning (PBLL) June 10-16, 2020 This Summer Institute is designed for world language educators who have some knowledge of Project-Based Learning (PBL) as well as some practice in generating project ideas. During the Institute, participants will flesh out their ideas for a project design they have already subjected to critique. Applicants must complete the prerequisite NFLRC MOOC (massive open online course) Envisioning Project-Based Language Learning and earn a badge in order to qualify for consideration for the Institute. Participants who fulfill requirements outlined in an associated course syllabus may opt to receive two (2) graduate course credits (tuition fee). DURATION: 5 instructional days (Wed., Th., Fri., Mon., and Tue.) LOCATION: University of Utah, Salt Lake City, UT SPONSORS: Second Language Teaching and Research Center (L2TReC) and National Foreign Language Resource Center (NFLRC) PREREQUISITE: Envisioning Project-Based Language Learning MOOC (https://nflrc.hawaii.edu/events/view/126/) APPLICATION TIMELINE: Envisioning PBLL MOOC Completion Deadline: February 28, 2020 Summer Institute Application Period Opens: March 1, 2020 Summer Institute Application Period Ends: March 20, 2020 Notification of Participant Selection Decisions: March 31, 2020 For more information, visit https://nflrc.hawaii.edu/events/view/127/

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Jun
2020
24
Texas
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Configure Get Your Students Speaking! Intentionally Raising Oral Proficiency in the Language Classroom

Participants will leave this workshop with practical, easy-to-use strategies that increase the use of the target language in their classrooms. Through experiential learning, participants will gain practical tools to add to their toolkits that increase student motivation, time on task and build proficiency. We will discuss the rationale behind each strategy, tool and activity, supported by brain-based research and proven through experience in the secondary LOTE classroom. This will be a hands-on workshop with expectations of sharing, learning and gaining from each participant in the room. This workshop is open to foreign language instructors of all languages and all levels (K-12 teachers, higher ed faculty and graduate students).

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Jun
2020
25 - 26
Texas
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Effective methods to advance Heritage Spanish teaching

Sessions will include information on using technology to create with students, creating promotional materials for your program, vertical curricular alignment, mixed classes and differentiation, assessment, and reading with heritage students. Session facilitators will be from universities and high schools across Texas. The workshop is intended for language instructors of all levels and all contexts: K-12, community college, 4-year colleges and universities.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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