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Glossary

Assessment: a systematic approach to collecting information on student learning or performance usually based on various scores of evidence.

Authentic: a real or simulated context which provides a real world challenge to the learner.

Content: represents important topics and ideas that help students understand the world in which they live and who they are. It allows them to explore and respond to important questions about their own culture and other cultures. (Donna Clementi)

Context: the set of circumstances in which tasks/activities are preformed.

Evaluation: interpretation of assessment data regarding the quality of some response, product or performance.

Formative Assessment: is done at the beginning and/or during a unit and provides immediate evidence of student learning.

Intercultural Competence: refers to the ability of an individual to move beyond his or her own language, culture, and world view, and interact effectively with the members of another culture.

Intercultural Sensitivity: the stages or framework for determining ones behaviors and adaptations which define ones intercultural competence.

Language Functions: tools that students use to accomplish a multifaceted communication task which place grammar and vocabulary in a supportive role. See pp. 255-258 of Learning World Languages guide for more detailed information.

LWL: abbreviation for the Planning Curriculum for Learning World Languages guide.

Performance Guidelines: a tool for analyzing students' strengths and areas needing improvement. Criteria are described within four categories: content, accuracy, communication strategies, and cross-cultural applications. See pp. 236-240 of Learning World Languages guide for more detailed information.

Scaffolding: a temporary structure which provides help at specific points in the learning process. (Bernie Dodge)

Student Performance Assessments: the way in which students demonstrate their knowledge and abilities in the discipline studied. In language courses, these assessments require the use of at least one of the three modes of communication.

Summative Assessment: is comprehensive in nature, provides accountability and is used to check the level of learning at the end of a unit.

Test: a set of questions or situations designed to permit an inference about what a student knows or can do in a given area.

Theme: topic/subject matter around which learning of content is based and students demonstrate their ability to function in the target language. Note: Grammatical structures are used when discussing a theme but do not constitute a theme.

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