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.
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.
Context: the set of circumstances in which
tasks/activities are preformed.
of assessment data regarding the quality of some response, product
Formative Assessment: is
done at the beginning and/or during a unit and provides immediate
evidence of student learning.
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
Sensitivity: the stages or framework
for determining ones behaviors and adaptations which define ones
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
Scaffolding: a temporary structure which provides
help at specific points in the learning process. (Bernie Dodge)
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.
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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