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| How many tasks comprise your assessment? |
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| None of Your Business; I'm My Own Trade Secret! |
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| Tasks? I Use a Different Means to Solicit and Measure Speech |
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| "High Stakes" Exams Are for Grandpa! My Measures Are Continuous |
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| Total Votes : 6 |
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Non Sequitur
Joined: 23 May 2010
Posts: 4724
Location: China
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 Posted: Thu Nov 06, 2014 6:57 am Post subject: |
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| buravirgil wrote: |
| Thanks for the follow-up Non Sequitur. I think your class is more fun than mine and addresses the performance anxiety that's rooted in the scholastic traditions of China. I was surprised it's typical for a student to stand when asked to read. Notions of what's communicative and how focus is transferred are (compared to the west) nearly ritual. Yet human nature tends toward banter and quick exchange and your method would seem to bridge the differences. |
I have been blown away by the creativity of my students.
It is as if there is this pent up desire to perform that is crushed by the system. |
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Bud Powell
Joined: 11 Jul 2013
Posts: 1736
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| Posted: Thu Nov 06, 2014 2:29 pm Post subject: |
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Buravirgil:
These are prompts, not tasks. You seem unsure which is which:
1. Aural (of progressive difficulty) "Repeat after me";
2. Images "Tell me what you see";
3. Print (of progressive difficulty) "Read these sentences"; and,
4. Guided Conversation "Talk to me"
I apply five rubrics.
Tasks 1 & 3: Fluency (hesitations), Pronunciation (articulation of syllables), and Completion.
Tasks 2 & 4: Fluency, Pronunciation, Vocabulary, and Comprehensibility.
If you are teaching oral English, the students' task is to speak English.
Together, all of your "tasks" might comprise a rubric. Possibly "tasks" 1&3 (combined) might be criteria for a rubric, but because there is an uneven number of criteria and only three criteria, it would be an unreliable measurement because the majority of the scores would fall in the middle range.
"Tasks" 2&4 (combined) could be a rubric, but because it is an even number of criteria, scores would land in the higher or lower range. There is no midrange,
Bura Baby, I appreciate your attempt to inform, but I strongly suggest that you learn a lot more about teaching and evaluation before you share your methods with others in a teachers' forum.
I take issue not for the sake of being contrary, nasty, or to put you down. I am surprised that forum members who have teaching certificates haven't been correcting you since you joined the forum. A lot of what you write here is unforgivably cringeworthy. |
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Guerciotti
Joined: 13 Feb 2009
Posts: 842
Location: In a sleazy bar killing all the bad guys.
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| Posted: Thu Nov 06, 2014 3:09 pm Post subject: |
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My rubric, for what it's worth:
Fluency, pronunciation, intonation, diction, grammar. |
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buravirgil
Joined: 23 Jan 2014
Posts: 967
Location: Jiangxi Province, China
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| Posted: Fri Nov 07, 2014 12:39 am Post subject: |
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| Bud Powell wrote: |
| A lot of what you write here is unforgivably cringeworthy. |
Thanks for feedback, Bud P. I appreciate the time and effort, and I hope you read my reply.
You've parsed two terms: task and rubric. I hadn't disclosed the tasks with their procedure, only their type. An uncharitable reading can conclude I don't know a difference, but I more broadly use the term input to refer to both, and work with how inputs are structured and expressed. A prompt can be a more specific term for an input's expression-- such as a writing prompt. Task 3, Print, has many written prompts within its task. Task 2, Image, has many visual prompts within it. "Tell me what you see," is a task expressed by numerous prompts. Similarly, when I listed 5 rubrics, it was by category. I hadn't disclosed the discriminators that define them, and again, an uncharitable reading is to assume the array of tasks I had chosen was the rubric. But that's not the case.
Given I hadn't disclosed the measure in full (its full procedure), I can see interpreting the post as conflating terms. But, the tone of your response strikes me as conveniently critical-- uncharitable. The tasks were chosen for a range of inputs across communicative modes. Two are open-ended, two closed. These four tasks are common directives found in a classroom on a daily basis as a matter of course. |
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buravirgil
Joined: 23 Jan 2014
Posts: 967
Location: Jiangxi Province, China
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| Posted: Fri Nov 07, 2014 12:52 am Post subject: |
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| Guerciotti wrote: |
My rubric, for what it's worth:
Fluency, pronunciation, intonation, diction, grammar. |
Yeah, rubrics. They are not created equal. Finding useful discriminations among discriptors can be a lot of work. I typically survey as many as I can to edit together something useful. There's often a lot of redundancy in their expressions. |
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Bud Powell
Joined: 11 Jul 2013
Posts: 1736
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| Posted: Fri Nov 07, 2014 3:01 am Post subject: |
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| I'm out of this one. There's no getting through. |
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buravirgil
Joined: 23 Jan 2014
Posts: 967
Location: Jiangxi Province, China
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| Posted: Fri Nov 07, 2014 3:32 am Post subject: |
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| Bud Powell wrote: |
| I'm out of this one. There's no getting through. |
Having tolerated being addressed as "Bura Baby", my response is relief.
That a task contains prompts is clear. That rubrics were applied to score the tasks is clear. That the tasks themselves be organized by a rubric was not its design. Can a measure do so? Of course. Parsing the term "task" as 'to learn English' is a meaning you're imposing among others-- conveniently-- versus, say, objective. Task, as presented in the post (even without the procedure), refers to activity. |
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Bud Powell
Joined: 11 Jul 2013
Posts: 1736
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| Posted: Fri Nov 07, 2014 4:06 pm Post subject: |
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And now you have demonstrated that you know the differences among the terms. That's a very small step toward credibility. I'm happy for you.
Much luck and happiness. Write if you get work.
Now I'm REALLY outta here. |
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RW8677
Joined: 16 Sep 2014
Posts: 60
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| Posted: Sun Nov 09, 2014 4:00 am Post subject: |
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| Bud Powell wrote: |
| I'm out of this one. There's no getting through. |
True dat. Lawrence has an unbreachable wall of certainty |
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Non Sequitur
Joined: 23 May 2010
Posts: 4724
Location: China
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| Posted: Sun Nov 09, 2014 7:12 pm Post subject: |
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This is a great thread which has gotten off track.
Our main task is Oral English. The assessment of this is both subjective and fleeting.
It is not a group skill, but one where each individual student must perform for themselves.
Let's have more practical classroom insights as to how we do it.
Best |
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