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"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction
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Desyatova, Yuliya – TESL Canada Journal, 2018
This article analyzes teacher professional development (PD) mandated by the implementation of portfolio-based language assessment (PBLA) in government-funded adult language learning programs in Canada. Through the lens of conceptualizations of teacher learning (TL), the study examined PBLA teacher-training materials, 247 teacher surveys, and…
Descriptors: Faculty Development, Portfolios (Background Materials), Second Language Learning, Second Language Instruction
Dynamic Assessment of Morphological Awareness in the EFL Context
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Hamavandi, Mahnoosh; Rezai, Mohammad Javad; Mazdayasna, Golnar – Cogent Education, 2017
The Vygotskyan concept of the Zone of Proximal Development forms the basis of DA which endorses interaction between teacher and learner during the assessment procedure. Although morphological awareness constitutes a key aspect of reading comprehension, little research has addressed the effect of morphological dynamic assessment (DA) on EFL…
Descriptors: Morphology (Languages), Metalinguistics, Sociocultural Patterns, Evaluation Methods
Criticizing Instructional Materials Evaluation: Adding Meaningful Dimension.
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Nichols, Randall G.; And Others – 1993
Critical evaluation of instructional materials is an important but often neglected aspect of instructional preparation. This study proposes evaluation that is more theoretically grounded in sociocultural and context-sensitive bases than are many evaluation guides. A new instrument was developed and applied to materials for teacher education as…
Descriptors: College Curriculum, Context Effect, Criticism, Curriculum Evaluation