Please enable JavaScript.
Coggle requires JavaScript to display documents.
Assessing Students’ Language for Learning 3 (Criterion-referenced…
Assessing Students’ Language for Learning 3
Criterion-referenced assessment and behavioural observation in the L4L stage
“metas”
Metalinguistic awareness
Definition
:
consciousness of words, ability to segment sentence into words, phonological awareness, making judgments about language form and content (as in editing), analyzing language into linguistic units, understanding and producing language play
assessed in conversation with the the client about rules for various discourse context.
Metacognitive skills
self-regulation
:
the ability to plan, organize, and execute actions efficiently using consciously selected strategies
self assessment
:
understaning of the thinking process and the ability to consciously consider and reflect on knowledge and understanding of one's self and others
Curriculum-based language assessment
Onlooker
observation
involves watching , from a distance, as the student participates in classroom activities.
valuable for
‧assessing adherence to classroom discourse rules
‧assessing use of communicative intentions
‧helpful to develop a recording form to guide the
assessment
‧helpful for clinician to focus on the elements of the
child’s behavior that are central to the assessment
Dynamic
assessment
involves the clinician’s working side by side with a student, using scaffolding techniques to facilitate the student’s participating in a classroom activity
purpose
identification of strategies that
will help the child to succeed in the curriculum
Artifact
analysis
portfolio assessment
Pragmatics
including
Narrative production
→expressive language skills
Sensitive to both
pragmatic
and
structural
aspects
of children’s language abilities
Students are more likely to show
maze
behaviors
and to make errors in
morphological
marking in narrative contexts
To identify disorders in children
who do not
speak the mainstream language
Better at revealing the linguistic vulnerabilities in children with LLD
Comprehension and inference→
receptive
language skills
inferential comprehension
需要讀者推論才得知的線素
Trickster tales 機智故事/伊索寓言→students in later elementary
Assessing
Comprehension
by reading a story or passage to the client and ask questions about the setting, names and roles of characters, sequence of events, outcomes and resolution of the story
Assessing
Inferencing
by stopping the story at the several points and ask the student to tell what will happen next
Considerations for older, severely affected students at the L4L stage
assessment methods
observational / criterion-references
using
chronologically age-appropriate
materials
evaluating
functional communicative needs
using
situations
and
props道具
that are fitting for a person of this age
ecological assessment
approach to
↑ the participation of students with intensive needs in home, school, vocational, recreational and general community environments
.
the process of identifying
high priority activities
and combines of
teaching skills
&
providing supports
.
developing appropriate expectations and fostering
functional literacy for
AAC
users
Considerations for speakers with ASD at the L4L stage
Normed checklists can sometimes be used to
establish eligibility for services on the basis of
pragmatic deficits
The use of a language sample taken during a peer
interaction is one of the most telling assessment
for these students.
SLPs need to do the same sorts of evaluation of
language skills similar to children with special
needs and particular in the area of pragmatics
3Types of Narratives for Assessment
Script Narratives
:To relate a routine series of events
假設情況(但是是符合現實的)eg. 向新生介紹體育堂
Fictional Narratives
:To generate a story or
describe the plot of a TV show or movie they’ve
watched 創作故事/描述看過的動畫的某一個情節
Personal Narratives
:Asking the child to
recount a salient personal experience 個人親身經歷
Narrative Production
:check:Narrative macrostructure
:check:Cohesion in narrative
:check:Narrative microstructure
:check:Assessing written narrative
:check:“Artful” storytelling