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Assessing Students’ Language for Learning 3 (Criterion-referenced…

- - - - 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.
    - - 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
  - - - 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
    - - 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
    - - portfolio assessment
  - - - 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
- - - - 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