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What is Curriculum Alignment

Engaging Teacher Candidates and Language Learners With Authentic Practice
Consistency in form and function in classroom instruction, from the teacher’s introduction of a concept to the students’ summative assessment.
Published in Chapter:
Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners: Questioning the Questions
William Douglas Schnaithman (The Gow School, USA)
DOI: 10.4018/978-1-5225-8543-5.ch014
Abstract
From the first day of instruction, it's important to understand the skill objectives in a second language classroom, and for instruction to be aligned with the assessment. In addition, the pace of instruction should be based on qualitative and quantitative data derived from the use of ongoing formative assessments. These assessments are crucial to determine what skills students have mastered, and which ones may require further instruction and practice, with the goal for students to be able to effectively communicate in the target language in real-world scenarios. In this chapter, the author identifies and emphasizes the importance of using integrated performance assessments to drive the pace of instruction. There are three different tools presented which have been used effectively to measure students' speaking skills, vocabulary knowledge, and ability to apply grammatical concepts in a second language (L2) classroom for students with dyslexia and other language-based learning differences. And finally, there is an opportunity to put the practical concepts learned in the chapter into practice.
Full Text Chapter Download: US $29.50 Add to Cart
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Growing Forward: An Account of a Major Revision in One Elementary Education Program
The process in which educators formally evaluate a course or an educational program aligning it to fit set standards and ensure appropriate progression through the content.
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