Reference Hub1
Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners: Questioning the Questions

Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners: Questioning the Questions

William Douglas Schnaithman
ISBN13: 9781522585435|ISBN10: 1522585435|EISBN13: 9781522585459
DOI: 10.4018/978-1-5225-8543-5.ch014
Cite Chapter Cite Chapter

MLA

Schnaithman, William Douglas. "Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners: Questioning the Questions." Engaging Teacher Candidates and Language Learners With Authentic Practice, edited by Chesla Ann Lenkaitis and Shannon M. Hilliker, IGI Global, 2019, pp. 252-287. https://doi.org/10.4018/978-1-5225-8543-5.ch014

APA

Schnaithman, W. D. (2019). Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners: Questioning the Questions. In C. Lenkaitis & S. Hilliker (Eds.), Engaging Teacher Candidates and Language Learners With Authentic Practice (pp. 252-287). IGI Global. https://doi.org/10.4018/978-1-5225-8543-5.ch014

Chicago

Schnaithman, William Douglas. "Developing and Analyzing Form and Function of L2 Integrated Performance Assessments for Diverse Learners: Questioning the Questions." In Engaging Teacher Candidates and Language Learners With Authentic Practice, edited by Chesla Ann Lenkaitis and Shannon M. Hilliker, 252-287. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8543-5.ch014

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.