Didactics_MIKUL
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| 🇬🇧 | 🇬🇧 |
| Stroop test | In this experiment you are required to say the color of the word, not what the word says. |
| Processing verbal/non-verbal input (name 3 scientific disciplines that study and explain this processing) | 1. Neurolinguistics, 2. Psycholingustics, L1 and L2 language acquisition theory |
| Name neurolonquistics methods | 1. Cprellation of the location of brain damage with patterns of loss 2. Input to left vs rights visual/auditory field 3. mapping the brain surface during surgery (PET-scans; fMRI) |
| Broca´s areas deficiencies are: | Agrammatism and parabrasia |
| What are the functions of: 1. Broca´s area 2. Wernicke´s area 3. Geschwind´s territory 4. Fasciculus arcuatus | 1. Broca´s area (production of lang.) 2. Wernicke´s area (comprehending a lang.) 3. Geschwind´s territory (matching forms, meanings and functions) 4. Fasciculus arcuatus (connecting Broca's and Wernicke's areas, which are involved in producing and understanding language.) |
| Which centre is responsible for sending infromation to the articulatory organs? | Primary Motor Cortex |
| What is the function fo corpus callosum? | Connects R and L hemisphere |
| BRODMANN’S AREA | The Brodmann areas are a way of mapping the cortex and its distinguished functions. It shows that syntactic processing and semantic processing are somewhat different and occur in different parts of the brain |
| Critical Period Hypothesis | There is a period of growth in which full native competence is possible when acquiring a language. This period is from early childhood to adolescence. |
| What happens at the following stages (regarding brain development and acquiring a language): 1. 6-10 yrs 2. 11-13 yrs 3. After puberty | 6 – 10 yrs – predisposed for acquiring phonological aspects, prosody, intonation (primary school Ts should have excellent pronunciation) → acquisition of language through listening → CP for pronunciation o 11 – 13 yrs (pre-puberty) – you should start dealing with morpho-syntactic phenomena through patterning (they should be able to induce how past simple is created in English and be able to use it – simply by being exposed to it) → defects in morpho-syntactic area o After puberty – rule-based induction and deduction |
| Difference between learning STYLE X STRATEGY | Styles o more stable, products of the quality of our neural networks, they are unconscious, not going to change dramatically in the course of our lives, independent of the task itself (= you will solve the task in the very same style) and the environment, dependent on personality (style is one of the personality traits) Strategy o acquired, learnt - based on our learning experience – subconscious or conscious (depends on to what extent they are automatised) → less stable, may change not only because of age but because of different experience and we may find new strategy more effective |
| What are some typical features of: 1. Field dependent students 2. Field independent students | O Field-independent = highly analytic, ignoring potentially confusing information, self-reliant (don’t like GW) o Field-dependent = pay great attention to the context, like GW |
| Kolb´s learning style (2 dimensions and 4 types) | Vertically = how you perceive and prefer to learn information (concrete - experience x abstract - information) ▪ mathematicians - abstract o Horizontally = how you process information (observe = reflect x active experimentation = learning by doing) 4 learning styles: 1. Assimiliating, 2. Converging, 3. Accomodating, 4. Diverging |
| How should we construct: 1. Multiple choice questions 2. Open-cloze questions 3. Matching activities 4. T/F | How should we construct: 1. Multiple choice questions (distractors = should not attract Ss’ attention; the form should be the same for all the answers; DONT´s: Create items that are more difficult than the text; Base the correct answer on understanding one word/knowledge → it should not be clear what the correct answer is etc.) 2. Open-cloze questions ( You should specify what the Ss should fill in – it mustn’t be vague! Because then you cannot compare the Ss answers, you won’t find out whether your Ss know what you wanted to test because they will simple avoid it) 3. Matching activities (ng o Not the same number of items to be matched (3-3 will give them one answer for free, think about the results, 4-4 should be a better choice) 4. T/F (Use in exercises which you are not going to access (everyday exercises)) |
| What is SUMMATIVE X FORMATIVE assessment? | SUMMATIVE: Happens at the end of a course and focusses on the overall outcome (unrelated to a particular task and/or performance) o You’ll have several tasks and you’ll have to summarise it (at the end of a summit or terms) FORMATIVE: Is an ongoing process to help the L become more efficient (related to a particular task or set of tasks and/or performance) o Should be related to certain performance of the Ss, produced immediately (should include some advice – not only an analysis of what was wrong but also an advice on how to overlearn it or how to improve the score, how to learn it better, …) o It is usually more extensive |
| Qualitative vs. Quantitative assessment | Qualitative = written in words Quantitative = you assign a certain grade¨ |
| What is the purpose of 1. Placement test 2. Progress test 3. Achivement test 4. Proficiency test ( 5. Diagnostic test | 1. Placement test (You divide the Ss according to their lvl (based how well they do in the placement test) 2. Progress test (Assigned after certain unit in a certain aspect, e.g. a test covering/testing progress in terms of the use of present perfect tense) 3. Achivement test (Measures to what extent the Ss were able to achieve the prescribed/target lvl; Usually assigned at the end of the textbook (good textbooks provide achievement tests) 4. Proficiency test (Standardized to prove a lvl of proficiency, e.g. Cambridge exams) 5. Diagnostic test (Diagnose aptitude, learning styles or deficiencies) |
| What is: 1. Discrete point test 2. Integrative test 3. norm-referenced test 4. criterion-referenced test 5. indirect/direct test | What is: 1. Discrete point test - tests one item element (e.g. the item can focus on present perfect in multiple choice) 2. Integrative test - combine many lang elements and skills – writing composition, listening and taking notes, … proficeincy tests 3. norm-referenced test - we compare the test takers’ performance with respect to certain norm (the norm is distributed) and if your score is above a certain lvl (50%), it’s normalised and your score will be compared with the distribution 4. criterion-referenced test - FCE exam (criterion is the standard which is the B2 proficiency lvl according to CEFR – criterion) – descriptors which we need to observe when assessing the candidate and we assess the performance with respect to the criterion (B2 lvl descriptors) 5. indirect/direct test - – you can test present perfect by assigning a role play/you can test the present perfect directly e.g. through multiple choice |
| Describe: 1. Content validity 2. Criterial validity 3. Conceptual validity | Describe: 1. Content validity - representative content, provided by experts → You can create a nice test but if it does not cover the content you want to test, it’s not valid! 2. Criterial validity - correlation between a criterion and measured scores → You decide to test sth and you use a certain criteria –if the criteria are bad, then your assessment will not be valid (correlation needed) 3. Conceptual validity - correlation of an abstract concept and measured scores, foreign language anxiety → You decide to measure foreign lang. anxiety (abstract concept) – if the measure scores don’t correlate with the abstract concept (if the measure scores don’t reveal FLA, then your test is not valid! |
| With respect to RELIABILITY, explain the terms: 1. Dependability 2. Equivalence 3. Internal consisetncy 4. Rater consistency | 1. Dependability - correlation between test – retest results, correlation coefficients (you can depend on it through the time) 2. Equivalence - correlation between two and more test variants (you measurement tool will be sensitive and difficult in the very same way regardless of variants), 3. Internal consisetncy - a measure based on the correlations between different items on the same test 4. Rater consistency - = intra-rater and inter-rater reliability, “kappa” coefficients: Fleiss’ kappa, Cohen’s kappa, Scott’s pi,… → to be reliable raters, you have to prove your rater consistency with respect to other raters |
| What is: 1. Difficulty 2. Sensitivity of an item | 1. Difficulty - Pi = ni (how many correct answers you received – per 1 item) / N (in a group of Ss – N = all Ss) 2. Sensitivity - d = p’i – p”I (difference of 2 powers = the lvl of difficulty which you measured among the Ss with better scores or in the 1st half of the Ss who scored best and then you find the power in a group of the 2nd half of the Ss – the difference tells you the sensitivity) |
| What is the positive/negative washback effect? | Positive = it can be both! → e.g. motivational charge, if a S takes PET exam and succeeds, he/she would want to improve and move up the ladder (FCE → CAE → …) o Negative = depends on what the quality of the test and the whole process of testing is and what is done with the results of testing, how the results will be used in the future career, etc. |
| What is diagnosed in MLAT (modern language aptitude test)? | Phonemic coding ability (or decode) Grammatical sensitivity Inductive lang learning ability Associative memory |
| How can we objectivise subjective assessment? | AREA of ASSESSMENT – focus on competences (Communicative Lang. Learning) = these should be the area of assess. ▪ INDICATORS = descriptors (provide information on parameters of the competences) + scaling (you can measure to what extent the descriptor is satisfied) ▪ MARKING SCHEME – grade assigned to the total score (based on the score, you assign a grade) |
| What are the four competences and their indicators? | 1. Structural competence (accuracy, complexity) 2. Pragmatic competence (approprietness, adequacy, relevance) 3. Discourse competence (coherence, cohesion, consistency) 4. Strategic competence (fluency, comprehensibility, interactivity) |
| Name and explain NEGATIVE CRITEARIA in assessment | = penalize/impose a veto on a Ss’ performance – your performance can be excellent, but it will be inevitable to subtract some points o CONTENT FRAMEWORK = assigned topic (instead of talking about your holiday, you talked about your home) o FORMAT (letter x story) – instead of writing a story, you wrote a letter o EXTENT (word or time limit) |
| TIMING and test (reflective x impulsive learnerú | Reflective Ss – they check everything, their scores improve – they are able to reflect if they have enough time Impulsive Ss – provide correct answers first and then they try to correct themselves, their scores might decrease – it’s necessary to set the timing appropriately (properly) |
| How can we measure difficulty? | 1: CEFR standards (Waystage - A2, Treshold - B1, Vantage - B2) 2. Lexile units 3. Taxonomies |
| CEFR: descriptors x prescriptors | Descriptors (CEFR) = CEFR described (can-do statements, e.g. “at C1 level language users can ….) → they describe what you can do, what the user at a particular lvl can do BUT they do not prescribe much! Standards → prescriptors = more precise, what the Ss should really know(specific), |
| What are the levels of Bloom´s taxonomy? | 1. remember 2. understand 3. apply 4. analyse 5. evaluate 6. create |
| Pienemann (Hypothesis Space) | 1. unit 2. lemma to word 3. a word up to a simple sentence 4. Verb phrase processing 5. a complex and compound sentences up to a paragraph 6. paragraph and higher text units |
| Levels of control when accomplishing a task | 1. controlled 2. semi-controlled 3. uncontrolled |
| Which factors should Grading reflect | External factor, performance, effort, result |
| Name the grading norms: | 1. Criterial – standardized exam, there are strict criteria and we assess the Ss with regard to criteria (Cambridge, maturita) 2. Relative – comparing Ss (not fair because there will be Ss who would make the same effort, but their results would be different); You also apply this at standardized testing (Cambridge exams) 3. Individual – progress in time (difficult in single grading!! |
| What is ABSOLUTE X RELATIVE grading | 1. Absolute grading - you have a table and based on the score, the S is given a grade (you will make the criteria yourself before you assign the test, e.g. A will be assigned to those who score 45-50 points and therefore it would be excellent) 2. Relative grading - no scale based on points, you grade the best tests (As will be assigned to 15% of Ss) and then give the rest of the grades to the rest of the Ss → you will always have Ss who score A, B, … + if your Ss fail, you can change the absolute grading to relative grading (or just say you lost the tests lol) |
| What is GRADE INFLATION? | (a disservice for Ss in standardized testing) – when the T improves the S’s grade |
| Specific NEEDS vs DISORDERS | 1. needs - Ss have specific needs but they don’t suffer from any disorder 2. disorders - more serious state when your quality of life is diminished, when you’re limited in a way you find uncomfortable |
| SENDs diagnostics is being excecuted via 1. 2. 3. | 1. General IQ level test 2. Specific skill level test 3. Institunioliyed diagnostics (PPP) |
| A person has a learning difficulty or disability if he or she | O A) has a significantly greater difficulty in learning than the majority of others of the same age or o B) has a disability which prevents or hinders him/her from making use of facilities generally provided for others of the same age in a mainstream school |
| 4 CATEGORIES OF SENDs | 1. Cognition and Learning Difficulties 2. Social, Emotional and/or Mental Needs 3. Communication and Interaction Needs 4. Sensory and/or Physical Needs |
| What are the 3 ADHD characteristics? | 1. Impulsivity 2. hyperactvity 3. Inattention |
| 2 types of AUTISM SPECTRUM disorders and common problems of those suffering from it: | 1. Autistic disorder 2. Asperger syndrome problems with: Social interaction, verbal communication, nonverbal communication, repetitive behavior, atypical response to sensory experiences, obsessive routines, restricted range of interests |
| Criteria of giftedness | 1. Precocity 2. Independence 3. Passion to master |
| Techniques to work with learners with 1. Dyslexia 2. Asperger, ADHD 3. Autism, Dysgraphia | 1. Dyslexia - give them more time, ignore specific mistake, special ruler which covers the rest of the line 2. Asperger, ADHD - include structure in the lesson (let them know where they sit, what the lesson is going to be about, the tasks, etc.), more time, assign challenging tasks (not more tasks!! He/she needs to be challenged!) - it’s necessary to check their work!! to appreciate it 3. Autism, Dysgraphia - change seating (close to you), organize the work (structure, point, tell them what to focus on) |
| What can you do for SENDs in terms of GRAPHICS? | 1. Writing in PRINT 2. Highlighting (key words) 3. Appropriate font 4. Icons instead of directives 5. Writing into test assignments |