教育硕士英语教程（第二版）课件汇 Unit 6 Educational Technology - Unit 10 Text A Unforgettable Miss Bessie

Unit6EducationalTechnologyTechnologiesthatStimulateActiveLearningByCommitteeonHowPeopleLearnIITextA目录IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningHowPeopleLearnIn2000,HowPeopleLearn:Brain,Mind,Experience,andSchool(ExpandedEdition)waspublishedanditsinfluencehasbeenwideanddeep.Thereportsummarizedinsightsonthenatureoflearninginschool-agedchildren;describedprinciplesforthedesignofeffectivelearningenvironments;andprovidedexamplesofhowthatcouldbeimplementedintheclassroom.Sincethen,researchershavecontinuedtoinvestigatethenatureoflearningandhavegeneratednewfindingsrelatedtotheneurologicalprocessesinvolvedinlearning,individualandculturalvariabilityrelatedtolearningandeducationaltechnologies.HowPeopleLearnII:Learners,Contexts,andCulturesprovidesamuch-neededupdateincorporatinginsightsgainedfromthisresearchoverthepastdecade.Thebookexpandsonthefoundationlaidoutinthe2000reportandtakesanin-depthlookattheconstellationofinfluencesthataffectindividuallearning./catalog/24783/how-people-learn-ii-learners-contexts-and-cultures

I.BackgroundSMALLab(StudentMultimediaAcceleratedLearningLab):Itisa3Dmixedrealitylearningenvironmentwherestudentsactivelyengageboththeirmindandbodytolearnnewand/orchallengingsubjects,ratherthansolelylisteningtolecturesand/orwatchingdemonstrations.It’sanapproachtoteachingwecallembodiedlearning.Installedinaclassroom,mediacenterorotherdesignatedspace,SMALLabtakesstudentsfrombehindtheirdesksandimmersestheminmorethana1,000interactive,standard-alignedlearningactivities.Studentsandteacherslovetheimmersiveexperience,andresearchconductedoverfiveyearsatArizonaStateUniversitydemonstratesSMALLabincreasesstudentachievement,improvesteacherperformance,anddrivesmorestudent-ledlearning./smallab

Learningtechnologyisatermthatdescribesawiderangeofcommunication,information,andtechnologytoolsusedforenhancingteaching,learning,andeducationalassessment.Thismayinvolvecomputer-basedand/oronlinelearningaswellasmultimediamaterialsthatsupplementcourseactivities.Nameanddescribeoneofthelearningtechnologiesyouhaveeverexperienced,andsayinwhatwaysitsupportsyourlearningexperience.DiscussionsII.Lead-inLearningtechnologiescanbecategorizedintovarioustypes,eachservingauniquepurposeintheeducationallandscape.E-learningPlatformshaverevolutionizededucationbymakingitavailableanytime,anywhere.MOOCs(MassiveOpenOnlineCourses)andLMS(LearningManagementSystems)areprimeexamples.MOOCsprovidefreeorlow-costcoursesfromtopuniversities,whileLMSplatformshelpeducatorsmanagecoursesandtrackstudentprogressefficiently.Thesetechnologiespromoteself-pacedlearningandfostercollaborationamongstudents.e.g.TED-Edprovidesengagingvideosonvarioussubjectswithfollow-upquestionstocheckifstudentsunderstandthecontent.TeacherscanuseTED-Edvideosintheirlessonsorfindextraresourcestosupporttheirteaching.Theycanalsocreatetheirlessonsbyputtingtogethervideoplaylistsonspecifictopics./report/chinese-online-learning-platforms/

MobileLearningAppsleveragesthepowerofsmartphonesandtabletstodelivereducationalcontent.Withtheriseofmobileapps,learninghasbecomemoreaccessibleandflexible.Imaginebeingabletostudywhilecommutingorbetweenmeetings./report/china-english-learning-apps/

e.g.KekeEnglishisAmobileappthatprovidescomprehensiveEnglishlearningmaterials,fromEnglishbookstoTEDtalks.Withtheapp,studentscanpracticespeaking,listening,reading,andwritingEnglish.TheappalsooffersonlinecoursesandotherresourcesformanypopularEnglishproficiencytestslikeTOEFLandIELTS.VirtualReality(VR)andAugmentedReality(AR)aretoolshelpfacilitateinteractivelearningexperiences.Studentsbenefitfromimmersivelearningopportunitiesastheyengageinsimulatedenvironments.Thesetoolscanalsohelpwithchallengingsubjects–turningacomplexsubjectintoanenjoyableexperience.ThePalaceMuseum

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e.g.ManymuseumsinChinaareprovidingmoreimmersiveexhibitionsthroughARandVRtechnologies.Newly-introducedARglassesareaddingmorelifeintoexhibitionsontheArchaeologicalRuinsofLiangzhuCity.Asvisitorswearthespecialpairofglasses,detailedinformationofeachrelicandothersupportingmessagesisdisplayed.Meanwhile,theARglassesareequippedwithaudiocommentary,allowingvisitorstolearnalongthetour.SanxingduiMuseumhasalsoopenedanonlineexhibitionhallwherevisitorscanviewtheexhibitsthroughVR.Questions0102“Learningtechnologiesopenupsignificantpossibilitiesforsupportinglearners”.Whatcanbethesepossibilities?Doyouholdapositiveornegativeviewtowardslearningtechnologies?Todayeducatorsgivemorecreditforstudent-ledlearning.Whydoyouthinkitisimportant?Whatroledoestheteacherplayinstudent-ledlearning?Whatroleandtowhatextentwilllearningtechnologiesplay?II.Lead-inPositiveNegativeflexibilityandconvenienceimprovedtechnologyskillsforthedigitaleraincreasedaccessto(high-quality,current)informationandresourcesstrengthenedcollaborationincreasedengagementandmotivationenhancedpersonalizedandactivelearningbetterassessmentandfeedback(easytotractprogress&behavior)…distractiondeclineinwritingandhandwritingskillsbiasandinaccuraciesinonlineinformationlessdirectsocialinteraction(lossofhumanconnection)fasterbutlessmemorablelearningoverrelianceontechnologyforassessmenttherisksoftechnologyaddictionforteachersandstudents…Student-ledlearningtheoryisalsocalledself-directedlearning.Thisisastudent-centeredandstudent-drivenmodeloflearningwherethestudentplans,conceptualizesthedesign,setsgoals,andevaluatestheoutcomestoseewhethertheirlearningexpectationsarebeingmet(Tekkol&Demirel,2018;Loeng,2020).Theteacherplaystheroleofencourager,facilitator,andadvocateforstudents.—createasupportiveenvironmentwherestudentsfeelcomfortableaskingquestionsandsharingtheirideas;—providefeedbacktothestudentsontheiracademicperformanceandencouragesthemtocontinuelearning;—provideopportunitiesforstudentstoparticipateinclassdiscussionsandactivities;—provideresourcesthatsupportstudentachievementanddevelopment;/blog/what-is-the-role-of-the-teacher-in-a-student-centered-classroom/#google_vignette

Technologyhasthepotentialtorevolutionizestudent-centeredlearningbyprovidingthetoolsandresourcesneededtocreateamorepersonalized,engaging,and

collaborativelearning

experience.—personalizationanddifferentiatedinstruction:

Technologyallowsteacherstotailorthelearningexperiencetoindividualstudent’sneedsandpreferences.Byofferingavarietyofcontentformats,resources,andlearningactivities,teacherscanaddressthediverseneedsoftheirstudentsandfacilitateamorepersonalizedlearningexperience.—activelearningandengagement:Student-centeredlearningemphasizesactiveparticipation,problem-solving,andcriticalthinking.Technologycanprovideinteractivetoolsandresourcesthatpromoteengagementandencouragestudentstoapplytheirknowledgeinreal-worldcontexts.—collaborationandcommunitybuilding:

Technologycanfosterasenseofcommunityintheclassroombyprovidingplatformsforcollaborationandteamwork.Studentscanworktogetheronprojects,participateinonlinediscussions,andshareresources,enablingthemtolearnfromoneanotheranddevelopastrongersenseofcommunity./the-role-of-the-teacher-in-student-centered-learning-how-to-be-an-effective-facilitator/

III.OverviewMainIdeaPart1:paragraph1Analyzethesentence:“Wewillfirstexaminethenatureoftheaffordancesoflearningtechnologiesandthenexploretechnologiesthatofferavarietyofpossibilitiesforstimulatingandengaginglearners.”“Expository”means“intendedtoexplainordescribesomething.”Anexpositoryessayprovidesaclear,focusedexplanationofaparticulartopic,process,orsetofideas.Itdoesn’tsetouttoproveapointbuttogiveaninformativeandbalancedviewofitssubjectmatter.Forstudents,expositoryessaysareusuallyshortassignmentsintendedtotestyourcompositionskillsoryourunderstandingofasubject.Theytendtoinvolvelessresearchandoriginalargumentsthanargumentativeessays.OrganizationPatternAnalysisIII.ExploringtheTextPart2AffordancesoflearningtechnologiesWhatdoestheterm“affordances”mean?Paraphrase&Translation

(Para.2)Anaffordancehasbeendefinedasafeatureorpropertyofanobjectthatmakespossibleaparticularwayofrelatingtotheobjectforthepersonwhousesit.i.e.Anaffordancehasbeenusedtorefertoafeatureorpropertyofanobject,andthisfeatureorpropertyallowstheuseroftheobjecttohavethepossibilitytodosomething(withit)inaparticularway.可供性被定义为对象物的某种特征或属性，它为使用者提供一种可能的特殊方式去使用对象物。Inthispart,eighttechnologicalaffordancesthatsupportlearningatdeeperlevelshavebeenexplained.Understandthemeaningofeach

affordanceinteractivity:adaptivity:feedback:choice:nonlinearaccess:linkedrepresentations:open-endedlearnerinput:communicationwithotherpeople:Vocabulary(Keywords)interactivity:respondto(inresponseto)theactions;immerseadaptivity:informationcontingenton…;onthepartoffeedback:qualityofperformanceandhowtoimprove;extendchoice:option;regulate;instruction-oriented;explore(exploration)nonlinearaccess:deviatefromasetorder;byvirtueoflinkedrepresentations:conceptual;cognitiveflexibility;encodingvariabilityopen-endedlearnerinput:formsofopen-endedcommunicationcommunicationwithotherpeople:rangefrompeerstosubject-matterexperts;computer-medicatedcommunication;collaborativelearning;crowdsourcingSentenceAnalysis&Translation(Para.7)Thetechnologyallowsthelearnertoselectorreceivelearningactivitiesinanorderthatdeviatesfromasetorder.Manycommerciallearningtechnologiesofferalinearpresentationinwhichmaterialandmajorconceptsareexperiencedinthesameorderbyalllearners.However,othertechnologiesprovidenonlinearaccesstoinformation:theorderofpresentationdependsonthelearners’choicesorvariesbyvirtueofintelligentadaptivity.技术允许学习者不按照设定的顺序选择或开展学习活动。许多商业学习技术会提供线性呈现方式，即所有学习者按照相同的顺序学习材料和主要概念。但是也有的技术能够提供信息的非线性访取，即呈现顺序取决于学习者的选择或者借助智能自适应调整。Part3Empoweringlearnersasproducersandcreators(P123)ComprehendingtheTextFillinthetabletounderstandhowthelearningtechnologiesmentionedempowerlearnerstobetheproducersandcreators.TechnologieswaystoempowerlearnersexamplesandapproachestheInternetparagraphs___to___forlearnerstocreatecontent,collaborate,andcritiquetheideasandworksofothersrelatingtoanytopicforlearnerstoconnectwithacommunityworld-wideknowledgeableforaveryspecializedtopicanddeveloprealexpertiseonlinelearningactivity:forlearnerstodevelopidentity,self-concept,andmotivationtolearnWikipedia:authorshipprovidedprimarilybyvolunteersYouTube:foramateurstodevelopfreelearningappsandotherresourcesTechnologieswaystoempowerlearnersexamplesandapproachesmaking(digitalmaking)paragraphs___to___embodiedcognitionparagraphs___to___toengagelearnersindevelopingtheirownunderstandingofadomainthroughdoingtobeshapedbyeveryaspectoflearner’sexperiencethroughtheirbodilyandwaysthebodyinteractswithitsenvironmentDesignTechHighSchool:forlearnerstoidentifyaproblemandusesoftwareandperipheralstodesignandprototypeasolutionWearabletechnologyprojects:usematerialsindesignsthatrespondtostudent-generatedproblemsSMALLab:amixed-realityenvironmentforstudent-centeredlearningTechnologieswaystoempowerlearnersexamplesandapproachesconversationalagenttoengagethelearnerindialogues(trialogue)thatpromotereasoning,socialinteraction,consciousdeliberation,andmodellearningasingleagent:serveasatutororapeertothelearneranensembleofagents:setupavarietyofsocialsituations,e.g.topullthelearnerintoactivecontributionsthroughactionsandsocialcommunicationSentenceAnalysis&Translation(Para.13)Afewstudiessuggestthatonlinelearningactivitycanplayaroleinthedevelopmentofalearner’sidentity,self-concept,andmotivationtolearn.Areviewofprogramsthatprovidemedia-richexperiencesafterschoolindicatesthatsuchactivitiescontributetoastudent’ssocialandemotionalgrowth;persistenceinthefaceofobstacles;andskillsthatsupportcollaboration,provisionofmutualsupport,andinquiry.一些研究表明，在线学习活动能够在学习者的身份建构、自我概念、学习动机的发展方面发挥作用。一项对在课后提供丰富媒体经历的学习项目的评述报告表明，这些活动有助于学生的社会性发展和情感发展，在困难面前坚持不懈，以及具备支持协作、提供相互支持和开展探究的技能。(Para.17)Theresultsofthisparticulartestoftrialoguewithconversationalagentsshoweddeeper,conceptuallearningbythestudentinconditionswherethetwoagentsdisagreed,especiallyforstudentswhoexperiencedconfusion.对这种会话代理的三方对话进行测试的结果表明，在两个代理意见有分歧的情况下，学生,特别是经历过困惑的学生,会有更深入的概念性学习。Vocabulary&Expressionsexpertisevs.

amateurblurtheboundarybetween…and…allowforengageinbeintertwinedwithdeliberationanensembleoffidelityConclusionPart4:paragraph19Analyzethesentence:“Decisionmakersresponsibleforinvestmentsintechnologyneedevidenceaboutthemanyfactorsthatcanaffectimplementationofinstructionaltechnologiesonalargescale.”V.SummaryWritea200-wordsummaryofthearticle.SummaryThearticle"TechnologiesthatStimulateActiveLearning",selectedfromHowPeopleLearnII,examinesthenatureofaffordancesoflearningtechnologiesandexploressomelearningtechnologiesintheirwaysofstimulatingandengaginglearners.Thedefinitionofaffordancesisclarifiedbeforeeightfeaturesoftechnologicalaffordancesthatsupportlearningatdeeperlevelsareexplained.Theyareinteractivity,adaptivity,feedback,choice,nonlinearaccess,linkedrepresentations,open-endedlearnerinput,andcommunicationwithotherpeople.Then,thearticleaddressesthewaysthatsomedigitaltechnologiesempowerlearnerstobeproducersandcreators.Forexample,theInternetallowspeoplewithoutprogrammingskillstocreateandpostcontenttobeshared,makingengagesstudentsindevelopingtheirownunderstandingofadomainthroughdoing,embodiedcognitionisusedtocreatemixed-realityenvironmentforstudent-centeredlearning,andconversationalagentsaredesignedtoengagethelearnerindialoguesthatpromotereasoning,socialinteraction,consciousdeliberation,andmodellearning.Thearticlefinallyadvocatesthatpeoplefindevidenceaboutfactorsthatcanaffectthewideimplementationofinstructionaltechnologies.VI.CriticalReadingandReflectionTheeffectivenessoflearningtechnologydependsonmanyfactors,suchasthegoalsforlearning,contexts,thetypeofcontenttobelearned,characteristicsoflearners,andthesupportsavailableforlearnersandinstructors,etc.Readtheexampletechnologiesthat“empoweringlearnersasproducersandcreators”again.ChooseONEofthetechnologiesanddesignONEactivity(task)inwhichthetechnologycanbeappliedinreallearningandinstruction

settings.Youneedtogiveconcernstotheabove5factorsandanyothersyouthinkitisimportant.ABriefDescriptionoftheActivity—Thetechnologyinvolved:—Thegoalforlearning:—Thecontext:—Thetypeofcontenttobelearned:—Characteristicsoflearners:—Thesupportsavailableforlearnersandinstructors:—Others:VI.ExtendedLearningTheOriginalChapterCommitteeonHowPeopleLearnII(2018).HowPeopleLearnII:Learners,Contexts,andCultures.TheNationalAcademiesPress.ThetextisselectedfromtheChapter8DigitalTechnologyofthisbook.Becauseofthelimitedspace,wehavetoleaveoutalotofdetaileddescriptionandcasesofmorelearningtechnologies.Itisgoingtobeaninterestingexplorationtotheoriginalchaptertohelpunderstandtheselectedpartinamuchbroadpicture.RecommendedReadingHuangR.H.,Spector,M.J.,&Yang,J.f.(2019).Educationaltechnology:Aprimerforthe21stcentury.Springer.It’sanEnglishbookcompliedbyaChineseteamfromtheSmartLearningInstituteatBeijingNormalUniversity.Sinceitisacompilationoflecturenotesineducationaltechnologyforundergraduatestudentsofrelevantfields,thebookservesasagoodintroductionbyprovidingtheoreticalsupportandpracticalcasestohelpunderstandhighlightedissuesconcerningeducationaltechnologies.Itiseasyreading,anditprovidesabundantlearningsourcesandreferences.TopTrendsinEducationalTechnologyin2024(/blog/tpost/et4lt9gm91-top-trends-in-educational-technology-in)Anarticleupdatesusthelatesttrendsofeducationaltechnologyinthecomingyears.EmergingTechnologiesandCreativityResearchLab,

CollegeofeducationandHumanSciences,OklahomaStateUniversity(/)Theblogoffersresearchesconcerningtheapplicationsofsomecutting-edgeeducationaltechnologies.Interesting

websourcesWhyChangeClassroomAssessment?

ByLornaEarlandStevenKatzUnit7目录IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningIBackgroundAbouttheauthorLornaEarlLornaM.EarlisadirectorofAporiaConsultingLtd.andaretiredassociateprofessorfromtheDepartmentofTheoryandPolicyStudiesattheOntarioInstituteforStudiesinEducationoftheUniversityofToronto.ShewasthefirstdirectorofassessmentfortheOntarioEducationQualityandAccountabilityOffice,andsheasbeenaresearcherandresearchdirectorinschooldistrictsforover20years.IBackgroundAbouttheauthorStevenKatzStevenKatzisthedirectorofAporiaConsultingLtd.andafacultymemberintheAppliedPsychologyandHumanDevelopmentattheOntarioInstituteforStudiesinEducationoftheUniversityofToronto(OISE,UT),whereheteachesintheChildStudyandEducationgraduateprogram.Hisareasofexpertiseincludecognitionandlearning,teachereducation,networkedlearningcommunities,leadingprofessionallearning,andevidence-informeddecisionmakingforschoolimprovement.Whateffectsdohigh-stakestestshaveonyourteachingandstudents'learning?II.Lead-inquestionPossiblechallengeswithclassroomassessmentOnlineAssessment1.

Encountertechnicaldifficulties2.

Timetouploadthequestionsandtimetouploadtheimages3.

Framingpapersisdifficultforteachers4.

Unfamiliarityinhowtocompletetheassessment5.AnsweringsubjectivetypequestionsposedproblemstomiddleandhighschoolOfflineAssessment1.

TimeManagement2.

Planningahead/studyskills3.

Paucityoftimetopracticeinclass4.

Ongoingassessmentistime-consuming5.

PersonalizedattentionandpickingthelearninggaptediousWhatchallengesdoyoufaceindoingclassroomassessment?II.Lead-inDiscussionWhatqualitiesaremostimportantforformalschoolingtodevelopforstudentsofthe21stcentury?Shouldtraditionalwaysofclassroomassessmentbechangedtocaterforthechanges?0102DiscussionOrganizationPatternAnalysisIII.Overview:UnderstandingthewritingtechniquesTheorganizationpatternofthearticleisprimarilycause-and-effectwithelementsofchronologicalorderandproblem-solution.Introduction(Cause):Thearticlebeginsbydiscussingthesocietalchangesthathaveinfluencedtheneedforreevaluatingclassroomassessment.Itsetsthestagebypresentingthecontextandhistoricalperspectiveonclassroomassessment,highlightinghowsociety'schangingdemandsaffecteducation.HistoricalContext(ChronologicalOrder):Thearticlemovesontodescribethetraditionalviewofclassroomassessment,explainingitspurposethroughoutthe20thcentury.Ittracestheevolutionofassessmentmethods,fromafocusontestingtotheintroductionofnewtypesofassessmentssuchasformativeandsummativeassessment.CurrentSituation(Cause-and-Effect):Thearticleexaminestheeffectsofthesesocietalchangesonassessmentpractices.Forinstance,associetydemandsmorefromstudents,educatorsfacechallengesinassessingstudents'progress,highlightinghowtheseevolvingneedshavereshapedassessmentstrategies.EvidenceandImpact(Cause-and-Effect):Akeysectionofthearticlediscusseshowdifferenttypesofassessmentshavebeenshowntoimpactlearning.Itconnectstheuseofongoingandvariedassessmentmethodswithimprovedstudentachievementandcognitivedevelopment.Thisisanexampleofcause-and-effect,asitoutlineshowcertainpracticesleadtobetteroutcomesinlearning.PrinciplesofQualityAssessment(Problem-Solution):Thefinalpartofthearticlediscussestheprinciplesofqualityassessment,outliningkeyconceptssuchasreliability,validity,andrecord-keeping.Itexplainsthecriteriathatensurehigh-qualityassessmentsandaddressespotentialproblems,offeringsolutionstoimprovetheassessmentprocess.IV.ExploringtheTextTextOverviewThepassagebeginsbyexplainingwhyclassroomassessmentneedstoevolveinresponsetothechangingnatureofsociety.Itcontrastshistoricalandcurrentviewsoflearningandassessment,suggestingthatashiftineducationalphilosophyisnecessaryduetosocietal,technological,andcognitivechanges."Part1:Paragraphs1-52.VocabularyandWordChoices3.SentenceStructureandComplexityPart1:

Paragraphs1

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52.VocabularyandWordChoicesPotentiallyChallengingVocabularyFacedwith:Aphrasalverbthatmeans"tobeconfrontedwith.“Massive:Meaninglarge-scaleorsignificant.Cultural,social,economic,political,environmental,andtechnologicalchanges:Theseareallabstractconcepts.It’simportantforstudentstograspthattheserepresentbroadcategoriesofchangesthathaveoccurredinsociety.Facetsofschooling:"Facet"referstooneaspectorpartofawhole.UnderstandingthiswordmaybechallengingforESLlearnersbecauseitislesscommonandabstract.Mechanism:Inthiscontext,itreferstoasystemormethodusedforapurpose(classroomassessmentinthiscase).Predictablepattern:Thisreferstosomethingthathappensinaregular,expectedway.It’simportanttoteachthecontrastbetween"predictable"and"unpredictable"patternsineducationalsettings.Judgements:Thismeansopinionsordecisions,especiallyaboutthesuccessorfailureofstudents.Cognitivescience:Referstothestudyofthemindandlearning,whichmightrequireclarificationforstudentsunfamiliarwiththisfield.Atomizedbitsofknowledge:Thisphrasereferstofragmentedpiecesofinformation,whichmightbedifficultforstudentstofullycomprehend."Atomized"heremeansseparatedorisolated.3.SentenceStructureandComplexityThetextusesacombinationofcomplexsentenceswithsubordinateclauses,whichcouldbechallengingforESLlearners.Forexample:“Associetychanges,educatorsfindthemselvesfacedwiththetaskofcreatingschoolsthatwillservetheirstudentswell,eveniftheyareuncertainaboutthenatureofthesocietythattheirstudentswillfaceinthefuture.”Thissentencecontainsacomplexstructurewitharelativeclause("thatwillservetheirstudentswell")andaconditionalphrase("eveniftheyareuncertain").ESLstudentsmayneedguidanceonhowtobreakdownthisstructure."Learningwaslongthoughttobeanaccumulationofatomizedbitsofknowledgethataresequenced,hierarchical,andneedtobeexplicitlytaughtandreinforced.“Theverbphrase"waslongthoughttobe"isapassiveconstructionthatmightbedifficultforESLlearnerstointerpret.Additionally,thesentenceusesmultipleadjectivestodescribe"knowledge,"whichcouldbecomplexforstudentstofollow.IV.ExploringtheTextPart2:

Paragraphs6–

9TextOverviewThissectionoutlinestheevolutionofclassroomassessmentpracticesfromtheearly20thcenturytothepresent.Itexplainshowsocietalchangeshaveshapedassessmentmethods,reflectingshiftingeducationalgoals,suchastheroleofschoolinginsocialmobilityandthepreparationofstudentsformodernchallenges.2.VocabularyandWordChoicesPotentiallyChallengingVocabularyFormalandinformalassessment:ESLstudentsmayneedclarificationonthedifferencebetweenthesetwo."Formal"assessmentusuallyreferstostandardizedtests,while"informal"mightinvolveobservations,discussions,orhomework.Advent:Referstothebeginningorarrivalofsomething,oftenusedinhistoricalorformalcontexts(e.g.,"theadventofuniversalschooling").Socialmobility:Referstotheabilityofindividualsorgroupstomoveupordownthesocialandeconomicladder.ThismightbeanewconceptforsomeESLlearners,especiallythoseunfamiliarwithWesternconceptsofclassorsocialstructure.Jurisdictions:Thistermreferstoareasgovernedbyspecificlawsorregulations.ESLlearnersmayfindthisconceptabstract,especiallyiftheyareunfamiliarwithlegalorgovernmentalcontexts.Standardizedtestingprograms:Referstouniformtestsadministeredacrossdifferentgroupsofstudentstoassessperformance.ThisisanimportantconceptineducationalsystemslikethoseintheU.S.andotherWesterncountries.Formativeassessment:Thisreferstoassessmentsthatoccurduringinstructiontoinformteachingandlearningprocesses.Summativeassessment:Theseassessmentstakeplaceattheendofateachingperiodtoevaluatetheoverallprogressorperformanceofstudents.3.SentenceStructureandComplexity"Withtheadventofuniversalschoolingattheturnofthe20thcentury,childrenwereexpectedtoattendschooltolearnbasicskills.“Thissentencehasaprepositionalphrase("attheturnofthe20thcentury")andapassivestructure("childrenwereexpected").ESLlearnersmightn