Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f9MNe6027028; Mon, 22 Oct 2001 19:40:06 -0400 (EDT) Date: Mon, 22 Oct 2001 19:40:06 -0400 (EDT) Message-Id: <EAECJLJHIHBGAMHJKLPEAEPGCIAA.tbr202@nyu.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Tommy B. McDonell" <tbr202@nyu.edu> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:2082] online assessment X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1094 Lines: 39 I am trying to find out who out there in the academic community actually has experience with language assessment via the web. I would be interested in knowing which of the following approaches to on-line assessment any of you have applied to the courses you work with or teach through distance learning and with what results: 1. analytic or atomistic (assessing individual features of language e.g., grammatical endings, lexical items, etc.), 2. high degree of structure in the item and tasks (e.g., multiple-choice) 3. holistic (assessing integrated skills), 4. open (e.g., essays), 5. oral communication on line (e.g., audio and/or video interviews, role play, etc.), 6. peer assessment of results, 7. self-assessment of results, 8. collaborative responses, 9. online dialog and debate, role plays, 10. portfolios, 11. journals. Ms. Tommy B. McDonell Adjunct, Marymount Manhattan College; ESL and Educational Technology Consulting for Pace University,NYC's Public Library's Click On @ the Library Program and others. Tommy.McDonell@nyu.edu h:212-414-8513 before 9:30 PM
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