Download A Key to Chinese Speech and Writing: Vol. I by Joel Bellassen, Zhang Pengpeng, Joel Bellasen PDF

By Joel Bellassen, Zhang Pengpeng, Joel Bellasen

This introductory direction not just serves as a textbook but in addition as a advisor which, via quite a few routes (etymology, semantics, linguistics, pictures and culture), can help imagine in chinese language. the purpose of this path is to offer the chinese because it is: an international of indicators with their beginning and the good judgment in their composition, represented by way of the main usually used ones. The four hundred characters featured in quantity 1 will make it easier to realize at the least 70% of the characters utilized in books and newspapers.

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Extra info for A Key to Chinese Speech and Writing: Vol. I

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24 ◆ Making an Evaluation Plan However, traditional testing is limited in what it can achieve. As teachers survey the curriculum map they have produced, they discover that some of the check marks they have written simply do not lend themselves to a multiple-choice or short-answer test. What kind of test, for example, could one construct that would assess students on the communication of ideas? Or on the use of models and tools? Moreover, many educators argue that the use of traditional tests, even in those areas of the curriculum where they seem to be best suited, can do actual harm because some students, and their teachers, confuse procedural knowledge with conceptual understanding.

Often standards that begin with the word “understand” are a good fit for a performance task. In the design of performance tasks, a number of factors must be taken into consideration to achieve these ends. These are described in this chapter. Size of Performance Tasks Performance tasks may be large or small. Unique among assessment types, large tasks often take on many of the characteristics of instructional units in that students learn from engaging in the task. Large tasks, commonly referred to as projects, may require a week or more to complete.

Once revised, the task is ready for the formal process of rubric design discussed in Chapter 7. However, teachers should be aware that the task may need further revision after the scoring rubric is written; that exercise frequently reveals inadequacies (usually minor) in the task itself. ) Directions to the students: Criteria to be used to evaluate student responses: 40 ◆ Creating and Adapting Performance Tasks Adapting Existing Performance Tasks Often, you can save time and effort by adapting an existing task for your own use.

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