)test development efforts. As part of the foundation for the development of the next generation TOEFL test, papers and research reports were commissioned from experts within the fields of measurement, language teaching, and testing through the TOEFL 2000 project. The resulting critical reviews, expert opinions, and research results have helped to inform TOEFL program development efforts with respect to test construct, test user needs, and test delivery. Opinions expressed in these papers are those of the authors and do not necessarily reflect the views or intentions of the TOEFL program.These monographs are also of general scholarly interest, and the TOEFL program is pleased to make them available to colleagues in the fields of language teaching and testing and international student admissions in higher education.The TOEFL 2000 project was a broad effort under which language testing at Educational Testing Service ® (ETS ® ) would evolve into the 21st century. As a first step, the TOEFL program revised the Test of Spoken English™ (TSE ® ) and introduced a computer-based version of the TOEFL test. The revised TSE test, introduced in July 1995, is based on an underlying construct of communicative language ability and represents a process approach to test validation. The computer-based TOEFL test, introduced in 1998, took advantage of new forms of assessment and improved services made possible by computer-based testing, while also moving the program toward its longer-range goals, which included:• the development of a conceptual framework that takes into account models of communicative competence a research program that informs and supports this emerging framework a better understanding of the kinds of information test users need and want from the TOEFL test a better understanding of the technological capabilities for delivery of TOEFL tests into the next century Monographs 16 through 20 were the working papers that laid out the TOEFL 2000 conceptual frameworks with their accompanying research agendas. The initial framework document, Monograph 16, described the process by which the project was to move from identifying the test domain to building an empirically based interpretation of test scores. The subsequent framework documents, Monographs 17-20, extended the conceptual frameworks to the domains of reading, writing, listening, and speaking (both as independent and interdependent domains). These conceptual frameworks guided the research and prototyping studies described in subsequent monographs that resulted in the final test model. The culmination of the TOEFL 2000 project is the next generation TOEFL test that will be released in September 2005.As TOEFL 2000 projects are completed, monographs and research reports will continue to be released and public review of project work invited. TOEFL Program Educational Testing Service iii AbstractThis study was undertaken, in conjunction with other studies field-testing prototype tasks for a new Test of English as a Foreign Language™ (TOEFL ® ), to evaluate the content val...
Whereas traditional reading instruction methods advocate text-based questions to guide students' thinking from literal comprehension to critical understanding of text, reader-based instruction promotes the use of journal writing for guiding comprehension. Through response journals, students are able to construct their own meaning of the text, making connections between the text and their own lives. We conducted a study in 11th-grade literature classes to determine the types and depths of cognitive complexity that readers of high, average, and low reading ability would exhibit when given either text-based comprehension questions or reader-based journal response writing assignments. Quantitative and qualitative analyses revealed significant differences between the two groups in type and depth of cognitive complexity, engagement with the text, and metacognitive processing.Which helps readers develop a fuller understanding of literary text-teacherdirected questioning or student-directed self-questioning through dialogue journals? In this article, we argue for a reader-response approach to classroom instruction of literary text as an alternative to the traditional text-based questions that are commonly used as a comprehension strategy. Expressive journal writing not only offers a platform for cognitive complexity, but also allows for individual differences in comprehension development. COMPREHENDING LITERATURE THROUGH WRITINGWhen a student moves into the secondary grades, the reading demands placed on him or her are much more diverse than those in the earlier grades. ComThe authors would like to acknowledge the invaluable assistance of several people involved in this study: Janet Emig, for providing overall guidance; Patricia Tudor, for coding the writing samples; John Young, for providing statistical assistance; and, last but not least, the llth-
We propose introducing real world engineering designs and technology in classrooms where students are learning the basics of science and engineering. Students will work together to understand well-defined projects and further develop possible solutions. Though step-by-step instructions are not provided, students are guided whenever needed. Well defined designed parameters and limitations: IMPLEMENTATION OF EXPERIMENT-BASED PEDAGOGIES Cooperative learning (working together to solve a problem) and problem-based learning are often introduced for the first time in the senior design project, when students are tested on their ability to solve complex engineering problems. Students are given opportunities to practice what they learn and as they learn and use their education in practice. The measure of success includes knowledge acquisition, retention, problem formulation, thinking with reasoning and problem solving. We have developed hands-on experiments that can be integrated in mathematics extensive courses, such as Microwave and Antenna design.
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