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1 favorite/ essential quote, types of listening, micro and macroskills of listening, a continuum of assessment, a picture of one assessment/ example.

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1 favorite/ essential quote, types of speaking, micro and macroskills of speaking, a continuum of assessments , a picture of one assessment/ example.

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1 favorite/ essential quote, genres of reading, micro, macroskills and strategies of reading, a continuum of assessments, and a picture of one assessment/ example.

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1 favorite/ essential quote, genres of writing, micro, macroskills and strategies related to writing, a continuum of assessments, and a picture of one assessment/ example.

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Quote: “Listening often plays second fiddle to its counterpart, speaking…perhaps the cause lies in a universal biases towards speaking.” Page 128

5 Types of Listening:
1. Intensive
2. Responsive
3. Selective
4. Extensive
5. Interactive

Micro/Macroskills
“Listening is not simply a linear process of recording strings of language as they are transmitted into our brains- 17 objectives to assess-  Microskills & Macroskills. page 135

Example of Selective Listening Assessment Question, Page 141 :

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"No speaking task is capable of isolating the single skill of oral production. Concurrent involvement of the additional performance of aural comprehension, and possibly reading, is usually necessary."
1. Imitative
2. Intensive
3. Responsive
4. Interactive
5. Extensive
Microskills include the skills that allow a person to physically construct speech, as well as the skills required to monitor what one is saying.
Macroskills include conveying meaning using body language or other non-verbal signals and adapting one's speech to the current social situation.

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"all of these require language user to engage in parallel processing"  I like that phrasing of the concept.

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Imitative - the ability to imitate a word or phrase.

Intensive - Being aware of semantic properties to respond and interact at minimal.

Responsive - Include interaction and test comprehensio; standard greetings and small talk, simple requests and comments, and the like.

Interactive - interpersonal exchanges,

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Favorite/essential quote: “Reading aloud is somewhat inauthentic in that we seldom read anything aloud to someone else in the real world” (p. 164).

There are four basic types of speaking: imitative, intensive, responsive/interactive, and extensive.

The micro and macroskills of speaking include the production of different phonemes, lengths of words, rates of delivery, using appropriate styles, and conveying nonverbal cues along with verbal language, to name a few.

The continuum of assessments includes imitative speaking, which relies on imitation tasks. Intensive speaking, which has the test-taker produce short snippets of discourse. Responsive speaking, which involves short interactions. Interactive speaking, that has longer lengths of interactive discourse. And finally, extensive speaking, which involves complex and much longer discourse.

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Assessing reading consists of assessing strategies reader use (or don't use) to achieve text comprehension

There are 4 different types of reading performance: perceptive, interactive, selective, and extensive

Various assessments can include: read alouds, using picture-task cards, multiple choice, matching tasks, and editing tasks.

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deQuote: " First, they need to master fundamental bottom-up processing for separate letters, words, and phrases as well as conceptually driven top-down processes, for comprehension."  pg 195-196

Genres:
academic reading
job-related reading
personal reading

micro:
-breaking down sounds,  letters,
-recognize core words
-meaning may come from different grammatical forms
-recognize differences in written language devices

macro:
-recognize rhetorical forms, communicative functions
-infer context and links between events or cause and effect
-distinguish between literal and figurative
-interpret cultural references
-use reading strategies

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"In the assessment of oral production, the more open-ended test tasks are, the greater the challenge in scoring as a result of the test-taker’s freedom of choice" (p.157). I think this is interesting because as you increase authenticity and provide more choice (which is important for applying the UDL framework), you're probably allowing for more open-ended responses, which are more difficult to score.

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Quote:

The content validity of an assessment procedure is largely established through the genre  of a text.

Genres:

Academic reading (essay, textbooks, magazines )

Job-related reading (letters/emails, financial documents, directions)

personal reading ( Email, greeting cards)

Micro-skills: focus on word and grammar level, recognize and interpret word

Macro-skills: focus on meaning level, including recognize the communicative functions of written texts, infer and distinguish meaning, develop and use reading strategies

Strategies: skim and scan the text

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"Every teacher of language knows that one’s oral production ability—other than monologues, speeches, reading aloud, and the like—is only as good as one’s listening comprehension ability."

5 Types of Listening:
1. Intensive
2. Responsive
3. Selective
4. Extensive
5. Interactive

Micro/Macro
Understanding different parts of speech/versus contextual knowledge.

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Ordering task for intensive/controlled writing