Teaching and Learning to the Highest Levels of Language Proficiency - Sharings from the Journal of Distinguished Language Proficiency and More (Corin & Entis)

 

  


Available for download, article from JDLS 8: "Protocol-Based Formative Assessment: Evolution and Revolution at the Defense Language Institute Foreign Language Center" (Andrew R. Corin and Sergey Entis).

Abstract:

Protocol-based formative assessment (PBFA) can be a powerful tool for enhancing learning and diagnosing learning challenges. Yet there is an inherent tension between effectiveness and efficiency in the delivery of PBFA. This can be addressed through a variety of strategies: “rationing” PBFA to instances of individual learning difficulties; applying PBFA to all students but in fewer instances; or by engineering greater efficiency into the protocol. Regardless of the strategy adopted, it is taken for granted that PBFA should be maximally integrated with instruction-based formative assessment (IBFA) as an integral component of day-to-day classroom instruction. This article articulates the dilemma as it developed at the Defense Language Institute Foreign Language Center (DLIFLC) between 1989 and 2015 and the path pursued to overcome it through re-design of PBFA.

Keywords: diagnostic assessment; formative assessment; dynamic assessment; zone of proximal development; learner variables; learning styles; text typology; language proficiency; world language education; foreign language learning; Defense Language Institute Foreign Language Center.


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Amazon is selling issues 7 and 8.

For more posts about the JDLS, click HERE.

If you have a post to contribute to the Thursday high-level-language-proficiency topic, we would love to see it. Please send it to editor@msipress.com.


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