Authenticity in Education (1998)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

A

1991). Authentic Listening: Four Annotated Bibliographies (within an ESL Media and Materials Fair Context).

________. (1994). Authentic Task Development Records Selected from Those Submitted by Participants at the Integrated and Applied Curricula Conferences (February 2-3 and 15-16, 1994). Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This document contains 88 authentic task development records that were selected from those developed by teams of secondary and postsecondary teachers at a conference to familiarize educators with Wisconsin's new performance-based assessment system. Presented first is an annotated list of the 17 Wisconsin Learner Outcomes that served as the foundation for Wisconsin's performance-based assessment system and for the task records presented. The remainder of the document is devoted to the task records, of which 34 were developed by discipline-specific teams and 54 were developed by interdisciplinary teams. Each record has the following components: learner outcome addressed, primary enablers, task, evaluation, desirable task characteristics, estimated time required, and name of preparer. Among the objectives of the tasks described in the task records are the following: revise products/performances/systems/ideas in response to relevant information; make informed decisions by examining alternatives and anticipating consequences of actions; achieve desired results by interpreting and executing instructions/plans/models/diagrams; recognize/devise systems and describe their interdependence; create high quality products/processes/performances to meet needs; respond to the aesthetic, intellectual, and emotional aspects of an event/performance/product; transfer learning to another context; recognize/define/solve problems; recognize/communicate strategies for accomplishing objectives; work in groups to accomplish a goal; develop/test a hypothesis; and identify/pursue compelling personal interests/goals; and recognize the influence of diverse cultural perspectives on human thought/behavior. (MN) ED395201

A study investigated what conscious listening strategies second language learners use when listening to authentic texts. Subjects were six college students of intermediate Spanish. They listened to three authentic audio and three authentic video texts. The introspective commentaries of the subjects on one of the video texts are discussed here. Subjects viewed the tape as much as desired and were allowed to take notes, while listening for details to answer five specific questions. They were advised to think about and comment on how they were processing information. Responses are analyzed for each question separately, focusing on the types of processing used by each student. It was found that the subjects used a variety of strategies for comprehending the text and answering detail questions, including paying continuous attention, previewing, recognizing key words, using background knowledge, taking advantage of text length to absorb content, using pauses to think about what they had heard, focusing on redundancy, and taking notes. It is concluded that the attention, motivation, and comprehension associated here with use of authentic videos indicates little harm and much advantage in their use in the second language classroom. A brief bibliography is included. (MSE) ED340220

Allen, E. D., & Others, A. (1988). Comprehension and Text Genre: An Analysis of Secondary School Foreign Language Readers. Modern Language Journal v72 n2 p163-72 Sum 1988. More than 1,500 high school foreign language students were tested for comprehension of authentic texts. First- through fifth-year French, German, and Spanish students read texts of the types mentioned in the ACTFL Proficiency Guidelines at the intermediate and intermediate high levels. All students captured some meaning from each of the texts. (LMO) UMI EJ375149

Allen, J., & Others, A. (1995). Exploring Blue Highways: Literacy Reform, School Change, and the Creation of Learning Communities. New York Not available from EDRS. Document Not Available from EDRS. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3473-X, $18.95; clothbound: ISBN-0-8077-3474-8, $41). Report/ISSN: ISBN-0-8077-3473-X. This book shows how teacher research and reform can positively change both teachers and students, making them better readers, writers, and learners. Two elementary schools in Georgia, serving students in a poor area that lacks educational resources, are the focus of the Kings Bridge Road Research Team, a group composed of public school teachers, administrators, and university staff. The 11 chapters of this book contributed by members of this team are: (1) "Discovering New Routes to Literacy and Learning" (JoBeth Allen, Frances Hensley, Terry Wood, and Jane Rogers); (2) "Evolving Research Communities" (JoBeth Allen, Marilynn Cary, and Frances Hensley); (3) "Teaching, Learning, and Partnerships: Strategies for Including Special Needs Students" (Jan Kimbrell-Lee and Terry Wood); (4) "Being Somebody Else: Informed Drama in the Fourth Grade" (Carol Carr Kieffer); "The Playground Experience" (Ruth Rowland); (6) "A Schoolwide Study of Assessment Alternatives" (Gwen Bailey); (7) "Developing Portfolio Processes: 'If You Don't Have Anything in There, You Can't Do This'" (Linda Morrison and Ronald Kieffer); (8) "Whole Language, Media Centers, and Classroom Libraries: Research in Action" (Lisa James Delgado, Mary Jane Hilley, Melvin Bowie, and JoBeth Allen); "A Communication Triple Crown: Making Home-School Connections Among Parents, Students, and Teachers" (Jennifer White); (10) "New Pathways to Literacy: A Reflective Look at a First-Year Pre-kindergarten Program" (Marilynn Cary, Lori Davis, and Janet Benton); and (11) "Make Learning Funner, So People Want to Learn: A Longitudinal Study of Students' Perceptions About Schooling" (Lolita Brown, Lori Davis, Patty Griffith, Cheryl Poponi, Dorothy Rice, Jane Rogers, Holly Ward, and Jennifer White). The conclusion is titled "Action Research: Where's the Action?" (Contains 110 references.) (JLS) ED400244

Altman, R. (1990). Toward a New Video Pedagogy: The Role of Schema Theory and Discourse Analysis. IALL Journal of Language Learning Technologies v23 n1 p9-16 Win 1990. Discusses how schema theory and discourse analysis together form an especially strong theoretical framework for the use of video in the second-language classroom. (Author/OD) EJ411884

Ancess, J., & Darling-Hammond, L. (1994). Authentic Teaching, Learning, and Assessment with New English Learners at International High School. A Series on Authentic Assessment and Accountability. New York Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8). International High School, New York (New York) is a secondary school for students who have been in the United States less than 4 years and who score below the 20th percentile on an English language proficiency test. The 310 students of 1988 came from 37 nations, and spoke 32 languages. An evaluation conducted in the 1991-92 school year indicates why this school is successful in keeping students, all of whom are considered at-risk in school until graduation. Classroom observation, portfolio committee conferences, interviews with faculty and students, and review of school documents, portfolios, and curricula show that the school is committed to a collaborative, experiential approach that combines reflection and authentic assessment with instruction. Developing English skills while using the native language as a resource for the student and society, using multiple learning contexts, providing career education, and involving teachers in decision making were cornerstones of the school's success. Five exhibits are samples of student work. Two tables present data about the school. (Contains 12 references.) (SLD) ED378216

Ancess, J., & Darling-Hammond, L. (1994). The Senior Project: Authentic Assessment at Hodgson Vocational/Technical High School. A Series on Authentic Assessment and Accountability. New York Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8). Hodgson Vocational Technical High School, New Castle County (Delaware), has recently converted from being a shared-time vocational center to being a full-time academic-vocational-technical school. As part of its restructuring, the school instituted a Senior Project, a three-part authentic assessment that combines a research paper, a shop product, and a public, formal, oral presentation. Students select a faculty advisor at the end of their junior year, and the student and advisor work together to orchestrate student progress through the project in a way similar to a dissertation process. The project supports a number of authentic teaching and learning opportunities as it encourages integrated vocational and academic learning. An intellectual component is added to traditional competence- and performance-based vocational assessment. Its most powerful lesson is that work should be meaningful rather than perfunctory. An appendix presents a sample student paper. (Contains 3 references.) (SLD) ED378218

Archbald, D. A. (1991). Authentic Assessment: What It Means and How It Can Help Schools. Wisconsin Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Center for Effective Schools Research and Development, 1025 W. Johnson Street, Suite 685, Madison, WI 53713 ($8). Recent years have seen a new and serious commitment to improving methods of assessing academic performance. Schools, school districts, and states are experimenting with a wide range of assessment alternatives. This paper is about this new commitment to assessment and begins with some background on standardized tests because the rationale for authentic assessment requires understanding the purposes and limitations of standardized tests. It is argued that an authentic test is one that measures performance on authentic intellectual tasks in a way that reveals precisely what a student knows or can do. The second part of the paper discusses the potential of authentic assessment to improve curriculum and instruction. The following potentials are noted: (1) clarifying and legitimating high standards; (2) providing incentives for authentic instruction and tasks; and (3) providing more useful instructional and management information. It must be recognized that authentic assessment is costly and time-consuming, but its return is recognized in the fulfillment of the potentials described. Five figures illustrate the discussion. (Contains 41 references.) (SLD) ED366624

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Bachor, D. G., & Others, A. (1994). Classroom Assessment and the Relationship to Representativeness, Accuracy, and Consistency. Alberta Journal of Educational Research v40 n2 p247-62 Jun 1994. Criteria to guide classroom assessment practice are determine the extent to which assessment practices are based on tasks and activities that are representative of instructional intention and translate into specific information collection, interpretation, evaluation, and reporting procedures; address the accuracy of the assessment; and consider the consistency of these practices over time and across students. (KS) Report/ISSN: ISSN-0002-4805 EJ488570

Bacon, S. M. (1992). Authentic Listening in Spanish: How Learners Adjust Their Strategies to the Difficulty of the Input. Hispania v75 n2 p398-412 May 1992. Examined strategies that students reported using in the comprehension and learning of new information while listening to two radio broadcasts in Spanish. The findings have implications for both the use of authentic listening materials in instruction and for listening strategy research. (51 references) (LB) UMI Report/ISSN: ISSN-0018-2133 EJ444578

Bacon, S. M. (1992). Phases of Listening to Authentic Input in Spanish: A Descriptive Study. Foreign Language Annals v25 n4 p317-33 Sep 1992. An experiment is described in which learners listened to two radio broadcasts in Spanish, then reported on their strategies, comprehension, learning, level of confidence, and affective response to the input. Elements that the learners had in common are cited, as well as some that seem idiosyncratic. (24 references) (Author/LB) UMI Report/ISSN: ISSN-0015-718X EJ450190

Bardovi-Harlig, K., & Reynolds, D. D. W. (1995). The Role of Lexical Aspect in the Acquisition of Tense and Aspect. TESOL Quarterly v29 n1 p107-31 Spr 1995. Reports on a study of adult learners' use of the simple past tense that showed that past tense acquisition occurs in stages determined by the lexical aspects of verbs. The article also describes a pedagogical approach for increasing accurate past tense use through contextualized examples in authentic texts and focused noticing exercises. (Contains 43 references.) (LR) UMI Report/ISSN: ISSN-0039-8322 EJ501461

Barrow, D. A. (1994). The Use of Portfolios to Assess Student Learning. Journal of College Science Teaching v22 n3 p148-53 Dec-Jan 1993-94. Describes how one teacher and 46 general chemistry students used portfolios as part of the evaluative process. Argues that any worthwhile assessment must address questions about the inevitable impact of testing on students and their learning. (PR) UMI Report/ISSN: ISSN-0047-231X EJ474977

Bergen, D. (1994). Authentic Performance Assessments. Childhood Education v70 n2 p99-102 Win 1993-94. Examines the trend toward outcome-based assessment that demonstrates what children have really learned by evaluating what they can do in actual or simulated applied situations. Discusses theories of performance assessment, the qualities of good authentic performance assessment, and ways of integrating authentic assessment with traditional assessment procedures. (TJQ) UMI Report/ISSN: ISSN-0009-4056 EJ476419

Berkemeyer, V. C. (1995). The Metacognitive Processing Strategies of Nonnative Readers of German. Unterrichtspraxis/Teaching German v28 n2 p176-84 Aut 1995. Describes metacognitive processing strategies employed by nonnative readers of German who read and recalled authentic texts. Findings indicate that second-language readers of German engage in metacognition, using the following strategies: awareness of text format and attention to trivial detail, and an ability to monitor comprehension and identify major gaps in understanding. (14 references) (Author/CK) UMI Report/ISSN: ISSN-0042-062X EJ519978

Berman, D. (1993). Book Corner: Joan Estes Barickman. 1992. Schoolwise: Teaching Academic Patterns of Mind. Social Science Record v30 n2 p34-35 Fall 1993. Presents a review of Joan Barickman's book, "Schoolwise: Teaching Academic Patterns of Mind," which emphasizes performance-based student evaluation and portfolio assessment. Concludes that the book can help provide concrete ideas for positively altering teaching processes and for making learning more engaging for students and teachers. (CFR) UMI Report/ISSN: ISSN-0037-7872 EJ493853

Billett, S. (1994). Searching for Authenticity: A Socio-Cultural Perspective of Vocational Skill Development. Vocational Aspect of Education v46 n1 p3-16 1994. Learning situated in authentic settings such as the workplace can provide peer and expert models and a physical environment that enhance problem solving and transfer of learning. In such settings, learners can access the social and cultural aspects of vocational skills. (SK) Report/ISSN: ISSN-0305-7879 EJ484458

Bird, L. B. (1995). Assessment: Continuous Laring. Different Ways of Learning. Strategies for Teaching and Learning Professional Library. California Not available from EDRS. Document Not Available from EDRS. Galef Institute, 11050 Santa Monica Blvd., Third Floor, Santa Monica, CA 90025-3594. This publication is part of a series of monographs on the art of teaching. Each volume, focusing on a specific discipline, explores theory in the context of teaching strategies Three techniques for using the series: dialogues (as self-evaluation and in study groups), shop talk (review of current professional literature), and teacher-to-teacher field notes (tips and experiences from practicing educators). This volume, containing four chapters, focuses on the role of assessment. Chapter 1, "Understanding Authentic Assessment," defines six principles of authentic assessment with specific examples, and discusses the role of continuous professional growth. Chapter 2, "We Assess To Learn and Teach," looks at the purpose of assessment, the learning cyclecoming to know (the purpose of learning), showing you know (the products of learning), and knowing you know (reflections); and five kidwatching perspectives to enable teachers to understand students and their needs at various points in the learning cyclemonitoring, observing, interacting, analyzing artifacts, and reporting. Chapter 3, "Assessment Tools for Learning and Teaching," examines and describes specific tools and forms for each stage of the kidwatching cycle evaluation. Chapter 4, "Purposeful Portfolios," discusses the development and use of portfolios and how portfolios can help students engage in effective self-reflection. Guidelines for creating, implementing, and using portfolios are included; a math portfolio is given as an example. A list of professional associations and publications is included. (Contains 43 references.) (ND) ED390811

Bird, Norman, E., & Others, A. (1994). Language and Learning. Hong Kong Available in paper copy and microfiche. EDRS Price - MF02/PC23 Plus Postage. Report/ISSN: ISBN-962-7854-38-7. Papers from a 1993 International Conference on Language in Education include: "A Language Development Approach to Education" (M. A. K. Halliday); Text, Talk, and Inquiry: Schooling as a Semiotic Apprenticeship" (G. Wells); "Chinese Orthography and Reading" (O. J. L. Tzeng); "Task-Centred Assessment in Language Learning" (G. Brindley); "Task as a Unit of Teaching Analysis" (S. J. Hall); "Using a Functional Approach in Assessing Written Texts" (D. Nunan); "Steppe by Step: A Cultural Approach to Language Tasks" (C. Barron); "Coherence and Continuity in the Task-Centred Language Curriculum: Global Education as a Framework for Task-Based Language Teaching" (B. Bushell, B. Dyer); "From Task Description to Task Enactment: Teachers' Interpretation of Language Learning Tasks" (G. T. Sachs, S. Kong, A. Lo, T. Lee); "How Students Revise Propositions" (P. Falvey, S. Sengupta); "Writing from Sources: Does Source Material Help or Hinder Students' Performance?" (J. A. Lewkowicz); "Effects of Signalling on Reading Comprehension" (I. K. B. Lee); "The Variety and Effectiveness of Strategies Employed in Vocabulary Explanations in EFL Classes in Hong Kong" (A. L. On-lai); "English Extensive Reading in the Primary Curriculum" (V. Yu, E. Chu, S. Yuen-lan, R. Yau); "Investigating Lexis beyond the Most Frequent Words, Part 2" (N. Bird); "The Future Role of EFL Textbook Resources in Hong Kong" (B. Adamson, J. C. K. Lee); "Concordancing for School" (V. Pickard, K. Chan, J. Tibbetts); "What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television" (A. McNeill); "Resources for the Independent EFL Learner in Japan" (S. M. Ryan); "Action Research Contributes More to Teaching Than Just Solving Discrete Problems in the Classroom" (A. Mueller); "Computer-Mediated Communication and Teacher Education: The Case of Telenex" (D. Coniam, S. Sengupta, A. B. M. Tsui, W. Kam-yin); "Vocabulary Learning Strategies of Good and Poor Chinese EFL Learners" (G. Yong-qi); "Chinese Readers' Metacognitive Awareness in Reading Chinese and English" (C. Chern); "The Impact of Illustrations and Cultural Schemata on Hong Kong Pupils' Reading Comprehension and Recall of Text" (T. Dolan); "Word Printed Frequency/Familiarity and Structure Complexity Effects on L1 and L2 Word Recognition Processes in Chinese" (Y. Sun); "A Word in Your Ear: To What Extent Does Hearing a New Word Help Learners To Remember It?" (M. Hill); "Pig in the Middle? Effects of Mediating Tasks on Cognitive Processing of Text" (D. M. Allison, V. Berry, J. Lewkowicz); "The Assessment of Spoken Language Under varying Interactional Conditions" (V. Berry); "The Grammatical Awareness and Knowledge of Hong Kong Teachers of English" (S. Andrews); "Some Characteristics of Native and Non-Native Speaker Teachers of English" (A. McNeill); and "Using Concurrent Verbal Reports as Teaching Tools in Language Teacher Education" (M. Falvey). (MSE) ED386042

Blachowicz, C., & McKenna, K. (1996). Reading, Writing, and Roaming. Learning v24 n6 p44-46 May-Jun 1996. Discusses parent/school cooperation in keeping students from falling behind while on a family trip. The teacher crafts various generic assignments that students can complete while vacationing, explains the projects to the parents (noting any needed materials) before their vacation, then has the student present the assignment to the class upon returning. (SM) UMI Report/ISSN: ISSN-0090-3167 EJ530120

Block, D. M. (1993). Authentic Video and Classroom Observation. System v21 n1 p49-67 Feb 1993. A creative solution is offered for the problem of finding good quality recordings of classroom events for a master's TESOL (teaching English to speakers of other languages) course on classroom observation: short excerpts from television programs and films where classroom scenes take place. Three instruments are applied to the excerpts. (21 references) (Author/LB) UMI Report/ISSN: ISSN-0346-251X EJ465611

Bottge, B. A., & Hasselbring, T. T. S. (1993). A Comparison of Two Approaches for Teaching Complex, Authentic Mathematics Problems to Adolescents in Remedial Math Classes. Exceptional Children v59 n6 p556-66 May 1993. Two groups of adolescents (n=36) with learning difficulties in mathematics were taught problem-solving skills under two conditions: standard word problems or contextualized problems on videodisc. Both groups improved their performance, but students in the contextualized problem group did significantly better on the contextualized problem posttest and on two transfer tasks. (Author/JDD) UMI Report/ISSN: ISSN-0014-4029 EJ464007

Bottge, B. A., & Hasselbring, T. T. S. (1993). Taking Work Problems off the Page. Educational Leadership v50 n7 p36-38 Apr 1993. Students do not associate traditional word problems with their own experiences because they describe situations textually, rather than contextually, and seem artificially geared to specific number operations and single correct answers. Aided by a state grant, elementary teachers in one Minnesota district are using video anchors to simulate real-life problems, motivate students, and imbue mathematics with real-world value. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461129

Bourdet, J.-F. (1992). Retour au niveau II Vers l'autonomie de l'apprentissage (Towards Autonomy in Learning). Francais dans le Monde n249 p42-50 May-Jun 1992. Treats the suitability of Level 2, a program designed to teach French as a Foreign Language. The goal of the program is learner autonomy. The use of authentic materials and an emphasis on culture are recommended. (AG) UMI EJ445941

Brandt, R. (1993). On Teaching for Understanding: A Conversation with Howard Gardner. Educational Leadership v50 n7 p4-7 Apr 1993. The challenge of education is to preserve the imagination, questioning, and theoretical stance of a five year old, but gradually replace unfounded prejudices and mind-engravings with more accurate theories, ideas, conceptions, and stories. Correct test answers seldom signify genuine understanding. Gardner's book "The Unschooled Mind" (1991) suggests using children's museum programs and apprenticeships to make learning more authentic. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461120

Bridge, C. A., & Others, A. (1993). Primary Thoughts: Implementing Kentucky's Primary Program. Kentucky Available in paper copy and microfiche. EDRS Price - MF01/PC11 Plus Postage. In June 1990, the state of Kentucky passed its innovative Education Reform Act, which totally restructured the finance, governance, and curriculum of its public schools. One of the major provisions of the act was the mandate for Kentucky's primary schools to change from the traditional placement of children of the same age in kindergarten, first, second, and third grades to the placement of youngsters in multi-age, multi-ability classrooms. The resulting primary program recognizes that children grow and develop as a "whole," not one dimension at a time or at the same rate in each dimension. The instructional practices of the primary program address social, emotional, physical, aesthetic, and cognitive needs. The program flows naturally from preschool programs and exhibits developmentally appropriate practices. The philosophy of the primary program stresses a classroom climate that is non-competitive and encourages children to learn from one another as well as from the teachers. The program nurtures the continuing growth of children's knowledge and understanding of themselves and their world in a safe, caring, stimulating environment where the child grows and learning flourishes. This book describes Kentucky's primary program, focusing on the seven critical attributes of the program. Those attributes are: (1) developmentally appropriate educational practices; (2) multi-age and multi-ability classrooms; (3) continuous progress; (4) authentic assessment; (5) qualitative reporting methods; (6) professional teamwork; and (7) positive parent involvement. References are included with each chapter. (TJQ) ED370678

Brylinsky, J. (1995). Authentic Discovery Laboratories in Motor Learning. Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study explored the application of authentic discovery laboratory techniques in the teaching of motor learning with 35 undergraduate students. Students received either the traditional theory driven protocol during the laboratory component of a required motor learning class or were asked to complete the laboratory component utilizing "consider" questions and observation notes typical of authentic discovery style investigations. Data analysis demonstrated that students in the authentic discovery laboratory environment scored higher on laboratory report writing and, to some extent, course examinations than did students in the traditional laboratory environment. (Contains 14 references.) (DB) ED387447

Bryson, E. (1994). Will a Project Approach to Learning Provide Children Opportunities To Do Purposeful Reading and Writing, as Well as Provide Opportunities for Authentic Learning in Other Curriculum Areas? Alaska Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The project approach to learning includes a focus on in-depth study of a topic, along with teaching style, learning style, and theme. In contrast to a thematic approach, the project approach encourages children to be actively engaged in their own studies, with teachers acting as guides and facilitators. In the project approach, students use subject matter areas as tools in their chosen investigations. Katz and Chard's "Engaging Children's Minds: The Project Approach" is drawn upon as a starting point for this case study. First grade students were involved in two units: (1) a thematic unit involving dinosaurs; and (2) a project-based unit about frogs. Comparisons were made between the two experiences. Particular attention was given to children's enthusiasm for the work; the reading, writing, and learning in other curriculum areas; and analysis of differences in the two learning approaches. The results showed that children exhibited greater enthusiasm for the collaborative work in the project approach than in the thematic unit. Children were also more involved in reading and research in the frog project than the dinosaur unit, and made many more decisions about their own learning. Children who use these skills in meaningful, project-based situations maintain positive outlooks toward learning, effecting learning in later years. Contains 11 references. (BGC) ED392513

Burnaford, G., & Hobson, D. (1995). Beginning with the Group: Collaboration as the Cornerstone of Graduate Teacher Education.

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________. (1993). Crafting Authentic Instruction. Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: R117Q000015-93. Instruction that engages students and gets them to use their minds well is referred to in this document as "authentic instruction." To assist in the articulation of a vision, the Center on Organization and Restructuring of Schools has proposed criteria for authentic instruction, which consists of the following five dimensions: higher order thinking, depth of knowledge, connectedness to the external world, substantive conversation, and social support for student achievement. The first article offers examples of two teachers who illustrate aspects of authentic instruction. A social-studies teacher emphasizes coaching in a socratic seminar, and a mathematics teacher models mathematical thinking. The second article describes in detail a framework, based on the five dimensions of authentic instruction, for observing instruction. The last article, an interview with a middle-school principal involved in school restructuring, offers views on how to support authentic instruction. (LMI) ED378694

Calfee, R. C. (1994). Cognitive Assessment of Classroom Learning. Education and Urban Society v26 n4 p340-51 Aug 1994. Explores the cognitive assessment of classroom learning and emphasizes applications in urban settings for at-risk students. It is argued that cognitive assessment by the classroom teacher is essential to fostering the achievement of cognitive and metacognitive learning that is called for in national reports. (SLD) UMI Report/ISSN: ISSN-0013-1245 EJ490347

Caouette, L. (1994). French as a Second Language. Samples of Students' Work: Performance Criteria Accompanied by Illustrations of Students' Performance. Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC09 Plus Postage. Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta T5L 4X9, Canada. Report/ISSN: ISBN-0-7732-1328-7. This guide provides descriptions of standards for assessing students' skills in French as a second language, accompanied by samples of student work in the four language skills (listening comprehension, reading comprehension, writing, and speaking) at each of nine competency levels. An introductory section discusses basic principles in reporting student progress and using the samples included here to assess student work. It also offers background on the samples and describes the process used for their analysis. Four subsequent sections address the four language skill areas. For listening and reading comprehension, performance criteria are detailed for three performance levels (beginning, intermediate, advanced), with examples of student performance for each level. In some cases, samples are for tailored texts in a teaching/testing situation, in others for authentic texts. The sections on oral and written production outline specific features to be assessed at each of the three basic performance levels, with examples offered at nine levels for oral production and seven levels for written production. Appended materials include charts of standards criteria for performance in each language skill area, summaries of reasons for listening to or reading texts, background information contained in the authentic texts (on an accompanying cassette tape), and grids for analysis. Contains 21 references. (MSE) ED381010

Chavez, M. M. T. (1994). Learners' Perspectives on Authenticity. Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A survey investigated the attitudes of second language learners about authentic texts, written and oral, used for language instruction. Respondents were 186 randomly-selected university students of German. The students were administered a 212-item questionnaire (the items are appended) that requested information concerning student demographic variables, previous experience with German, current enrollment level, target language country travel, and last course grade, and presented 53 scenarios. Respondents rated the scenarios on four levels: authenticity; contribution to language learning; difficulty level; and level of anxiety/enjoyment elicited. Scenario themes included reading a menu, listening to a conversation about the weather, reading a letter, listening to directions, watching the news, and reading a literary story. Each varied with respect to the number and nature of authenticity factors they contained. Analysis of survey results indicate that: (1) certain authenticity factors (immediacy, currency, medium authenticity, native inception, native reception, cue authenticity, intent authenticity, learner inclusiveness, source authenticity, initiative authenticity, setting authenticity, cultural orientation) influence perceptions of authenticity, contribution to language learning, ease/difficulty, and anxiety/enjoyment; (2) perceived authenticity and difficulty are independent of each other; and (3) correlations between authenticity, contribution to learning, ease/difficulty, and anxiety/enjoyment varied by student characteristics. Contains 15 references. (MSE) ED381000

Cheung, K. C. (1994). Assessing Quality of Learning in Higher Education: Methods, Models and Perspectives. Macao Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper describes paradigms for research into school learning conducted at the primary/secondary and tertiary levels. Paradigms discussed include the Process-Product paradigm, the Mediating Process paradigm, the Classroom Ecology paradigm, J. Carroll's Model of School Learning, B. Bloom's Mastery Learning model, and the multilevel causal modeling of the 1980s. At the tertiary level, status attainment models describe processes by which family status and parent education are converted into occupational status through educational attainment. An emergent trend has been witnessed in integrating assessment and instruction for quality classroom processes and learning outcomes. This trend involves changing views of educational indicators and school improvement, development of a humanistic and constructivist curriculum theory and practice, and a shift toward meaningful and authentic measurement. In order that the quality of learning in higher education can be better monitored, educators are urged to pay particular attention to the interrelationships between assessment and instruction. Specifically, students should be engaged in deep processing of learning tasks, teachers should deploy formative assessment for charting learning progress, and staff development programs should emphasize pedagogical and assessment expertise grounded in a sound theory of curriculum and guided by a viable multilevel conceptual model of learning. (Contains 39 references.) (JDD) ED381088

Cohen, M. L. (1993). Listening to Students' Voices: What University Students Tell Us about How They Learn. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The strategic learning of college and university students begins with their acquisition of knowledge about their academic context and its learning opportunities and demands. However, traditional assessment measures isolate the student outside of the authentic learning context, which limits the information available from these tests. In contrast, this study explores and describes the insights that university students can contribute to an assessment of their study problems and strategies within the authentic context of the Assessment Interview Process. Utilizing a problem-solving perspective to analyze the students' retrospective verbal reports, this ethnographic study organizes the students' insights regarding the development of strategies to solve study problems into the Strategic Learning Model. Twenty sessions between nine students and five interviewers/tutors were reported. The dimensions of this heuristic, described in this study, provide the structure needed to better understand the processes used by students as they encounter study and learning difficulties and develop appropriate study strategies. (Author/SLD) ED359237

Colville-Hall, S., & Others, A. (1992). Immersion in a Foreign Language for Professionals. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper describes an experience for professionals based on an intensive 1-week language immersion course that has been offered in Akron, Ohio and Denver, Colorado. The course has been designed for professionals at the intermediate level in French and Spanish. The course requires that participants have acquired the basic grammatical structures in the target language. The course is a modified version of immersion. Unlike traditional content-based instruction, this immersion experience is based on situations and language functions that can be tied to business and other professional topics. The program is an intensive language experience in which authentic activities and materials are used in order to prepare the professional for specific social contexts in which to use the language, such as business negotiation or a technical training session in Mexico or France. The description of the immersion course for professionals includes a rationale, course objectives, thematic/topical organization of the course, and the procedures. Appended materials include examples of activities, partial syllabi, and a resource list. (JL) ED349802

Conaway, B. (1994). Authentic Assessment and Mathematics Learning. Journal of Secondary Gifted Education v6 n1 p52-56 Fall 1994. The National Council of Teachers of Mathematics has proposed six assessment standards: (1) assessment should focus on the most important mathematics; (2) assessment should enhance mathematics learning; (3) assessment should promote equity; (4) assessment processes should be open to review; (5) assessment should yield valid inferences about mathematics learning; and (6) all components should be consistent with the assessment's purpose. (DB) Report/ISSN: ISSN-1047-1885 EJ497606

Coreil, Clyde, E., Napoliello, & Mihri, E. (1996). The Journal of the Imagination in Language Learning. 1995-96. Journal of the Imagination in Language Learning v3 1995-96 New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. The Journal of the Imagination, Hepburn Hall, Room 111, Jersey City State College, 2039 Kennedy Boulevard, Jersey City, NJ 07305-1597 (published annually; U.S. subscribers, $5 per copy; foreign subscribers, $8 per copy). Report/ISSN: ISSN-1071-6157. Articles address a variety of ways in which imagination can be used to enhance second language teaching and learning. They include: "Multiple Intelligences and Second Language Acquisition" (Mary Ann Christison); "Spellbound in the Language Class: A Strategy of Surprise" (Gertrude Moskowitz); "The Imagination: Where Roles and Images Reside" (Robert Landy); "The Imagination and CD-ROM: Multimedia Language and Culture Instruction" (Thomas J. Garza); Reel Talk: Movies, Values, and Language Acquisition" (Kara Griffin); "Thematic Photographs: From Past Lives to Creative Writing" (Larry Carter); "De-Mythicizing the Research Paper" (Barbara Guenther); "See It] Tell It] Write It]" (Kathleen Mata); "Making a Song and Dance: The Musical Voice of Language" (Paul Newham); "Grandma Moses Meets ESL: Art for Speaking and Writing Activities" (Claudia J. Rucinski-Hatch); "On Creating Theatrical Collages with ESL Students" (Rhonda Naidich); "The Creative Connection in Movies and TV: What 'DeGrassi High' Teaches Teachers" (Jim Ward, Suzanne Lepeintre); "Cultural Artifacts" (Joshua Dale); "Graphics from the Front: Artistry in Language Teaching" (Susan Gill); "Writing in Music" (Sharon Meyers); "Novels and Films: A Dynamic Double Feature" (Leslie Criston); "Getting Imaginative in the Language Laboratory" (Darci L. Strother); and "Creating Theater in the ESL Classroom" (Maria Guida). (MSE) 22 ED400682

Costa, A., L., E., Kallick, & Bena, E. (1995). Assessment in the Learning Organization: Shifting the Paradigm. Virginia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314. Report/ISSN: ISBN-0-87120-250-6. This collection provides a new perspective for understanding what assessment can do to promote continuous improvement in education. The concepts of systems thinking, continued learning, mental models, shared vision, and team building are highlighted in the selections, which include: (1) "A Systems Approach to Assessing School Culture" (Diane Zimmerman); (2) "Examining One Practice as a Lens to the Whole System" (William Sommers); (3) "Assessing the Organization" (Michael Couchman); (4) "Self-Evaluation: Making It Matter" (Alison Preece); (5) "Making Parents Partners in Encouraging Intelligent Behavior" (Jane F. Fraser); (6) "Preparing for Change: Standardized Tests or Authentic Assessment?" (Theodore Czajkowski and Margo Montague); (7) "The Challenge of Revising Report Cards" (Patricia J. Hoffman); (8) "Developing Writing Prompts for Assessing Thinking and Content Learning in Science Classrooms" (Robert Swartz); (9) "Whither Standardized Assessment?" (Charlotte Danielson); (10) "Creating a Cadre for Performance-Based Assessment: A Process Approach for Connecting the Pieces through Staff Development" (Ann Johnson and Kathryn Schladweiler); (11) "The Dirty Hands of a Visionary" (Chris Louth); (12) "Toward More Authentic Assessment" (Susan Kreisman, Marcia Knoll, and Timothy Melchior); (13) "Through the Lens of a Critical Friend" (Arthur L. Costa and Bena Kallick); (14) "Even a Superintendent Needs Critical Friends" (Sherry King); (15) "The Writing Conference as a Critical Feedback Spiral" (Peggy M. Luidens); (16) "Criteria for Assessing School Improvement" (Victoria L. Bernhardt); (17) "Attending to the Rhythms and Intonations of Learning: Listening for Changes in Students' Portfolios" (Patrick Monahan); (18) "Seeing the Child through Portfolio Collection" (Darlene Johnson and Sandra Silverman); and (19) "Portfolios as Critical Anchors for Continuous Learning" (Braden Montgomery). References follow each chapter, and a 36-item list for further reading is attached. (Contains 69 figures.) (SLD) ED395932

Craft, D. D. (1993). Improving Learning by Using a Symposium as an Authentic Assessment Technique. Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (7th, Ellenville, New York, March 24-26, 1993); see JC 940 159. Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. During the academic year, psychology students at Wytheville Community College are exposed to many aspects of psychology and psychological research. After students complete several minor research projects, they undertake a psychology symposium. Students are divided into small groups, and each group presents a research idea to the instructor. When the idea is approved, a formal proposal for a research project, which must have a minimum of 100 subjects, is submitted. After the research is completed and a written report is prepared, a public symposium is held at which each group presents its project and fields questions from the audience. The specific objectives of the symposium are for students to demonstrate their knowledge of various aspects of psychology, to provide students with the opportunity to conduct psychological research with an emphasis on quality and ethics, and to teach students to obtain scientific evidence with an open mind and analyze resulting data and draw appropriate conclusions. In addition, students learn lifetime skills by analyzing group situations, solving problems cooperatively, thinking critically and objectively, organizing their work, seeking help when needed, communicating through writing and public speaking, applying knowledge, and making responsible decisions. A timeline for the psychology symposium is included. (AC) ED365401

Craig, E. (1993). Performance Assessment and Social Studies: Making the Connection. Social Studies Review v32 n2 p63-67 Win 1993. Contends that performance assessment, or authentic assessment, is changing the way teachers evaluate and grade students. Describes the differences between traditional assessment and performance assessment. Argues that performance assessment is particularly suited for the social studies curriculum. (CFR) UMI Report/ISSN: ISSN-1056-6325 EJ467885

Crawford, C. B., & Brungardt, C. (1995). Assessing Student Learning Outcomes in Teaching Organizational Communication. Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. As administrators, students, and the political machinery make higher education more accountable, assessment has become a relevant and timely topic. Recent interest in assessment and evaluation have brought significant changes in the way that educators in the field of organizational communication judge their students' work. The lecture method is the most preferred approach to teaching the course, but several secondary methods include: alternative media, case studies, simulation games, role playing, videotapes, films, and transparencies. Self-directed teams and internships are also used. Various innovative methods of assessment have emergedamong these a combination of objective and subjective evaluations like formal and/or informal evaluation by the supervisor; self-evaluation; informal evaluation by the faculty; evaluation of a daily log kept by students; and evaluation of students' work or portfolio. While there is a distinction between student assessment and evaluation and curriculum assessment and evaluation, each has an impact on the other. To best evaluate the role the learning environment plays in the development of the organizational communication student, faculty should use four traditional methods: reaction, knowledge, behavior, and results. (Contains 2 tables of data, 1 figure, and 13 references.) (CR) ED402635

Cronin, J. F. (1993). Four Misconceptions about Authentic Learning. Educational Leadership v50 n7 p78-80 Apr 1993. Dispels some discouraging myths about authentic learning's context, mastery, originality, entertainment value, and task complexity. The main point is to let students encounter and master situations that resemble real life, which has its tedious and unengaging moments. Educators should work toward more (rather than complete) authenticity, exploit available learning opportunities, and start with less complex tasks. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461143

Crotty, E. K. (1994). The Role of Cooperative Learning in an Authentic Performance Assessment Approach. Social Science Record v31 n1 p38-41 Spr 1994. Maintains that recent developments of local, state, and national exit outcomes call for changes in assessing student performance. Discusses the use of cooperative learning modules in European history and global studies. Asserts that cooperative learning techniques call for much more student-student and teacher-student interaction. (CFR) UMI Report/ISSN: ISSN-0037-7872 EJ493926

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D'Agostino, J. V. (1996). Authentic Instruction and Academic Achievement in Compensatory Education Classrooms. Studies in Educational Evaluation v22 n2 p139-55 1996. The relationship between instruction that challenged students academically in a supportive social environment and achievement gains in mathematics and reading was studied for students in 53 third-grade classrooms served by Title I funds. Findings indicate that higher-order learning and material connected to out-of-school experience were seldom found. (SLD) UMI Report/ISSN: ISSN-0191-491X EJ531698

Dalton, B., & Others, A. (1995). Revealing Competence: Fourth-Grade Students with and without Learning Disabilities Show What They Know on Paper-and-Pencil and Hands-On Performance Assessments. Learning Disabilities Research and Practice v10 n4 p198-214 1995. This study evaluated 4 types of assessment with 74 fourth-grade students with and without learning disabilities (LD) in general education classrooms. Students with and without LD performed more strongly on the hands-on tasks than the paper-and-pencil measures; the facilitative effect of hands-on assessment was greater for students with LD and low-achieving students. (Author/DB) Report/ISSN: ISSN-0938-8982 EJ514831

Davoine, J.-P. (1978). Un document authentique pedagogique: le constat amiable (An Authentic Pedagogical Document: The Accident Report). Francais dans le Monde 138 43-8. A discussion of the use of an accident report form, especially for practice in past tense usage. A lesson plan is outlined as follows: introduction using slides, a question-answer session between two sets of students and the actual writing of the report. (Text is in French.) (AMH) Reprint Available (See p. vii): UMI EJ185009

Denny, M. (1991). Moving toward a Primary Program: A Self-Study. Kentucky Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. The attributes of Kentucky's Primary Program are developmentally appropriate practices; multi-age classrooms; continuous progress; authentic assessment; qualitative reporting; professional teamwork; and parent involvement. This document serves as a guide for teachers who wish to make changes concerning these attributes as they relate to four specific areas of education. These areas are considered in four sections of the document, each of which provides a checklist of attitudes and activities relating to the area. The sections are: (1) The Learning Environment, containing statements on program philosophy and organization, learning tools, and scheduling; (2) Developmentally Appropriate Curriculum, including statements on philosophy, integrated curriculum, varied instructional strategies, and multi-age groupings; (3) Educational Partnerships, including partnerships between teachers and other teachers, assistants, specialists, principals, parents, and the community; and (4) Assessment, containing statements on student assessment and recording methods, assessment of teachers, and program assessment. A score sheet and school practices profile are included for measuring the results of the checklists. Appendixes include worksheets for teachers to use to document practices and curriculum approaches, a list of materials and supplies, descriptions of learning centers, and a delineation of the theory of multiple intelligences. (BC) ED341463

Devitt, S. M. (1989). Classroom Discourse: Its Nature and Its Potential for Language Learning. United Kingdom; Ireland Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. It is proposed that the main emphasis in second language instruction continues to be on linguistic form rather than on meaning or content. In a review of literature, arguments are reiterated supporting the idea that meaning can be transmitted without having all the linguistic means of the target language at one's disposal. These arguments submit that first and subsequent languages are learned effectively only within a framework of meaningful use. The implication of "meaningful use" in the classroom context is then explored, drawing on transcripts of the language used in three content classes (history, religious education, and economics) and three language classes (one in French and two in German). Evidence suggesting much less meaningful use of language in the language classes is presented. Some of the problems arising in purportedly communicative classrooms are considered, and a possible solution to some of these problems, designed to be attractive to administrators and parents and to enable teachers and pupils to achieve explicit objectives of language syllabuses is offered. (MSE) ED310627

Duis, M. (1995). Making Time for Authentic Teaching and Learning. Gateways to Experience. Kappa Delta Pi Record v30 n3 p136-38 Spr 1995 Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper discusses the challenges and difficulties of adopting new "authentic" methods of instruction that help students not only learn but also develop habits that enable them to use their knowledge more effectively. "Authentic" methods of instruction are defined as those that require students to produce (not just reproduce) knowledge relevant to their lives through disciplined inquiry, and to achieve in ways that are of value to themselves and to society. A challenge to implementing authentic instruction is daily time constraints. Traditional school-day structure, with six or seven 45-minute periods, allows students to have a broad range of experiences but does not allow them to examine any single aspect of the curriculum in much depth. Ways for teachers to achieve authentic instruction within the traditional schedule are suggested, providing extra "quality" time with students rather than more actual time by reprioritizing curricula and methods to study fewer topics but in greater depth. While such restructuring may be difficult for teachers, the results decentralize the classroom and encourage a more challenging and collaborative environment for students to learn how to use knowledge not merely possess it. Traditional and authentic methods are contrasted in a short unit in U.S. History, and authentic lessons in other disciplines are suggested. Traditional methods should not be totally abandoned, but they must become secondary to more authentic ones if teachers are to engage students in work that is valuable in realistic settings, to raise the expectations of students, and to challenge them to think more deeply than they traditionally have in school. (ND) ED390806

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Fahmy, J. J., & Bilton, L. (1989). Using Authentic Texts: A Study Skills Module. Guidelines: A Periodical for Classroom Language Teachers v11 n2 p74-87 Dec 1989. Nonnative university students have difficulty coping with lectures given in English and need authentic and relevant material in listening and note-taking courses. One approach based on a transcription of a paleontology lecture is presented, suggested by linguistic analysis of 40 science lectures at Sultan Qaboos University in Oman. (four references) (Author/LB) Report/ISSN: ISSN-0129-7767 EJ468965

Falk, B. (1993). The Primary Language Record at P.S. 261: How Assessment Practices Transform Teaching & Learning. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. How the use of the Primary Language Record (PLR), an authentic assessment of young children's literacy development, has influenced teaching and learning in one New York City public elementary school was studied. The study looked at classroom practices; professional development; student work; and the thoughts of teachers, administrators, students, and families at Public School (P.S.) 261 in Brooklyn's Community School District 15 over several months in the 1992-93 school year. The PLR is a vehicle for systematically observing children in aspects of literacy development using classroom events and work samples. It includes a parent interview and the record of a parent conference early in the year, as well as a narrative report on the child as a language user, comments from the child and family, information for the teacher in the following year, and results of reading scales. A description of one first grade classroom illustrates use of the PLR. The PLR can recognize the diverse strengths and knowledge children bring to the school experience as it supports the professionalism and integrity of teachers and involves parents in the educational process. Experience at this school provides some insights into problems and questions in implementing the PLR. (Contains 18 references.) (SLD) ED362546

Falk, B. (1994). The Bronx New New York Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8).: Weaving Assessment into the Fabric of Teaching and Learning. A Series on Authentic Assessment and Accountability. In 1987, parents and teachers from diverse neighborhoods of a local school district in New York (New York) founded the Bronx New School, a small public elementary school of choice that was meant to be learner-centered, with high standards for all. The school was organized into heterogeneous, multi-age classes and structured to encourage collaboration among faculty, students, and families. In spite of political stresses, the school's founding values have survived. This report focuses on the first 3 years of its life, a time when a comprehensive assessment system was designed and used throughout the school. The assessment system was designed to support instruction and learning through the collection of descriptive records of student growth. Teacher-kept records, student-kept records, and samples of student work in portfolios are used in combination to develop a picture of student learning. A developmental framework constructed by teachers provides a general guide for expectations of progress. The implementation of the system is illustrated through the case study of one student. (Contains 31 references.) (SLD) ED378217

Falk, B., & Darling-Hammond, L. (1993). The Primary Language Record at P.S. 261: How Assessment Transforms Teaching and Learning. A Series on Authentic Assessment and Accountability. New York Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8). This report examines outcomes of the Primary Language Record (PLR), a program for systematically observing students in various aspects of their literacy development. The PLR uses classroom events and samples of student work to record students' progress and interests, recommend strategies for addressing needs and building on talents, and discuss ideas and perceptions with students, their parents, and faculty. This report examines the PLR in New York City's Public School 261, which has participated in this project since its inception in 1991. The following topics are covered: (1) concerns about standardized testing; (2) a general overview of the PLR; (3) a description of the PLR as implemented in P.S. 261; (4) the influence of PLR on teaching, learning, and assessment; and (5) lessons for implementing the PLR. Appendices include suggested parent interview questions; suggested student interview questions; PLR forms for observations; and work samples. (MN) ED358964

Fogarty, R. (1995). Best Practices for the Learner-Centered Classroom: A Collection of Articles. Illinois Not available from EDRS. Document Not Available from EDRS. IRI/Skylight Training and Publishing, Inc., 2626 South Clearbrook Drive, Arlington Heights, IL 60005-4626 (Item Number 1334, $24.95 plus shipping). Report/ISSN: ISBN-0-932935-93-1. This collection of articles on the learner-centered classroom offers strategies that fall into the following five educational arenas: (1) integrated curricula; (2) thoughtful instruction; (3) active learning; (4) reflective transfer; and (5) authentic assessment. Section one presents an overview of natural, holistic, integrated curricula created through the use of 10 different structures or frames. It includes a discussion of thematic instruction and the critical role of teacher teams. Section two focuses on the concept of thoughtful instruction, and topics include higher order thinking, problem solving, three-story intellect, and multiple intelligences. The third section examines the ideas, or best practices, that drive active learning and includes ways that high school and college teachers can make their lectures more interactive. Section four focuses on the ultimate goal of educationreflective transfer for lifelong use. It profiles metacognitive approaches to learning, and includes strategies for teaching for transfer and a six-level prototype for assessing student transfer. The final section on authentic assessment discusses learning logs and portfolios, as well as ways to use Gardner's theory of multiple intelligences as expressive tools for assessing. The section closes with a look at seven different learners and their multiple intelligence profiles. Most of the articles contain references. (TJQ) ED395709

Ford, C., & Others, A. (1997). Reforms, Visions, and Standards: A Cross-Curricular View from an Elementary School Perspective. Canada; Victoria Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. During the 1990s discipline-specific associations have attempted to reform education with a variety of visions and standards. Most of these efforts have been independent of one another with minimal cross-curricular input on one another's steering committees and working groups. In some cases there appears to be explicit collaboration between related associations, whereas others do not appear to have been collaborative. This paper analyzes the resulting reform documents from a cross-curricular elementary school perspective. The procedural design of this document analysis involves three parts: (1) a synthesis of the recent elementary school reform, implementation, and planned change literature to develop an analysis framework; (2) application of the framework to the Year 2000 reform (1988-1995) in British Columbia to validate the framework; and (3) application of the framework to the current reform documents. The framework utilized a biological metaphor: elementary school as an ecosystem, elementary classroom as an ecosubsystem; teachers and students as organisms, teaching and learning niches; and education reform as evolution. The Year 2000 case study confirmed the utility of the framework. Application of the framework to current reforms in the United States revealed common learning and pedagogical attributes such as literacy, critical thinking, constructivism, and authentic assessment. Contains 41 references. (Author/PVD) ED406168

Fraser-Rodrigue, A., & Others, A. (1990). The Use of Curriculum Modules in the Second Language Classroom. Canadian Modern Language Review v46 n3 p494-99 Mar 1990. A study investigated the effects on language proficiency of a curriculum module in history taught entirely in French during core French periods. Through ethnographic and qualitative research methods, it was determined that use of immersion-type modules to extend core French is feasible. (Author/MSE) UMI EJ408727

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________. (1985). German for "A" Level: A Resource-Based Approach. Teaching Languages 5. United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. Report/ISSN: ISBN-0-948003-05-7. In view of frustration and dissatisfaction expressed by British language teachers, this book takes a critical look at the present "A" level language examinations and makes a radical reappraisal of the needs of students learning German for "A" level and other examinations. It suggests a fundamental change of emphasis from traditional grammar/translation methods to a more stimulating communicative approach centered around the interests and the intellectual development of students. It outlines systematic procedures for exploring authentic materials and texts of a wide variety of styles and register, proposing a multi-media approach to language learning that is student-oriented. This methodology is illustrated by a series of authentic texts with examples. The book also proposes a new style of "A" level examination that matches this learner-centered approach. Since learners of all ages can use their own initiative and intellectual skills to delve critically into learning a foreign language and culture, this volume is applicable to Sixth Form, Further, or Adult Education. The ideas and techniques may also be of interest to teachers of other languages who have a working knowledge of German. Appended are some useful sources of authentic materials for teaching German in the Sixth Form. Contains 12 references. (LB) ED346734

Garton, J. (1996). Interactive Concordancing with a Specialist Corpus. On-Call v10 n1 p8-14 1996. Argues that second language students learning to write academic essays can be assisted by concordancing authentic texts in specialist corpora of relevant genres and topics. A case is made for the development of different corpora with different genres for learners to access in an interactive computer-assisted writing environment. (20 references) (CK) Report/ISSN: ISSN-1034-571X EJ539306

Gebhard, J., G., C., Others, A., "Using Radio Broadcasts for Authentic Listening, " compiled by Deming Mei, c. r. p. b. a., "Authentic Listening Materials, " prepared by Lian-Aik Wong, c. r. o. a. l. m. f. R. C. O. a. F. o. t. S. B. C., "Video in the ESL Classroom, " compiled by Darlene Huang and Melanie Boston, c. r. p. p. b. a. o. h. v. c. b. u. t. i. l. c., "Songs for the ESL/EFL Class, " compiled by Ivannia Jimenez from the ERIC and Language and Linguistics Behavioral Abstracts databases, c. r. f.-i. t. c., Benefits, Techniques, a. S. a. S. L., Postage., C. P. A. i. p. c. a. m. E. P.-M. P. P., Activities, K. E. S. L. L. C. R. S. L. L. S. T. A. B. E. F. C. H. E. I. M. L. S. M., %K *Authentic Materials; Singapore Broadcasting Corporation 184 of 228 , Report, ED348851, F., & Long, D. R. (1991

Geltrich-Ludgate, B., & Tovar, D. (1987). Authentic Text Types and Corresponding Activities: A List for the Foreign Language Instructor. Unterrichtspraxis v20 n1 p80-94 Spr 1987. The study of authentic texts gives students the opportunity to become functional in target-language situations. An exhaustive alphabetical list of authentic text types and corresponding learning activities are presented. Text types include: advertisements, bank materials, bills and receipts, calendars, captions, comics, commercials, decals, forms, instructions, labels, maps, and signs. (LMO) EJ356843

Grady, J. B. (1994). Authentic Assessment and Tasks: Helping Students Demonstrate Their Abilities. NASSP Bulletin v78 n566 p92-98 Dec 1994. Schools must consider performance or authentic assessment as a way to increase learner interest, motivation, and independence. The Mid-Continent Regional Educational Laboratory has developed a model that addresses the concerns of content-area standards and lifelong-learner outcomes. These include content-area concepts, complex-thinking processes, cooperative-work processes, learner self-regulation, communication, and information gathering. (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ497492

Graham, P. B. (1980). Teaching Oral Communication Skills Via Authentic Material: A Description and Analysis of a Learning Experience in Japan. Vermont Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. The use of speech or language produced by native speakers in real situations for teaching oral communication skills in the second language classroom is described. Three sample lessons, based on the author's teaching experience in Japan, are presented. All lessons used material called "The Bellcrest Story," produced by the British Broadcasting Corp. and Oxford University Press. The multimedia set included videotape cassettes, cassette tapes, a textbook, and a book of related documents. They were used in English as a second language classes directed at businessmen. Each lesson consisted of four parts: (1) the exposure stage, in which the material for the lesson was analyzed in detail; (2) the practice stage, in which the specific speech acts presented in the exposure stage were practiced; (3) the use stage, in which the students practiced communication through role playing; and (4) the evaluation stage, in which both the students and the teacher evaluated, through discussion, the learning that has taken place. Suggestions for applying this approach to other aspects of second language learning, such as writing skills, are included. (EKN) ED218923

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Hague, S. (1986). Learning to Read and Reading to Learn: Bridging the Gap in Second Language Acquisition. Hispania v69 n2 p400-02 May 1986. Describes an adaptation of the Guided Reading Procedure which was used both to help bridge the gap between students' abilities in Spanish and the reading material contained in their content textbooks and to prepare them for taking the Advanced Placement Spanish Language Examination. (SED) UMI EJ336073

Hambleton, R. K., & Murphy, E. (1991). A Psychometric Perspective on Authentic Measurement. Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Authentic measurement has become an important topic recently in educational testing. Advocates of authentic measurement feel that objective tests, multiple-choice tests in particular, cannot meet the demands required of today's tests and should be replaced by tests that can be closely matched to instruction and can assess higher-order cognitive skills. This paper addresses the validity of several criticisms of objective tests and, where appropriate, considers the viability of some alternatives. The four criticisms of objective tests that are considered contain arguments that such tests foster a one-right answer mentality, narrow the curriculum, focus on discrete skills, and under-represent the performance of students from low socioeconomic backgrounds. It is contended that the evidence against multiple-choice tests is not nearly as strong as has been claimed. It is not clear whether authentic measurements are always better. Substantially more research into the strengths and weaknesses of various item formats for meeting particular measurement needs should be conducted. A 49-item list of references is included. (Author/TJH) ED334265

Hamblin, V. L. (1993). Exploiting French Songs as Genre. Contemporary French Civilization v17 n1 p131-43 Win-Spr 1993. Describes strategy for teaching culture and conversation at the third- and fourth-year undergraduate level using authentic documents as the primary materials. The medium chosen for this course was the French chanson, but similar strategies may be applicable to any modern language using the culturally appropriate materials. (eight references) (LET) UMI Report/ISSN: ISSN-0147-9156 EJ467057

Hatfield, W., N., E., & Others, A. (1992). Creative Approaches in Foreign Language Teaching. Selected Papers from the Central States Conference (24th, Dearborn, Michigan, 1992). Illinois Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Textbook Co., 4255 West Touhy Ave., Lincolnwood, IL 60646-1973. Papers from the 1992 Central States Conference on the Teaching of Foreign Languages include the following: "Flesh Out Your FLES Program: Developmental Sequencing in Teaching Units" (Zoe Louton, Robert Louton); "Lights] Camera] Action]...Using the Camcorder as a Tool, Not a Toy" (John Liontas); "The Yorktown High School Foreign Language Interactive Videodisc Project" (Barbara Underwood, Karen Brammer, Rocco Fuschetto, Sigrid Koehler, Jack Jorden, James Mervilde); "Literature: A Rich Source for Teaching Language and Culture in Context" (Aleidine Moeller); "A Case for Cooperative Learning in the Foreign Language Classroom" (Susan Colville-Hall); "Exploring Cross-Cultural Reading Processes: Beyond Literal Comprehension" (Naomi Ono, Martha Nyikos); "Motivating Unenthusiastic Foreign Language Students: Meeting the Challenge" (Christine Campbell); "Teaching the Working Adult and Retiree: Considerations for the Nontraditional Classroom" (Jennifer L. Knerr); "Learner-Initiated and Learner-Friendly: Questions to Get Them Talking" (Gregory K. Armstrong); "High School, College, and University Articulation: The Renewed Crisis in Foreign Language Instruction" (Barbara Gonzalex Pino); "The Impact of Site-Based Management and School-Based Teacher Training on Foreign Language Education" (Audrey Heining-Boynton); "The Cooperative Curriculum Development Project" (David McAlpine, Gale Yeska); "Evaluating Communicative Risks and Achievements for Students Abroad" (Philippa B. Yin); and "The Popular Song: A Authentic Tool for Enriching the Foreign Language Curriculum" (Jayne Abrate). (MSE) ED362035

Hebert, D. (1991). A Study of the Influence of Reading a Tapescript To Help Prepare and Develop the Acquisition of Listening Comprehension in English as a Second Language When Using Authentic Video Material with Intermediate Students at the CEGEP Level. Canada; Quebec Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Report/ISSN: CIRAL-B-181; ISBN-2-89219-221-8. An experimental investigation conducted in a rural area of the Province of Quebec (Canada) was designed to show that the assignment of specific reading tasks enhances the development of listening comprehension ability when using authentic video material with intermediate-level English-as-a-Second-Language (ESL) learners. Using a pre-test post-test control group design, the study involved 53 students. It was found that through the use of scripted authentic video materials combined with specific reading and listening tasks, the ESL learners in the experimental group showed significant progress in listening comprehension ability. However, the ESL learners in the control group who were merely assigned specific listening tasks showed no significant progress in the same ability over the same period of time. It is concluded that reading a tapescript of video materials prior to viewing them prepares learners to recognize and decode what they hear. Appended are: a description of content in audio-visual materials and nature of listening tasks; vocabulary and expressions studies; and video quizzes. Contains 31 references. (LB) ED338101

Hedges, L. E., & Axelrod, V. V. M. (1995). Assessing Learning. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. ASLN, $14.50). This handbook is designed to provide Ohio's vocational teachers with guidelines and materials for assessing student performance in the areas of academic, occupational, and employability skills. Chapter 1 examines assessment in the context of the educational reform agenda and efforts to link assessment and instruction and reviews the purposes of assessment. Reasons why assessing student learning is important to learners, teachers, administrators, and employers are detailed in chapter 2, and sources of information about the types of academic, occupational, and employability skills that vocational and career educators should assess are discussed in chapter 3. Chapters 4-8, which detail the steps in planning, conducting, and tracking assessments, include information on the following: planning assessments (curriculum frameworks, alignment with instructional goals, examining processes and products of learning, focusing on performance objectives, making assessment authentic, and developing self-assessment skills); assessing cognitive learning (developing and administering written tests and using alternatives to written tests); assessing affective learning; assessing psychomotor learning (specifying and developing performance tests for regular and special needs students); and tracking and reporting results (learner profiles, career passports, and external certification. Contains 32 references. (MN) ED384816

Heerman, B. (1993). Transforming Social Studies Projects into Authentic Assessment. Councilor v53 p23-28 Oct 1993. Maintains traditional grading techniques can be a form of authentic assessment. Discusses three aspects of authentic assessment: (1) interdisciplinary problem-solving; (2) grading process as well as the product; and (3) developing a grading rubric to be shared with students. (CFR) Report/ISSN: ISSN-1056-0335 EJ509166

Hentoff, N. (1980). Teachers: Accomplices in Failure or Authentic Professionals? Learning v9 n1 p68-74 Jul-Aug 1980. The key culprit in academic failures is teachers' attitudes about students' learning abilities. Several ways to correct this bias and to help all students realize their potential are discussed. (CJ) Reprint: UMI EJ237660

Hewitt, C. B., & Others, A. (1993). Assessment of Student Learning in Fine Arts. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. South Carolina Center for Excellence in the Assessment of Student Learning, College of Education, University of South Carolina, Columbia, SC 29208. This document, part of a series of papers which describe the assessment of student learning in various school curriculum areas from prekindergarten through grade 12, focuses on the assessment of student learning in fine arts education. After an overview of current curriculum goals in fine arts education, subsequent sections describe performance-based and self-assessment as they relate to the fine arts disciplines of dance, music, theater/drama, and the visual arts. State activities and guidelines and a brief summary of issues in fine arts education are also provided. Portfolio and performance-based assessment methods are well-established in the fine arts, where they have been field tested and documented. In contrast, in many fields authentic assessments of this sort are just emerging. The assessment strategies used in fine arts provide well-developed models that can be useful in other fields and disciplines. (SLD) ED358166

Hewitt, C. B., & Others, A. (1993). Assessment of Student Learning in Foreign Language. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. South Carolina Center for Excellence in the Assessment of Student Learning, College of Education, University of South Carolina, Columbia, SC 29208. As part of a series of documents on assessment of student learning in various school curriculum areas, this report describes assessment of student learning in the foreign language classroom in South Carolina. The report begins with an overview of current curriculum goals in foreign language education and the status of assessment practices in this area. Subsequent sections describe methods of assessing foreign language learning in the following five areas: (1) listening; (2) speaking; (3) reading; (4) writing; and (5) culture. The manner in which curriculum, instruction, and assessment are combined and the relative interest in each differ by grade level. In elementary school foreign language programs, class time is devoted to the development of listening, speaking, and culture skills, with few tests being given. Many current developments in foreign language assessment are taking place at the secondary school level or higher. Performance assessment approaches have already been established in foreign language education, while they are only beginning to have an impact in other fields. Educators with an interest in performance-based authentic assessment have much to gain from a careful study of foreign language assessment. Contains 48 references. (SLD) ED358162

Hill, B., & Others, A. (1991). Making the Most of Satellites and Interactive Video. Technology in Language Learning Series. United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Centre for Information on Language Teaching and Research, Regent's College, Inner Circle, London NW1 4NS, England (6.95 Brisith pounds). Report/ISSN: ISBN-0-948003-24-3. Possible applications of satellite television and interactive video in language teaching are described. Advice is given on how to set up, expand, and effectively exploit these technologies in the classroom. A variety of activities are suggested for developing listening, speaking, and writing skills at different levels. The guide concludes with a look at the future and some suggested guidelines to help teachers in purchasing new educational technologies and developing their use. Chapters include the following: (1) setting the scene (e.g., reasons for interest, problems in the use of authentic television, getting started or expanding); (2) exploiting authentic television in the classroom (e.g., news, advertisements, documentaries); (3) a user's view of authentic television in schools (e.g., research findings, implications of satellite television, recording and cataloging programs; (4) an eye to the future (e.g., receive and transmit, audio conferencing); and (5) "Interactive Video," by Michael Picciotto (e.g., benefits, the Nebraska Scale, commercial programs). A glossary is included. (LB) ED339241

Hipps, J. A. (1993). Trustworthiness and Authenticity: Alternate Ways To Judge Authentic Assessments. California Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. New methods are needed to judge the quality of alternative student assessment, methods which complement the philosophy underlying authentic assessments. This paper examines assumptions underlying validity, reliability, and objectivity, and why they are not matched to authentic assessment, concentrating on the constructivist paradigm of E. Guba and Y. Lincoln and its synergy with authentic assessment. Guba and Lincoln have rejected validity, reliability, generalizability, and objectivity as criteria for judging inquiries conducted within the constructivist paradigm. They have suggested trustworthiness and authenticity as frameworks for judging the quality of studies. Trustworthiness consists of four elements: credibility, transferability, dependability, and confirmability. These elements parallel validity, generalizability, reliability, and objectivity. Authenticity criteria, which focus on knowing, action, and fairness, have no counterparts in the conventional research paradigm, but are primarily demonstrated through stakeholder testimony and are supported by an audit trail of evidence of fairness and authenticity. The constructivist paradigm offers new lenses for judging the quality of authentic assessments. (Contains 12 references.) (SLD) ED376195

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Jackson, L., & Caffarella, R. R. S. (1994). Implementation Issues and Future Research Directions. New Directions for Adult and Continuing Education n62 p87-92 Sum 1994. Four issue areas for research and practice based on the process model of experiential learning are understanding and honoring the diversity of individual learners; importance of social affiliation patterns; transfer of learning; and authentic assessment. (SK) UMI Report/ISSN: ISSN-0195-2242 EJ492395

Jackson, L., & MacIsaac, D. (1994). Introduction to a New Approach to Experiential Learning. New Directions for Adult and Continuing Education n62 p17-28 Sum 1994. A process model for experiential learning (EL) in adult education begins with the characteristics and needs of adult learners and conceptual foundations of EL. It includes methods and techniques for in-class and field-based experiences, building a folio (point-in-time performance assessment), and portfolio construction (assessing transitional change and cumulative learning). (SK) UMI Report/ISSN: ISSN-0195-2242 EJ492389

Janssen-O'Leary, S. C. (1994). Interdisciplinary Teaching and Cooperative Learning: A Perfect Combination for the Middle School. Social Science Record v31 n1 p28-33 Spr 1994. Contends that an interdisciplinary curriculum and cooperative learning are well suited to middle school students. Asserts that the approaches help students learn higher order thinking skills and improve social skills. Maintains that authentic or performance-based assessment is appropriate for these techniques and this age group. (CFR) UMI Report/ISSN: ISSN-0037-7872 EJ493924

Johnson, J. M. (1997). Software for an Evaluation Workshop. Learning and Leading with Technology v24 n4 p48-50 Dec-Jan 1996-97. Based on the "Educational Software Preview Guide," this article discusses trends; lists selected software titles related to the Internet, arts, multilingualism and multiculturalism, multimedia and edutainment, and authentic experience, cross curricular and alternative assessment; and describes how to conduct a software evaluation workshop. Lists software publisher Web sites, contact information, and reference documents for establishing evaluation guidelines. (PEN) Report/ISSN: ISSN-1082-5754 EJ539707

Jorgensen, B. (1996). Hamster Math: Authentic Experiences in Data Collection. Teaching Children Mathematics v2 n6 p336-39 Feb 1996. Describes the data collection and interpretation project of primary grade students involving predicting, graphing, estimating, measuring, number problem construction, problem solving, and probability. (MKR) UMI Report/ISSN: ISSN-1073-5836 EJ518943

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Kabat, G., & Others, A. (1995). Cestina pro Pokrocile (Intermediate Czech). District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC11 Plus Postage. The textbook in intermediate Czech is designed for second-year students of the language and those who already have a basic knowledge of Czech grammar and vocabulary. It is appropriate for use in a traditional college language classroom, the business community, or a government language school. It can be covered in a year-long conventional university course or a 10-week intensive course. Lessons are based on authentic reading passages from Czech daily newspapers and magazines, and introduce students to contemporary culture. After each passage, a set of 20 communicative activities and grammar exercises are presented. Topics of the 14 lessons are: traveling; cooking; education; Prague; the Czech anthem; health; life in the city; writer Karel Polacek; work; business; traveler and collector Vojtech Naprstek; history; holidays; and humor. (MSE) ED389220

Katchen, J. E. (1994). Learning To Listen to Authentic English from Satellite TV. Taiwan Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The transcript of a conference presentation describes, with audience activities, one college instructor's use of videotaped television broadcasts for English-as-a-Second-Language instruction in Taiwan. The method, intended primarily for developing listening skills, makes use of English-language satellite television now widely available. Students use tapes of authentic broadcasts in class and are encouraged to watch the same network in their leisure time. A primary objective is for students to feel comfortable enough with English language listening to undertake it on their own. News broadcasts and music videos have been particularly useful instructional materials. The news stories broadcast on the satellite network are generally of international or general human interest, address varied topics, are authentic, contain varied language, are culturally structured, and because of their nature, often provide additional aids to comprehension. The topics may already be familiar from native-language broadcasts. News stories offer a variety of classroom activities. Music videos are appealing to students and offer many possibilities for listening activities, including use of cloze tests and analyses of lyrics, music, and visual activity. Group questions and handouts used in class and in the presentation are appended. (MSE) ED366222

Kay, S. (1996). Methodological Issues in Textbook Composition. Language Learning Journal n13 p32-35 Mar 1996. Examines methodological issues related to the approach to be used in writing a textbook for foreign language students of Russian. These issues center around practical communication; the treatment of grammar; and the use of the target language, authentic materials, and audiovisual materials. Results indicate that grammar explanations and complete vocabulary were the most valued features of a language text. (20 references) (CK) Report/ISSN: ISSN-0957-1736 EJ526129

Kennedy, C. (1995). "Wish You Were Here": "Little" Texts and Language Awareness. Language Awareness v4 n3 p161-72 1995. Argues that awareness of the relationship between language and the sociocultural context in which it occurs is important for students and teachers. The article suggests that everyday, ephemeral texts can be easily collected and categorized according to genre for teaching and cross-cultural comparison. (19 references) (Author/CK) Report/ISSN: ISSN-0965-8416 EJ519963

Kessler, C. (1997). Authenticity in K-12 ESL Textbooks. Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Discussion of the authenticity of materials contained in English-as-a-Second-Language (ESL) textbooks for elementary/secondary school use focuses on content designed to accelerate academic language development and highlights the experiences of one teacher with one textbook. The approach taken is that integrating language and content, while taking into account learners' prior experiences, can create a context for academic language learning in ways that engage learners authentically with meaningful input and the language for making connections with learner realities in both school and community. Definition of authenticity is examined from several perspectives. The textbook discussed is from the "Scott Foresman ESL: Accelerating English Language Learning" series; the chapter highlighted is from a grade 6 unit on dinosaurs that is designed to integrate science and mathematics content, social studies, language arts, and authentic literature. The context in which the materials were used is a middle school ESL class with students of varied linguistic backgrounds. Classroom techniques used to exploit text content (activating and building on prior knowledge, providing cognitively engaging input with appropriate contextual supports, using language actively to connect prior knowledge and thematic content) are described. Standards for assessing the authenticity of textbook content are outlined. Contains 11 references. (MSE) ED407859

Kienbaum, B. E., & Others, A. (1986). Communicative Competence in Foreign Language Learning with Authentic Materials. Final Project Report. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Grant No.: G6008440253. A college second language program compared the effectiveness of traditional second language instruction and a communicative approach in second year French, German, and Spanish courses. The communicative classes used only authentic materials, thematically organized and prepared for classroom use by the instructors. Similar topics were addressed in each language. Testing of all language skills (listening, speaking, reading, and writing) involved functional language use situations. Comparison of the test results of the experimental and control groups showed no significant differences between them, but an attitude survey of both groups revealed that students responded favorably to the absence of a traditional text. However, while some students thrived on the responsibility offered by the communicative approach, and the experimental group seemed generally well-motivated, some missed the traditional vocabulary lists for each topic, the review of grammatical structure, and the disciplined structure of finite content and testing. The program's teachers found that selection and planning for using the authentic materials required considerable extra preparation time, and that they needed to minimize their role of authority to encourage the students' direct contact with the culture. Students seemed to favor current events materials and gained respect for the new points of view they encountered. (MSE) ED275200

Kincheloe, J., & Staley, G. (1983). Teaching on a Rural Reservation: An Authentic Learning Experience. Momentum v14 n1 p18-19 Feb 1983. Provides a perspective on the conditions, attitudes, and problems that a teacher on a rural American Indian reservation may encounter. Stresses the personal benefits of living in a different culture. (DMM) UMI EJ287036

King, C. P. (1990). A Linguistic and a Cultural Competence: Can They Live Happily Together? Foreign Language Annals v23 n1 p65-70 Feb 1990. Describes the process by which an authentic document may be integrated into first- and second-year college and high school classes to form a cultural component of foreign language study. A discussion is presented on how linguistic and cultural information can be extracted from these documents to form the grammatical level of students. (Author/VWL) UMI EJ404007

Kirk, D. (1992). Gender Issues in Information Technology as Found in Schools: Authentic/Synthetic/Fantastic? Educational Technology v32 n4 p28-35 Apr 1992. Discusses gender differences in the use of computers in education based on a review of the literature. Highlights include prior exposure to computers; access to home computers; influences from the socialization process, including sex stereotypes; and differences in learning processes, including innate perceptual differences. (19 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ444829

Kitao, K., & Kitao, S. S. K. (1995). English Teaching: Theory, Research and Practice. Japan Available in microfiche only. EDRS Price - MF03 Plus Postage. PC Not Available from EDRS. Eichosha, Kusaka Bldg., 2-28 Kanda Jimbocho, Chiyoda-ku, Tokyo 101, Japan (9000 yen). Report/ISSN: ISBN-4-268-00243-X. The collection of papers on the teaching of English as a second language includes: "Teaching English in Japan"; "Reading and Evaluating Quantitative Research"; "Transformational Generative Grammar and Language Teaching"; "Process and Social Aspects of Writing: Theory and Classroom Application"; "Contrastive Analysis Between English Diphthongs...and Similar Vowel Combinations in Japanese"; "Difficulty in English Pronunciation for Japanese People"; "Difficulties Japanese Have in Reading English"; "Japanese College Students' English Reading Ability"; "A Study of Trends of College English Reading Textbooks in Japan: An Analysis of College English Reading Textbooks for 1985"; "Independent Reading in EnglishUse of Graded Readers in the Library English as a Second Language Corner"; "Getting Students To Read Actively"; "Teaching English Through Newspapers"; "Teaching Culture in Foreign Language Instruction in the United States"; "Teaching American Culture: Content, Methods, and Techniques"; "Development of Thought About Teaching Culture in Japan in the 1960s and Early 1970s"; "Developing Reading Materials for Teaching American Culture in English Courses"; "Administration of Language Laboratories in Colleges"; "The History of Language LaboratoriesOrigin and Establishment"; "Motivating Students To Learn English by Combining Slide Presentations with Reading and Listening"; "Using Authentic Video Materials in the Language Classroom"; "Introduction to CAI English Classes"; "Developing English CBI Programs at Doshisha University"; "Effects of English CBI at Doshisha University"; "Individualizing English Instruction Using Computers"; "Students' Evaluation of CAI English Classes"; and "Organizing a CAI Contest." (MSE) ED392265

Korgin, D., & Others, A. (1993). Learning History by Doing History. Educational Leadership v50 n7 p39-41 Apr 1993. The traditional way of studying history is unappealing to many students because they rarely perform the historian's tasks: defining essential questions, sorting through available source materials, determining topics, drawing conclusions, and presenting them persuasively. Teachers in two Rhode Island high schools have provided students with the skills and resources necessary to create and interpret history. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461130

Kramsch, C. (1993). Language Study as Border Study: Experiencing Difference. European Journal of Education v28 n3 p349-58 1993. A cross-cultural training seminar involving French, German, and American language teachers is described. The program was designed to examine the influence of teachers' cultural perceptions on selection of authentic instructional materials, sources of linguistic misunderstandings, and teachers' strategies for resolving cultural conflict. (MSE) Report/ISSN: ISSN-0141-8211 EJ471056

Kritt, D. (1993). Authenticity, Reflection, and Self-Evaluation in Alternative Assessment. Middle School Journal v25 n2 p43-45 Nov 1993. The essential idea of alternative assessment modes is for students to create some product and reflect on it. The authenticity of tasks means using regular classroom instruction as an opportunity for student assessment. Reflective self-evaluation should be an integral part of every classroom assignment, not an obligatory afterthought. Developing consensus about performance standards is truly challenging for middle schoolers and teachers. (15 references) (MLH) UMI Report/ISSN: ISSN-0094-0771 EJ474240

Krovetz, M., & Others, A. (1993). Beyond Show and Tell. Educational Leadership v50 n7 p73-76 Apr 1993. Developing their own criteria for authentic learning prompted several teachers of a three-hour interdisciplinary block combining biology, U.S. history, and American literature to critique old, favorite assignments and develop new, more powerful ones for their tenth graders. Book reports and Civil War battle research yielded to more authentic and relevant "I-Search" and "Immigration and Genealogy" exercises. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461142

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Lafer, S., & Markert, A. (1994). Authentic Learning Situations and the Potential of Lego TC Logo. Computers in the Schools v11 n1 p79-94 1994. Considers the potential of Lego TC Logo, a product that integrates Lego building materials with computers, for creating contexts for learning that give elementary school students a sense that their work is authentic. Topics include the concept of authentic learning situations; consequences of unauthentic classrooms; cooperation; and evaluation. (LRW) Report/ISSN: ISSN-0738-0569 EJ501676

Lebow, D. G., & Wager, W. W. W. (1994). Authentic Activity as a Model for Appropriate Learning Activity: Implications for Design of Computer-Based Simulations. Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Implications of using authentic activity as a model for appropriate learning activity are discussed, particularly in regard to the design of computer-based simulations and project-based learning activities. Mere provision of computer-based simulations and reality-centered projects does not ensure that a student will derive the benefits of in-context learning. Characteristics of real-life problem-solving tasks, such as ill-structured problems, complexity, and duration, must be incorporated. The cognitive apprenticeship framework provides the primary rationale for using authentic activity as a model for appropriate learning activities. Theory suggests that learning outcomes are maximized when fidelity and complexity are added progressively in the simulation. A useful way to regard authentic learning activity is to see it as a simulation in which instructional overlay is designed to support a related set of values, integrating ends with means. Design must support the learner in establishing a learning enterprise within the global task environment, and the learning situation must afford activities that can be transferred to the real environment. (Contains 29 references.) (SLD) ED373730

Lebow, D. G., & Wager, W. W. W. (1994). Authentic Activity as a Model for Appropriate Learning Activity: Implications for Emerging Instructional Technologies. Canadian Journal of Educational Communication v23 n3 p231-44 Win 1994. Discusses the implications of authentic activity as a model of learning, particularly in the design of computer-based simulations and project-based learning activities. Addresses the characteristics of problem-solving situations, educational simulations, and authentic learning activities; and identifies key guidelines in the design and development of authentic learning activities. (Author/AEF) Report/ISSN: ISSN-0710-4340 EJ499907

Leder, G., & C., E. (1992). Assessment and Learning of Mathematics. Australia; Victoria Not available from EDRS. Document Not Available from EDRS. Australian Council for Educational Research Ltd., Radford House, Frederick Street, Hawthorn, Victoria 3122, Australia. Report/ISSN: ISBN-0-86431-122-2. This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting views of learning, the effects of teachers' perceptions of their roles on teaching, concerns with the social context in mathematics classrooms, the national curriculum in the United Kingdom, developments in mathematics education in the Netherlands, and a comparison of major curriculum initiatives in United States, England, and Australia. Chapters are as follows: (1) "Perspectives on learning, teaching and assessment" (G. C. Leder and H. J. Forgasz); (2) "Curriculum and assessment: A basic cognitive model" (K. F. Collis); (3) "Cognitive theories and their implications for mathematics education" (J. Sweller); (4) "Instructional development and assessment from a socioconstructivist perspective" (E. Yackel, P. Cobb, and T. Wood); (5) "Teaching and assessment relationships in mathematics instruction" (D. A. Grouws and S. L. Meier); (6) "Teachers' interpretations of their roles in mathematics classrooms" (J. A. Mousley, M. A. Clements, and N. F. Ellerton); (7) "The role of assessment in determining mathematics performance" (D. Clarke); (8) "Cultural issues in the intended, implemented and attained mathematics curriculum" (A. J. Bishop); (9) "The English experience of a national curriculum and assessments" (L. S. Joffe); (10) "Early years mathematics: Children, teachers and assessment" (L. Rogers); (11) "Understanding children's mathematics: Some assessment tools" (G. N. Masters and B. A. Doig); (12) "Through children's eyes: A constructivist approach to assessing mathematics learning" (B. A. Doig and G. N. Masters); (13) "Curriculum planning, assessment and student learning in mathematics: A top-down approach" (D. Blane); (14) "Critical factors for real changes in mathematics learning" (J. de Lange); and (15) "Curriculum planning + assessment = learning?" (G. C. Leder). A list of the authors and an index are included. (MDH) ED362413

Lee, F. Y. (1994). The Effect on Listening Comprehension of Using Television Commercials in a Chinese-as-a-Second-Language Class. New York Available in paper copy and microfiche. EDRS Price - MF01/PC09 Plus Postage. This study measured the difference of the effect on students' learning of Chinese as a second language with the use of Chinese television commercials with both audio and video and Chinese commercials with audio only. Subjects were students (n=201) at Brigham Young University (Utah). Approximately 60 hours of commercial television videos, most in Mandarin Chinese, were recorded from Taiwan television. A pilot test of 5 commercials was conducted. Ten students were given pretests and posttests for each of the video and audio lessons during a 12-lesson course. There was a significant difference in student comprehension between video and audio sessions. Results of a statistical analysis suggest that although both methods produce gains, the use of video is shown be more effective in developing student comprehension than the use of audio alone. The audio-only approach did not offer as many cues to meaning and students were dependent on the instructor to explain things not seen. It is suggested that the potential impacts of teacher bias and training and test design be investigated in more detail as well as the potential impact of television commercial impact versus television programming impact. (Contains 86 references.) (NAV) ED386911

Lee, W. Y.-c. (1995). Authenticity Revisited: Text Authenticity and Learner Authenticity. ELT Journal v49 n4 p323-28 Oct 1995. Distinguishes between text authenticity and learner authenticity. A set of guiding principles for making textually authentic materials learner authentic is suggested. A 3-week supplementary English program, which was devised for a group of Hong Kong Polytechnic students based on these principles, is described. (12 references) (Author/CK) UMI Report/ISSN: ISSN-0951-0893 EJ513639

Lesh, Richard, E., Lamon, S., & J., E. (1992). Assessment of Authentic Performance in School Mathematics. AAAS Press Series on Assessment and Evaluation. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC18 Plus Postage. American Association for the Advancement of Science, 1333 H Street, NW, Washington, DC 20005. Report/ISSN: ISBN-0-87168-500-0. This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are divided into five parts. Part I Assessment Objectives, contains the following chapters: (1) Trends, Goals, and Priorities in Mathematics Assessment (Richard Lesh and Susan Lamon); (2) Assessing Authentic Mathematical Performance (Richard Lesh and Susan Lamon); (3) Toward an Assessment Framework for School Mathematics (Gerald Goldin); and (4) Research and Classroom Assessment of Students' Verifying, Conjecturing, and Generalizing in Geometry (Daniel Chazan and Michal Yerushalmy). Chapters in part II, New Items and Assessment Procedures, are: (5) Balanced Assessment of Mathematical Performance (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (6) Assessment of Extended Tasks (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (7) Moving the System: The Contributions of Assessment (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (8) Assessing Mathematical Skills, Understanding, and Thinking (Jan de Lange); and (9) Thinking Strategies in Mathematics Instruction: How Is It Possible? (Leen Streefland). Part III, New Perspectives on Classroom-based Assessment, contains chapters (10), A Teacher's Struggle to Assess Student Cognitive Growth (Carolyn Maher, Robert Davis, and Alice Alston), and (11), Assessing Understanding of Arithmetic (Herbert Ginsburg, Luz Lopez, Swapna Mukhopadhyay, Takashi Yamamoto, Megan Willis, and Mary Kelly). Chapters in part IV, New Types of Scoring and Reporting, are: (12) Toward a Test Theory for Assessing Student Understanding (Robert Mislevy, Kentaro Yamamoto, and Steven Anacker); (13) Interpreting Responses to Problems with Several Levels and Types of Correct Answers (Susan Lamon and Richard Lesh); and (14) Using Learning Progress Maps to Improve Educational Decision Making (Richard Lesh, Susan Lamon, Brian Gong, and Thomas Post). Part V on difficulties, opportunities, and future directions in assessment contains chapters (15), Future Directions for Mathematics Assessment (Richard Lesh, Susan Lamon, Frank Lester, and Merlyn Behr), and (16), The Intellectual Prices of Secrecy in Mathematics Assessment (Judah Schwartz). (MDH) ED352262

Linn, M. C. (1997). The Role of the Laboratory in Science Learning. Elementary School Journal v97 n4 p401-17 Mar 1997. Gives historical account of research and practices associated with precollege science laboratories. Described three social contexts of research on science laboratories: separation, interaction, and partnership. Argues that more partnerships are needed to continue improvement to the science laboratory, suggesting that future partnerships will involve more disciplines than previous partnerships and provide training for those who might bridge contributing disciplines. (KDFB) Report/ISSN: ISSN-0013-5984 EJ541665

Linn, M. C., & Muilenburg, L. (1996). Creating Lifelong Science Learners: What Models Form a Firm Foundation? Educational Researcher v25 n5 p18-23 Jun-Jul 1996. Discusses research on middle school science learning and instruction that suggests how generative models of scientific phenomena can be developed. The Computer as Learning Partner curriculum is introduced as a curriculum that provides a firm foundation for lifelong learning through the use of authentic questions. (SLD) UMI Report/ISSN: ISSN-0013-189X EJ528775

Lippitt, L., & Bailey, D. (1993). The Hupobi Heritage Project: Multimedia and Authentic Assessment. Writing Notebook: Visions for Learning v10 n4 p28-29,46 Apr-May 1993. Narrates how the Hupobi Heritage Project involved Pueblo Indian youth in the interpretation of their cultural heritage for non-Native Americans. Explains how the information was presented through multimedia. (HB) EJ463680

Liskin-Gasparro, J. E., & Veguez, R. R. A. (1990). Teaching Listening Comprehension through Video in First-Year College Spanish. IALL Journal of Language Learning Technologies v23 n1 p37-49 Win 1990. Discusses the task of finding appropriate materials for the beginning levels of language instruction, and presents a cogent rationale for employing a combination of authentic materials and on-campus production that, together, closely follow and reinforce the course syllabus. (Author/OD) EJ411887

Listening Processes and Authentic Texts. Acting on Priorities: A Commitment to Excellence. Dimension: Languages '90. Report of Southern Conference on Language Teaching; see FL 020 470. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Four annotated bibliographies on authentic listening in English-as-a-Second-Language instruction are presented.The bibliographies were compiled by graduate students taking the a course called ESL Media and Materials. The students' purpose was to research a topic in order to develop an original project to display at an ESL Media and Materials Fair for language teachers, classmates,

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Machura, L. (1987). What Can Be Learnt from Teaching Children? Poland Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. While it is commonly assumed that teaching children is unrelated to teaching at the advanced level, the two kinds of teaching are closely related and mutually effective. The experience of teaching young learners can benefit the instruction of college students of English as a second language. In both cases, providing motivation is a challenge. Materials should be appealing, varied, authentic, challenging, and topic-oriented. Teaching children requires consistency and clarity of goals and requirements, and diversified tasks for a sense of achievement, as do adults. The games and role-playing activities involved in teaching children should also be used to teach adults. While children have a love of sound, older students need to be encouraged to enjoy it. Children's need to relax occasionally into their native language suggests that the same practice would be useful for adults. The teacher who has learned an essential element of teaching children, being available to them, has learned to be more relaxed with students. The needs for timing, recognition of individual developmental differences, and awareness of the learner's responses are similar for both age groups. (MSE) ED294447

MacIsaac, K. (1993). French as a Second Language. Annotated Bibliography of Learning Resources, Intermediate Level (Grades 4 to 12). Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC07 Plus Postage. Learning Resources Distributing Centre, 12360 - 142 Street, Edmonton, Alberta, Canada T5L 4X9. Report/ISSN: ISBN-0-7732-1141-1. The listing of learning resources for intermediate-level French second language instruction in Alberta (Canada) in grades 4-12 cites about 150 items in these categories: audio, video, and kits; communicative activity resources; computer software; cultural learning resources; games and puzzles; magazines and newspapers; posters, maps, and charts; reading collections and literature; student reference materials; and teacher reference materials. In each category, resources are listed alphabetically by title. Each citation provides basic bibliographic information and information about ordering, price, age level, content areas, curricular emphasis, and suggested use. Lists of addresses for publishers and distributors, Alberta's regional offices of education, and media centers are appended, and all resources are indexed by title and format. (MSE) ED366202

Maksimowicz, M. L. (1993). Focus on Authentic Learning and Assessment in the Middle School. Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Michigan Association of Middle School Educators, Michigan State University, 419 Erickson Hall, East Lansing, MI 48824 ($2.50; make check payable to M.A.M.S.E.). This booklet focuses on understanding authentic learning and assessment practices and their effect on students and teachers at the middle level. After an examination of what is meant by authentic learning, five guidelines are suggested for use in selecting authentic content for middle level students. Specifically, authentic materials: (1) should reflect important themes and ideas; (2) should be consistent with curriculum goals; (3) should be rooted in real-world experiences and have application both inside and outside school; (4) should be sensitive to students' developmental progression; and (5) should allow students to engage in critical thinking. The guidelines are followed by a discussion of the value of authentic learning and its assessment. Examples of authentic assessment tools are given, and their use by teachers to base success on performance efforts that show continuous improvement over time is stressed. The booklet then answers the questions, "Who are our learners?" and "What are the roles of all of the partners to insure education for all?" The first question is answered by examining the demographics of students in terms of parental status, cultural diversity and socioeconomic level. The second question is answered by defining the new partnership roles of students, educators, parents and all community members. The importance of educators' engaging in thoughtful reflection and inquiry on questions about learning and teaching is highlighted. The paper concludes with the expressed need to focus assessment on improvement and effort, and not merely on the ability to succeed or fail. Contains an 18-item list of M.A.M.S.E. resources. (BAC) ED380226

Martin, B., & Others, A. (1988). Authentic ScienceJust Another Buzzword? Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper considers the term "authentic science" and its meaning with respect to science education. In particular, three relevant denotations of authenticity are applied to nine facets of science. These facets include methodological and epistemological aspects of science, personal, private, public, historical, societal and technological dimensions of science as well as the aim of science. For each of the above facets of science, application of the term "authentic" proves to be problematic and seriously weakens the use of the term in science education. Coupled with this is the problem of defining what is authentic for the student, the teacher, the curriculum developer or whoever is to acquire an espoused view of authentic science. This suggests that authentic science may, in fact become nothing more than a buzzword in science education which, in the long run could delay and confuse the steps needed to address the concerns expressed by many science educators. (Author/CW) ED291561

Martin-Kniep, G. O., & Others, A. (1995). The North Shore Collaborative Inquiry Project: A Reflective Study of Assessment and Learning. Journal of Staff Development v16 n4 p46-51 Fall 1995. Describes a two-year professional development program in which teachers used collaborative inquiry to study, develop, and use alternative and authentic assessment to improve teaching and learning. The paper examines curriculum and assessment changes teachers made, presents insights from the experience, and discusses implications for professional development. (SM) UMI Report/ISSN: ISSN-0276-928X EJ522308

Mathies, B. K. (1994). Technology in Authentic Assessment. Portfolios: Addressing the Multiple Dimensions of Teaching and Learning. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Authentic assessment directly examines student performance on worthy intellectual tasks. The student determines the topic, the time allotted, the pacing, and the conditions under which the examples are generated. Authentic assessment is labor intensive, time-consuming, and expensive. Technology can provide the means for students to reflect on authentic tasks that will be part of their professional life. The graduate programs in Library Media and Computer Education at the Wright State University College of Education and Human Services in Dayton (Ohio) require a portfolio as part of students' culminating activities. The portfolio requirements are explained in an entry course, and the portfolio is finished and presented during an exit course. There is an infusion of authentic assessment opportunities throughout the entire program of study for inclusion in the portfolio. For example, students assemble videotapes with examples of lessons taught and skill-dependent tasks, and students collaborate with faculty to solve problems via electronic mail. The use of technology in authentic assessment is beneficial in that students can be assessed on their knowledge; course assignments can support a variety of learning styles; and testing activities can replicate constraints and opportunities encountered in real-life professional situations. (JDD) ED376117

McBride, L. W. (1993). Meaningful Activities and Criteria for Promoting and Assessing K-6 Students' Analytical Skills. Councilor v53 p29-37 Oct 1993. Discusses Howard Gardner's views regarding students' academic abilities. Describes the use of primary sources in history instruction. Includes a guide for analyzing primary sources for each level from kindergarten through eighth grade. (CFR) Report/ISSN: ISSN-1056-0335 EJ509167

McClay, J. L. (1996). Learning Centers. Professional's Guide. California Not available from EDRS. Document Not Available from EDRS. Teacher Created Materials, Inc., 6421 Industry Way, Westminster, CA 92683. Report/ISSN: ISBN-1-55734-891-X. Learning centers are special areas in the classroom where students can work independently or in small groups to build a concept, explore a topic, or refine a skill. Learning centers are a way to meet the academic, social, emotional, and physical needs of elementary school students through active involvement in the learning process by enabling classrooms to decentralize and become student-centered rather than teacher-directed. This book begins with an overview of learning centers, including the rationale for these centers, a description of how they work, and benefits they provide. The other chapters cover: starting a learning center, planning activities, classroom management, student accountability, and authentic assessment. Suggested activities and sample forms are included. (Contains 31 references.) (ND) ED402295

McClymer, J. F., & Knoles, L. L. Z. (1992). Ersatz Learning, Inauthentic Testing. Journal on Excellence in College Teaching v3 p33-50 1992. Argues that examinations and assignments shape the way students learn, read, write, and think, and that authentic testing is the most powerful step toward improved student learning. Assignments must pose real questions addressed by practitioners in the discipline in question, must make scholarly sense, and must challenge students to perform rather than simply to remember. (JB) Report/ISSN: ISSN-1052-4800 EJ505267

McCoy, I. R. (1990). Overcoming the Teacher/Technology Gap: Authentic Video Texts in Foreign Language Instruction. IALL Journal of Language Learning Technologies v23 n1 p25-36 Win 1990. Provides the theoretical underpinnings to a very successful project that involves high school teachers in the development of carefully sequenced student materials for the German video series "Deutschlandspiegel." (22 references) (Author/OD) EJ411886

McMurtry, J. (1993). Evaluating Teaching by Evaluating Learning. Canadian Social Studies v27 n2 p55-56 Win 1993. Contends that evaluating teaching is just as important as evaluating students. Argues that most teacher evaluation does not examine what students actually learn from the teacher. Recommends the use of written entry performance tests and subsequent written tests to evaluate teaching effectiveness. (CFR) UMI Report/ISSN: ISSN-1191-162X EJ464754

Means, B., & Olson, K. (1994). The Link between Technology and Authentic Learning. Educational Leadership v51 n7 p15-18 Apr 1994. In an authentic learning setting, technology has the power to support students and teachers in obtaining, organizing, manipulating, and displaying information. According to an Office of Educational Research and Improvement case study, reformed classrooms begin with an authentic, challenging task; have all students practice advanced skills; and feature heterogeneous, collaborative work groups, teachers as coaches, and extended periods for completing assignments. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ508283

Mehler, A. H. (1992). Integration of Examinations and Education. Biochemical Education v20 n1 p10-14 Jan 1992. Discusses examinations as the major determinant of student behavior and suggests that no improvement in the effectiveness of biochemistry courses will occur until examinations are so integrated into the educational process that they reinforce educational objectives. Includes discussions on self-education, cooperation between students, and problem solving with three sample problems appended. (Author/KR) UMI Report/ISSN: ISSN-0307-4412 EJ449134

Meinhof, U. H. (1987). Predicting Texts: Aspects of a Strategic Model of Text Comprehension. Written United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The concept of authenticity in foreign language pedagogy is discussed with particular reference to the methodology of instructing through the medium of authentic texts. It is suggested that the use of authentic texts in a classroom setting actually deauthenticates those elements that made the texts originally authentic; i.e., placing them in a classroom falsifies their linguistic and social environment, their inscribed addressee, and their function as communicative acts. The interconnected process of authenticating and making comprehensible, by presenting some of the key strategies in the classroom, is discussed. The following types of strategies are described: activating situational knowledge; predicting the text; juxtaposing texts; and cognitive parallels. Contains 13 references. (LB) ED346739

Meinhof, U. H. (1990). Television News, the Computer and Foreign Language Learning. United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. An interactive video project for second language instruction is described. Using television news broadcasts, the educational software package can also be used for area or media studies. Prototypes have been developed for English and German instruction. The program is designed to support learner comprehension of authentic news broadcasts by encouraging learners to form hypotheses about the program and by activating situational, cultural knowledge (of format, content, or schemata) that may be otherwise unavailable to the second language learner. It exploits the predictability of the text format of news broadcasts. It provides two interconnected approaches to each news program, linear and structural, through which the user can proceed to gain comprehension of news items. The linear path gives a chronological view of the program, is topic- and theme-oriented, and allows for annotation and transcription. The structural view allows the user to select and mark the internal structure of the news item from either a schematic or a formatting perspective. Help facilities in the program that can be activated include dictionaries, background information, a databank of previously annotated material, and help specific to the program package. The software can be used for both linguistic and communicative exercises. (MSE) ED366198

Midkiff, R. B., & Thomasson, R. R. D. (1993). A Practical Approach to Using Learning Styles in Math Instruction. Illinois Not available from EDRS. Document Not Available from EDRS. Charles C. Thomas, Publisher, 2600 South First Street, Springfield, IL 62794-9265. Report/ISSN: ISBN-0-398-05888-1. Instruction based on learning styles has received little attention in the recent reform efforts in mathematics education. The purpose of this book is to address the improvement of mathematics instruction through sensitivity to learning styles. The introduction discusses the scope and rationale of the book. Chapter 2 documents the need for improvement in mathematics education and addresses how both curriculum and instruction must change to prepare students to function in the 21st century. Chapter 3 provides a comprehensive overview of learning styles. Chapter 4 discusses the effective use of manipulatives and provides a sample lesson to serve as a model for future use. Chapter 5 addresses the use of spatial reasoning as a way to reduce gender differences in mathematics achievement. Chapter 6 presents activities that aid retention of mathematical concepts and skills. Chapter 7 introduces the use of portfolios as a method to implement authentic assessment. Chapter 8 summarizes the key ideas presented in the book. (Contains 128 references and an index.) (MDH) ED367542

Mitchell, J. M. (1997). The Imaginitis Learning System Conflict Resolution Unit in an Urban School District. Minnesota Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The Imaginitis Learning System is an integrated product development curriculum that is aimed at achieving stronger cooperation and conflict resolution skills among students who use it at elementary through adult education levels. It is a performance-based instruction product in which students learn to apply communication skills and work competencies in a real-life context. It attempts to offer authentic assessment as students are instructed on how to publish a book that becomes a portfolio exhibit of their learning. The developer, Imaginitis Interactive, requested that the Cooperative Learning Center at the University of Minnesota act as an independent outside evaluator to assess the impact of the Imaginitis system on the development of skills needed for cooperative learning and on the development of workplace competencies such as conflict resolution. "Teaching Students To Be Peacemakers" by D. and R. Johnson was the project learning framework. This report presents the results of an evaluation of the conflict resolution program in self-contained classrooms in the District of Columbia at grades 3/4, 7, and 11/12. At all levels of implementation and evaluation Imaginitis was determined to contribute to the development of conflict resolution skills. Statistically significant findings show that Imaginitis students develop a stronger ability to resolve conflicts in a nonviolent manner. (Contains two tables and six references.) (SLD) ED406508

Mohnsen, B. (1997). Authentic Assessment in Physical Education. Learning and Leading with Technology v24 n7 p30-33 Apr 1997. Electronic portfolios allow teachers to authentically assess student performance. Examines the creation and use of electronic portfolios and describes three electronic portfolios based on HyperCard that can be used in physical education classes to monitor student health fitness, sport skills, and other performance standards, and allow students to make related journal entries. (PEN) Report/ISSN: ISSN-1082-5754 EJ544737

Moi, C. M. F. (1994). Rock Poetry: The Literature Our Students Listen To. Argentina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. . It is argued that rock lyrics, alternatively seen as poetry, are a source of instructional material for students of English as a Second Language (ESL), offering an opportunity for literary analysis that is highly motivating, relevant to students' lives, a potential bridge to more serious literature, and a readily-available source of authentic reading and listening material. The content can be viewed in two ways: (1) literature in the form of rock music (poems set to music or lyrics that are new versions of previous literary works), or (2) rock lyrics as poems in their own right. It is proposed that interpreting rock lyrics in class can be a significant opportunity to exchange views, discover how much members of the class community have in common, and learn how others view the world. A brief bibliography is included. (MSE) ED372631

Montes, Y. G. (1992). Espanol para Hoteleria y Turismo = Spanish for Travel and Tourism. Hawaii Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. University of Hawaii, Department of European Languages and Literature, Moore 483, 1890 East-West Road, Honolulu, HI 96822. This beginning through advanced Spanish text includes grammar explanations, readings, and exercises with the emphasis on situations involving travel and tourism. The introductory lesson covers the Spanish language, the importance of Spanish in the United States, the Spanish alphabet, pronunciation, capitalization, punctuation, syllabication, linking, useful expressions, minidialogues, and cognates. Subsequent lessons incorporate specific grammar rules and vocabulary drills in the context of information about such things as the Honolulu airport, traveling to Washington and Chicago, the Metropolitan Museum, a New York City hotel, the train station, automobile travel, and restaurant dining. Many authentic materials are included. (LB) ED348838

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"New Visions for Teachers' Continuing Education.". Action in Teacher Education v17 n3 p67-75 Fall 1995. Describes one university's Field Based Masters Program. Designed around intact cohorts of experienced teachers who meet weekly over two years, the program involves integrated curriculum and action research projects. The paper describes how group process and collaboration are integral to teachers' learning experiences and ongoing professional development for program faculty. (SM) UMI Report/ISSN: ISSN-0162-6620 EJ520914

Narvaez, L. (1992). Authentic Cultural Materials: The Case of Television Programs Received via Satellite. Hispania v75 n1 p207-08 Mar 1992. Discusses how satellite technology offers the opportunity to use foreign television programs for teaching purposes as they were broadcast or on videotape. Cost factors are highlighted, and classroom activities are suggested.(LB) UMI Report/ISSN: ISSN-0018-2133 EJ441470

Negin, G. A. (1993). In Vino, Veritas. Educational Leadership v50 n6 p32-33 Mar 1993. While reminiscing over wine and granola bars, some elementary teacher-survivors from the sixties pondered timeless teaching truths newly "discovered" by education reformers, including authentic assessment, cooperative learning, a national curriculum, and brain-compatible learning. Reformers are insensitive to realistic classroom contexts when describing their magic, mystical silver bullets. All teachers ask is that others respect their contributions. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ459424

Newmann, F. M., & Others, A. (1995). Authentic Pedagogy and Student Performance. Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: R117QOOOO5-95. In order to address concerns about the intellectual quality of students' work under various "active learning" formats appearing in education reform efforts, this study developed a model of authentic pedagogy and assessed its presence in 23 restructured schools. The proposed authentic pedagogy is consistent with an active learning perspective and posits standards of intellectual quality, rather than teaching techniques or processes, as the central target of innovation. The study defined authentic academic achievement with three criteria: construction of knowledge, disciplined inquiry, and value beyond school. The school study examined instruction for one year at 23 schools (equally divided among elementary, middle, and high schools) with emphasis on six valued outcomes: (1) authentic pedagogy and authentic academic performance; (2) equity for students; (3) empowerment of teachers, parents, and principals; (4) sense of community among staff and students; (5) reflective professional dialogue; and (6) accountability. The study found that schools varied substantially in their success on standards for authentic pedagogy. Overall, pedagogy was rarely rated at the higher levels of the study's standard indicating that the promotion of authentic teaching is enormously difficult. Authentic pedagogy did appear to improve authentic academic performance for all students in mathematics and social studies. Finally, student achievement was reasonably equitable across gender, race, ethnicity, and socioeconomic status. (Contains 44 references.) (JB) ED389679

Newmann, F. M., & Others, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education v104 n4 p280-312 Aug 1996. Presents a vision of authentic academic achievement and specific standards for pedagogy and student performance that are consistent with active learning or constructivist perspectives. The restructured and authentic pedagogy is based on standards of intellectual quality rather than teaching techniques or processes as the central target of instruction. (SLD) Report/ISSN: ISSN-0195-6744 EJ533559

Newmann, F. M., & Wehlage, G. G. G. (1993). Five Standards of Authentic Instruction. Educational Leadership v50 n7 p8-12 Apr 1993. Authentic achievement relies on three restructuring criteria. Students construct meaning and produce knowledge, use disciplined inquiry to construct meaning, and aim their work toward producing discourse, products, and performances possessing value beyond school success. Five standards for rating instruction involve degrees of higher order thinking, depth of knowledge, connection to world, substantive conversation, and social support for student achievement. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461121

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Paris, S. G., & Ayres, L. L. R. (1994). Becoming Reflective Students and Teachers with Portfolios and Authentic Assessment. Psychology in the Classroom: A Series on Applied Educational Psychology. District of Columbia Not available from EDRS. Document Not Available from EDRS. APA Order Department, P.O. Box 2710, Hyattsville, MD 20784. Report/ISSN: ISBN-1-55798-252-X. This book guides teachers on using portfolios and authentic assessment to create reflective students and teachers through specific instruction, examples, and descriptions of many actual elementary school classrooms, teachers, and students who use this approach. Authentic assessment allows students to participate actively in their own learning. Portfolios, a collection of student work, are an important tool in this approach. An introduction describes in detail a classroom where this approach has been implemented and offers actual views of students, parents, and teachers who were involved. The first section explains self-regulated learning including characteristics, psychological principles, and how traditional practices undermine it. The second section treats learner-centered principles of assessment and looks at assessments that promote reflection and students' self-assessment. The third section examines promoting student self-reflection through class activities such as portfolios, self-evaluations, inventories, and surveys, journals, self-portraits, letters and conferences. The next section discusses strengthening home-school connections through letters, parent profiles of their children, parent-teacher conferences, home portfolios, dialogue journals, and home-school classroom activities. The next section on becoming reflective teachers discusses the characteristics of reflective teachers and the consequences of being reflective. The last section offers a final review. An appendix provides a brief description of each of 12 learner-centered psychological principles. Includes a glossary. Contains 57 references. (JB) ED378166

Pate, P. E., & Others, A. (1993). Designing Rubrics for Authentic Assessment. Middle School Journal v25 n2 p25-27 Nov 1993. Two eighth-grade teachers at a Georgia middle school recently redesigned their curriculum to emphasize problem-centered, hands-on learning projects focusing on issues relevant to students. To demonstrate what was learned, students and teachers employed various student projects assessed by using rubrics that define a wide range of acceptable and unacceptable performance behaviors. (11 references) (MLH) UMI Report/ISSN: ISSN-0094-0771 EJ474237

Paulson, F. L., & Paulson, P. P. R. (1994). Assessing Portfolios Using the Constructivist Paradigm. Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In a previous paper the authors presented a model of assessing portfolios, the Cognitive Model for Assessing Portfolios (CMAP), as a lens to view, think about, and make decisions about portfolio projects. Two projects in which the CMAP has been used are described. One is an authentic assessment project in mathematics and science by the Educational Testing Service in Atlanta (Georgia), and the other is the reform of assessments in the Wyoming (Michigan) school district. The clear focus of the Atlanta project is on student outcomes. The entire project is systematically designed to produce outcomes that can be summarized across individuals and groups. The focus of the Michigan project is far more diverse, with generally defined outcomes and a more general assessment design. Atlanta represents a positivist and psychometric model of assessment while Wyoming (Michigan) represents a constructivist point of view, with the portfolio seen as a learning environment. Portfolio assessment is better suited to the constructivist model, in that efforts to apply the positivist model to portfolios invariably impose meanings that are different from those created by the learner. One figure and one table illustrate the comparison. (Contains 27 references.) (SLD) ED376209

Peixotto, K. M. (1993). A Vision of Science and Mathematics for All. Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Many of those working to improve science and mathematics education have a vision where all students are successful and the celebration of success constantly presents the challenge to push the edge of the vision outward. The National Council of the Teachers of Mathematics established standards that some science educators are attempting to emulate. The vision of science and mathematics education represented in the standards is built on the themes of: (1) scientific and mathematical "habits of mind", (2) a constructivist approach to teaching and learning, (3) instructionally embedded assessments, and (4) science and mathematics for all. This paper discusses these themes and their implications for classrooms. (PR) ED366504

Peters, C. W. (1991). You Can't Have Authentic Assessment without Authentic Content (Assessment). Reading Teacher v44 n8 p590-91 Apr 1991. Discusses the need to pay more attention to the type and nature of the content assessed. Provides five guidelines designed to help teachers select material that will contain important content, the heart of authentic assessment. (MG) UMI Report/ISSN: ISSN-0034-0561 EJ425372

Petrosino, A., & J., J. (1997). Authentic Experience within Investigative Activities: The Role of Reflection in the Learning Environment. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: JSMF-95-24; ESI-0350510. This document examines how a unit on model rockets, designed to be a "hands-on" activity within the "Mission to Mars" curriculum that was implemented in the Nashville (Tennessee) area middle schools, has been used to investigate children's understanding of experimentation. A literature review explores some of the traditional constraints placed on children in the field of science education and describes the development of the model rocketry unit in the "Mission to Mars" curriculum. The study participants were 23 fifth- and sixth-grade students in a summer school classroom. Each student was interviewed individually regarding the objectives of the model rocket activity, especially building the winning model rocket design as opposed to a more comprehensive view of the purpose of the experiments. Additional questions addressed students' understanding of comparisons. Over the course of the interviews, many students seem to have understood the importance of comparison, and a majority were able to see their conclusions applying not only to their own model rocket design but to rockets in general. By the final interview, 15 of 16 students stated that studying models made of cardboard and plastic were relevant for studying real rockets, and almost the entire class was able to present realistic modifications to the original experiment. Figures on student interview data are attached as well as a copy of the request for design plans from the Office of the Training Director. (Contains 35 references.) (ND) ED409278

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________. (1995). Ready-Reference Folder. Learning v24 n1 p39-42 Aug 1995. A tear-out folder provides information on alternative student assessment versus standardized testing, describing what alternative assessments do and do not consist of and involve. Information on student assessment statewide and nationwide is presented along with a discussion of the costs of alternative assessment. All information is presented in color-coded charts. (SM) UMI Report/ISSN: ISSN-0090-3167 EJ517092

Ralph, E. (1994). Teaching to the Test: Principles of Authentic Assessment for Second-Language Education. Mosaic v1 n4 p9-13 Sum 1994. Supports the idea that second language teachers should "teach the test," provided that such tests meet the criteria of authentic assessment. Authentic assessment focuses on constructivist learning and communicative tasks; the integration of teaching, learning, and assessment; quality and coverage of content; and quality and fairness of standards. (29 references) (MDM) UMI Report/ISSN: ISSN-1195-7131 EJ503180

Reed, W. (1990). Learning to Be Authentic. CALICO Journal v7 n4 p7-10 Jun 1990. Teachers can behave authentically and be effective facilitators of learning by allowing all participants to have control over their own learning in a cooperative, nonauthoritarian, informal arena, and by focusing training on shared control, relevance, and authenticity. Such a student-centered approach motivates students to take responsibility for their own learning. (CB) Report/ISSN: ISSN-0742-7778 EJ413391

Riner, P. S. (1990). Authentic Education: Resolving the Process-Content Dichotomy in Curriculum Debates. Journal of Humanistic Education and Development v29 n2 p61-68 Dec 1990. Describes authentic education, seeing it as distinguished from curriculum intents in that it combines motives of learners and educational purposes into meaningful learning that enables the learner to deal with increasing amounts of the surrounding world. Asserts that process and content are not opposing dimensions but are two facets of the same element of curriculum design. (Author/NB) UMI EJ426788

Rivera, D. B., & Others, A. (1995). Performance-Based Assessment: A Tool for Authentic Learning and Instructional Decision Making. Gifted Child Today Magazine v18 n5 p34-37,40,41 Sep-Oct 1995. Performance-based assessment is recommended for gifted students. In this approach, the students participate in planning the assessment and establishing the criteria by which their work is judged. Guidelines for implementing performance-based assessment and classroom examples are offered. (DB) UMI Report/ISSN: ISSN-1076-2175 EJ511790

Rodgers, T. (1988). Co-Operative Language Learning: What's News? Materials for Language Learning and Teaching. Anthology Series 22; see FL 020 138. Hawaii Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This discussion of cooperative second language learning describes the approach in terms of response to three questions: WHO? WHAT? and WHY? The first section "WHO: Major Directors and Actors," chronicles the evolution of cooperative learning in general and cooperative language learning in particular, citing some specific methods and the individuals who developed and promoted them. The second section, "WHAT: Characteristics and Competitors," begins by defining some major paradigms of cooperative learning: Aronson's Jigsaw Classroom; DeVries' Teams-Games-Tournaments; Slavin's Student Teams and Academic Divisions; and the Group Investigation approach. This form of learning is then contrasted with competitive and individualistic learning approaches, especially with regard to the structuring of rewards and incentives. Commonalities between the three learning approaches are also examined. The third section looks at evidence of the efficacy of cooperative learning, citing research and theory on its use of comprehensible input, its efficiency, the effective use of social interaction, and its authenticity and realistic grounding. Objections to the use of cooperative learning in second language instruction are also noted and rebutted. These include the criticisms that students can acquire flawed language from peers, that cooperative learning promotes classroom chaos, and that native language use or code-switching will be tolerated by peers. Four types of instructional materials are described: manufactured; teacher-developed; teacher-adapted; and authentic. (MSE) ED343412

Rodriguez, E. R., & Bellanca, J. (1996). What Is It about Me You Can't Teach? An Instructional Guide for the Urban Educator. Illinois Not available from EDRS. Document Not Available from EDRS. IRI/SkyLight Training and Publishing, Inc., 2626 S. Clearbrook Dr., Arlington Heights, IL 60005; phone: 800-348-4474; fax: 847-290-6609; e-mail: info@iriskylight.com; http://www.iriskylight.com ($29.95). Report/ISSN: ISBN-1-57517-066-3. This book focuses on research conducted in the last 20 years that shows what urban teachers can do to add new knowledge and skills to their repertoire of teaching so that students can increase their own achievement. Dedicated to the idea that all children can learn, it provides hundreds of practical educational strategies. Some approaches that are described will require more practice and support over a longer period, but others can be implemented immediately. Case studies and sample lessons for all grades and subject areas make it easy to use strategies for applying multiple intelligences, authentic assessment, and mediated learning. Strategies are grouped into these chapters: (1) "High Expectations"; (2) "Intentionality and Reciprocity"; (3) "Meaning"; (4) "Transcendence"; (5) "Self-Regulation and Control of Behavior"; (6) "Competence"; (7) "Sharing Behavior"; (8) "Individuation"; (9) "Goal Planning"; (10) "Challenge"; and (11) "Self-Change." (Contains 73 references.) (SLD) ED404407

Ross, A., & Olsen, K. (1993). The Way We Were...The Way We CAN Be: A Vision for the Middle School through Integrated Thematic Instruction. Second Edition. Washington Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Books for Educators, Covington Square, 17051 S.E. 272nd Street, Suite 18, Kent, WA 98042 ($21.95, plus $3 shipping and handling; Quantity discounts 5-20%). Report/ISSN: ISBN-1-878631-06-3. This book proposes a new view of middle school curriculum and the specifics of how to create such a curriculum. It introduces the notion that the approach to developing a curriculum appropriate for adolescents should be based on similarities of human learning at different ages, as well as the uniqueness of the adolescent. Chapter 1 highlights six fundamental notions about how the human brain learns, including intelligence as a function of experience and the impact of personality. Chapter 2 outlines how these notions can be implemented in the classroom and school to create a "brain-compatible" learning environment. Chapter 3 looks at the issue of curriculum and offers suggestions for a new "meme"-based curriculum. Chapters 4, 5, and 6 describe the steps necessary to complete the three stages in developing integrated curriculum: creating a yearlong theme with monthly components and weekly topics, identifying key points, and developing inquiries. Chapter 7 presents several tools for evaluating student learning in ways that are brain-compatible, consistent with goals of the authentic assessment movement, and that can also satisfy district needs for student and teacher assessment and accountability. Chapter 8 describes the possible stages in the transition to a fully integrated and brain-compatible integrated thematic instruction program for students. The chapter discusses each of five transition models, its structures and advantages, and tips and pitfalls to help teachers implement whichever model is selected. Three appendices cover characteristics of middle grade students, the chemistry of nurturing intelligence, and pattern shapers. (TJQ) ED371906

Ruane, M. (1989). Issues in the Use of Video Technology in the Language Classroom. Little, David, Ed. and O Meadhra, Bebhinn, Ed. Media Technologies and Language Learning. Proceedings of an IRAAL Seminar (Dublin, Ireland, November 25, 1989); see FL 020 272. Ireland Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In a discussion of video technology and language learning, video is defined as any form of language-teaching (LT) material that can be shown on a television monitor, excluding interactive video. The first part of the paper presents a possible pedagogical framework for video in language learning. The role of video is: (1) to provide a source of language input for students; and (2) to offer a way of developing learner competencies in particular language skills. Video documents can show the interrelationship of spoken and interactive discourse in stimulating and entertaining ways, and television screens compel attention. The second section examines the question of access to video materials in view of some of the pedagogical considerations. The discussion focuses on access to four types of LT video materials: video materials specially designed for LT, semi-pedagogic LT video materials, authentic off-air documents edited for LT, and authentic off-air documents unedited for LT. It is concluded that video is an effective vehicle for developing second language acquisition by providing input and by organizing opportunities for a wide range of communicative activities in the various language skills. Contains 31 references. (LB) ED349793

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Saint-Leon, C. B. (1988). The Case for Authentic Materials on Videodisc. CALICO Journal v6 n2 p27-40 Dec 1988. Foreign language video is invaluable for enhancing foreign language instruction, particularly when combined with laser videodisc technology, which allows learners to study minute details. Authentic materials should be made available on videodisks to fully exploit the resources of foreign language video. (Author/CB) EJ384100

Saito, Y. (1994). The MBA and Japanese: Teaching Practical Language Skills in Authentic Contexts. Theory into Practice v33 n1 p34-40 Win 1994. Presents issues concerning traditional MBA programs and traditional liberal arts Japanese language programs and discusses the need to integrate the two disciplines; addresses the need for new instructional approaches, particularly the need for using authentic materials to develop practical language skills; discusses the value of integrating cultural components in curricula and the importance of teacher training. (SM) UMI Report/ISSN: ISSN-0040-5841 EJ485700

Schack, G. D. (1993). Involving Students in Authentic Research. Educational Leadership v50 n7 p29-31 Apr 1993. Teachers can help students "find" problems by brainstorming potential research ideas connected to interests they already have. Students of all ages can do descriptive, historical, experimental, correlational, and developmental research. Case, field, causal, and comparative research might be more successful with older students. Conducting real research shows youngsters that their work has value in the "outside" world. (11 references) (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461127

Schack, G. D., & Others, A. (1993). Equity in Kentucky's Primary Programs. Equity and Excellence in Education v26 n3 p37-41 Dec 1993. The view of educational equity underlying the Kentucky Education Reform Act (KERA) is apparent in the Kentucky primary education program. In addition to race, class, and gender equity concerns, the KERA primary program encompasses equity for gifted and special needs learners and teacher education for equity. (SLD) UMI Report/ISSN: ISSN-1066-5684 EJ480463

Schafer, L., & E., E. (1994). Behind the Methods Class Door: Educating Elementary and Middle School Association for the Education of Teachers in Science (AETS) Yearbook. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC11 Plus Postage. ERIC Clearinghouse for Science, Mathematics and Environmental Education, 1929 Kenny Road, Columbus, Ohio 43210-1080 ($19.90). Contract no.: RR93002013. This book describes methods used in the education of science teachers. Chapters in the book and authors are as follows: (1) "Teaching Elementary Teachers How to Use the Learning Cycle for Guided Instruction in Science" (John Staver and Gail Shroyer); (2) "Helping Preservice Teachers Master Authentic Assessment for the Learning Cycle Model" (Nancy Murphy) (3) "Teaching Science 'Backwards': Changing a Preservice Teachers' Conceptions about Planning Using a Learning Cycle Model" (Suzanne Weber); (4) "The Process of Planning for Science Learning" (James Lubbers); (5) "Helping Teachers Integrate Science Across the Curriculum Using the Learning Cycle" (Ann Cavallo and Larry Schafer); (6) "Integrating Science into the Curriculum Through Narrative" (Michael Jaeger and Carol Lauritzen); (7) "Introducing Elementary Teachers to Thematic Science Instruction" (Patricia Keig); (8) "Helping Science Teachers Develop Effective Classroom Groups" (Nanette Eklund); (9) "Using the Learning Cycle to Introduce Cooperative Learning" (Alan Colburn); (10) "Constructing Concepts of Constructivism with Elementary Teachers" (John Staver); (11) "Eliciting Preservice Elementary Teachers' Beliefs About Science Teaching and Learning" (Sheila Jasalavich and Larry Schafer); (12) "Helping Middle School Pre-Service Teachers to Address Students' Alternative Conceptions" (Saouma BouJaoude); (13) "Increasing Student Curiosity, Persistence, and Critical Thinking During Science Activities" (John Bath); (14) "Having Elementary Preservice Teachers Experience Science as a Way of Knowing" (Paul Jablon); (15) "An Analogical Technique for Teaching Question-Asking Skills to Science Teachers" (Roger Norris); (16) "Teaching Teachers to Use Operational Questions" (Frank Misiti, Jr.); (17) "Authentic Dialogue" (Michael Kamen); (18) "A Performance Based Approach to Preparing Elementary Science Teachers" (Thom Votaw); (19) "The Science Activity Filter: Guidelines for Improving the Selection of Science Activities" (Peter Rillero, Erica Brownstein, and Betsy Feldkamp-Kemp); (20) "Educating Science Teachers Through Action Research" (Dale Merkle); and (21) "A Celebration of Learning" (Ronald Bonnstetter). (PR) ED372923

Schneider, D. (1994). Social Studies Teaching: Citizenship Education and Authentic Learning. Clearing House v67 n3 p132-33 Jan-Feb 1994. Notes that the curriculum standards under development by the National Council for the Social Studies incorporate authentic learning assessment tasks and suggest ways that civic participation experiences can be included and the subsequent learning assessed. Discusses instruction and assessment opportunities involving citizenship education. (RS) UMI Report/ISSN: ISSN-0009-8655 EJ479193

Schnitzer, S. (1993). Designing an Authentic Assessment. Educational Leadership v50 n7 p32-35 Apr 1993. Describes the development of an authentic assessment model identifying 14 complex thinking processes. Two teachers designed a task allowing high school students to demonstrate their biotechnological knowledge and simultaneously deploy a complex thinking process (decision making). This model required students to synthesize and integrate what they had learned and justify the resulting decision to others. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461128

Schwartz, S. L. (1995). Early Childhood Corner: Authentic Mathematics in the Classroom. Teaching Children Mathematics v1 n9 p580-84 May 1995. Presents strategies teachers have developed to provide an authentic use of mathematics that enhances children's autonomy in managing classroom activities, including recording and using data on attendance and choices for interest centers and using mathematics to distribute snack food and utensils. (MKR) UMI Report/ISSN: ISSN-1073-5836 EJ509058

Shavelson, R. J., & Others, A. (1993). On Concept Maps as Potential "Authentic" Assessments in Science. Indirect Approaches to Knowledge Representation of High School Science. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: R117G10027. One potential approach to the authentic assessment of what students know and can do in science is concept mapping. A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes (concepts). The external concept map constructed by the student is interpreted as representing important aspects of the organization of concepts in that student's memory (cognitive structure). This review of the literature found that concept mapping techniques varied widely, with no less than 128 possible variations identified. Methods for scoring maps varied almost as widely. The review leads to the conclusion that an integrative, working cognitive theory is needed to begin to limit this variation for assessment purposes and to serve as a basis for psychometric studies of the reliability (generalizability) and construct validity of concept maps. Other issues arising from large-scale use of mapping techniques are explored, including the importance of students' familiarity with and skills in using concept maps and the possible negative impact of teachers teaching to the assessment, thus requiring students to memorize concept maps provided by textbooks or themselves. Ten figures and two tables present review findings. (Contains 41 references.) (Author/SLD) ED367691

Sheeran, T. J. (1994). Measuring and Evaluating Student Learning in Cooperative Settings: Practices, Options, and Alternatives. Social Science Record v31 n1 p20-24 Spr 1994. Asserts that evaluating cooperative learning experiences is both traditional in the tools used and innovative in the way the results benefit students and teachers. Provides suggestions for encouraging interdependence, grading group projects, and evaluating both academic achievement and group process skills. (CFR) UMI Report/ISSN: ISSN-0037-7872 EJ493922

Shook, D. J. (1996). Teaching Culture in a North American Context: Reading Authentic Texts in Spanish. Mosaic v3 n3 p9-12 Spr 1996. Presents information regarding how North American teachers of Spanish can use authentic texts in Spanish to introduce some measure of cultural authenticity to their students. The article suggests that instructors need to use strategic orientation to reading tasks in order to overcome any possible cultural mismatches. (seven references) (Author/CK) UMI Report/ISSN: ISSN-1195-7131 EJ527763

Sidler, J. L. (1992). Pilot Projects in Portfolio and Performance-Based Assessment. 1991-1992 Progress Report. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In 1991 the School District of Philadelphia (Pennsylvania) invited elementary and middle schools to participate in a pilot project to develop and implement portfolio and performance-based assessments. Twenty-five schools began work in winter 1992. Research for Better Schools, Inc. analyzed the progress reports submitted by the schools. The progress reports provided overwhelming support for the pilot and demonstrated enthusiasm and commitment on the part of teachers. The projects marked a move from the teacher as sole evaluator to multiple sources of student evaluation. The approach to instruction began to change as teachers recognized the importance of cooperative learning, peer tutoring, and hands-on projects. School climate was positively affected by the pilot process. Parent participation was influenced by the new forms of assessment and student and parent surveys. Early resistance from some students was being overcome by teacher efforts, although parents were remaining harder to convince about the need for more authentic assessment. An appendix lists participating schools. (SLD) ED378214

Silliman, E. R., & Others, A. (1993). Documenting Authentic Progress in Language and Literacy Learning: Collaborative Assessment in Classrooms. Topics in Language Disorders v14 n1 p58-71 Nov 1993. This article describes the communication development program of a cooperative association of 55 Illinois school districts, which provides special education services for children and adolescents with low incidence disabilities including severe communication disorders. It examines the program's philosophy, principles, and practices; its authentic assessment plan based on communicative processes; and observational tools for assessment. Examples are included. (DB) UMI Report/ISSN: ISSN-0271-8294 EJ472731

Skinner, R. (1995). Authentic Assessment: Projects for the Future. Australia; Western Australia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The focus on practical investigations in the National Curriculum is seen to be important if students are to attain a connoisseurship in science experimentation. The chain of processes involved in doing real science involves: non-linear thinking; creative flair; and critical evaluation within an authentic setting. The research presented in this paper focuses on authentic, open-ended practical project work and reports on the cognitive and affective growth produced through such student-centered contexts. It is argued that by allowing students, themselves, to choose a personally meaningful, real-world problem around which to structure the science investigation, total ownership can be induced with internal locus of control over the problem-solving and learning. It is concluded that project work can act as a remediation intervention for producing science task competency. Contains 38 references. (Author) ED392611

Smith, L. M., & Others, A. (1993). Assessment of Student Learning in Science. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. South Carolina Center for Excellence in the Assessment of Student Learning, College of Education, University of South Carolina, Columbia, SC 29208. As part of a series of documents describing assessment of student learning in various curriculum areas in South Carolina, this document reviews the assessment of student learning in the science classroom. The report begins with a discussion of effective science learning, and outlines the knowledge, skills, and dispositions that encompass science education. Reform efforts currently underway to transform school science are described. Alternative methods of assessment that support curriculum and instruction and promote exemplary science learning are explored, and a brief summary of activities in science assessment in selected states is provided. Performance assessments that are discussed include: (1) performance tests and tasks; (2) open-ended questions; (3) student journals; and (4) computer simulations. Portfolios and concept maps are other forms of authentic assessment that are discussed. Appendix A presents an example of a hands-on science assessment, and Appendix B presents a problem and a concept map. (SLD) ED358160

Smith, S., & Others, A. (1996). The Impact of Qualitative Observational Methodology on the Authentic Assessment Process. Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Faced with concerns that students in the American educational system are failing to learn critical thinking, problem solving, and reasoning skills, and do not have the ability to apply these skills to real-world situations, educators and psychologists are researching methods of improving student learning and assessing student performance. In order to acquire accurate and useful information about student performance, classroom teachers have moved from traditional summative evaluation methods toward a formative method of assessment; teachers now have the role of teacher-researcher. This paper focuses on a systematic method of developing an authentic assessment instrument that incorporates a three-phase question: (1) What is to be assessed?; (2) How is it to be measured?; and (3) How does one observe and interpret verbal and non-verbal messages or data? In the first phase, teachers identify the purpose of assessment, recognize the uniqueness of the learners, and ensure that they possess a knowledge base in the relevant subject matter. In the second phase, teachers formulate learning outcomes and the criteria and standards that will be applied to them. In the third phase, teachers train themselves to play the role of objective observer. As teachers strengthen their observational skills and recognize their roles as teacher-researchers, they will experience an increase in confidence and professionalism, and there will be a direct positive effect on daily instructional and social classroom activities. (Contains 20 references.) (SWC) ED397842

Smyser, S., & O'Sullivan, E. (1994). Encouraging Reflection through Portfolios. Proceedings of the National Conference on Linking Liberal Arts and Teacher Education (San Diego, California, October 6-7, 1994). California Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. This proceedings reports on a 2-day conference which was the culminating event of a study on ways in which to better integrate the liberal arts with teacher preparation. The papers in this volume represent a cross-section of the growing body of knowledge surrounding portfolios and teacher education. The strongest conclusions drawn from the conference were that portfolios are a valuable tool for demonstrating through authentic evidence that the professional skills necessary for teaching have been mastered, that many methods of portfolio use are valuable, and that further research in this area is necessary. After the Introduction by Sheryl O'Sullivan Smyser, seven papers are included: (1) "The Portfolio: Sonnet, Mirror and Map" (Mary E. Diez); (2) "Portfolios: The Unknown, the Struggle and the Learning" ( Diane D. Allen); (3) "Subject Matter Assessment of Preservice Elementary Teachers: The San Diego State University Liberal Studies Assessment Portfolio" (Phoebe E. Roeder); (4) "College Entries Into Portfolio Assessment: Why, How, and What to Watch Out For" (Jerald Hauser); (5) "Portfolio Use in Higher Education: A Primer" (Yvonne Murnane); (6) "Casting Portfolios Across the Curriculum to Encourage Reflection" (James McFadden); and (7) "Collaborative Teaching and Cooperative Learning: Mathematics for Elementary Teachers" (Billy F. Hobbs; Patricia J. Hambrick). Individual papers contain references. (ND) ED390817

Spina, S. U. (1995). Worlds Together...Words Apart: Bridging Cognition and Communication for Second Language Learners Through an Authentic Arts-Based Curriculum. Language, Culture and Curriculum v8 n3 p231-47 1995. Presents a rationale for designing an authentic arts-based curriculum (AABC) that will facilitate the scholastic achievement of second-language learners. The article offers proposals for the implementation of such a curriculum, discusses the design of AABC positioned within a Vygotskian framework of learning, and synthesizes applicable findings from related literature. (84 references) (Author/CK) Report/ISSN: ISSN-0790-8318 EJ524516

Steele, R. (1981). Revising French Numbers and Distances in an Authentic Setting. Babel (International Journal of Translation) v17 n2-3 p34-39 1981. Suggests that students in French classes are not given enough practice in using numbers. Offers several suggestions, activities, and texts to help increase comprehension. (EKN) EJ268438

Steele, R., & Suozzo, A. (1994). Teaching French Culture. Theory and Practice. Illinois Not available from EDRS. Document Not Available from EDRS. National Textbook Company, 4255 West Touhy Avenue, Lincolnwood, IL 60646-1975. In today's global village, the choice of languages and cultures offered to the high school and college student in constantly increasing. Several reasons are offered for choosing the more traditional option of French/Francophone culture: internationalism, political contributions, intellectual achievements, France's role in Europe and in technology, France's economy and artistic history, and personal reasons. Topics discussed in this book include (1) approaches to teaching culture, (2) empathy and the predetermined syllabus, (3) stereotypes, (4) teaching a high-context culture, (5) anthropology and the teaching of culture, (6) using authentic materials, (7) the return of high culture, (8) assessment of cultural competence, (9) the study-abroad program, and (10) France today. Included in the appendices are materials related to foreign language proficiency guidelines for the French culture, and teaching and cultural competence. (JP) ED362065

Steinberger, E. D. (1994). Howard Gardner on Learning for Understanding. School Administrator v51 n1 p26-29 Jan 1994. Howard Gardner is known for his theory of multiple intelligences, which holds that each individual's unique smartness cannot be measured by conventional IQ tests. Even the best students have flawed theories about existence and human behavior. Schools teach and assess everybody as though each has the same kind of mind. The ATLAS project respects individual learning approaches. (MLH) Report/ISSN: ISSN-0036-6439 EJ475825

Stepien, W., & Gallagher, S. (1993). Problem-Based Learning: As Authentic as It Gets. Educational Leadership v50 n7 p25-28 Apr 1993. For three years, Center for Problem-Based Learning at Illinois Mathematics and Science Academy has been developing innovative programs in various K-12 settings. Students meet an "ill-structured problem" (like thorium waste) before receiving instruction. Teachers act as coaches and tutors, probing findings, hypotheses, and conclusions; sharing their thinking when students need a model; and calling "time-out" discussions on thinking progress. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461126

Steuck, K., & Miller, T. T. M. (1997). Evaluation of and Authentic Learning Environment for Teaching Scientific Inquiry Skills. Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Instruction in Scientific Inquiry Skills (ISIS) is part of a seven-year Air Force effortthe Fundamental Skills Training Projectto design, build, evaluate, and transition advanced computer-aided instruction to the education community. This report describes ISIS 2.0 and presents the results of an initial field evaluation of the software during the 1995-1996 academic year. The description of cognitive apprenticeship as implemented by ISIS includes modeling expert knowledge and performance skills, coaching as a collaborative effort, structuring, fading authentic knowledge and skill performance, and reflection and articulation. Results are classified according to overall test scores, development of a research question, generation of a hypothesis, design of an experiment, conduction of an experiment, drawing a conclusion, acceptance or rejection of hypotheses, and domain knowledge. Findings indicate that ISIS improves students' scientific inquiry skills more than traditional large-class instruction. Students' skills and domain knowledge grew in a linear fashion as experience with the tutoring system increased. This pre- to post-test gain was found to be larger for inquiry skills than for the domain knowledge. Contains 16 references. (JRH) ED409217

Strasheim, L. A. E., & Others, A. (1991). Focus on the Foreign Language Learner: Priorities and Strategies. Selected Papers from the Central States Conference on the Teaching of Foreign Language (23rd, Indianapolis, Indiana, March 21-24, 1991). Illinois Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Textbook Company, 4255 West Touhy Avenue, Lincolnwood, IL 60646-1975. Report/ISSN: ISBN-0-844-9323-7. Eight selected papers from a conference on the teaching of foreign languages cover three main topics: learner-centered priorities; learner-directed strategies; and planning strategies. After an introduction by Lorraine A. Strasheim on learners and learning outcomes, the papers and authors are as follows: "The Developing Child: What Every FLES Teacher Needs to Know" (David B. Heining-Boynton); "Toward a More Thorough Understanding of Foreign Language Anxiety" (Christine M. Campbell and Jose A. Ortiz); "Prioritizing Student Learning: A Guide for Teachers" (Martha Nyikos); "Involve Me and I'll Learn: Active Participation Strategies for Foreign Language Classes" (Margaret Jackson and Sharon Beaver); "Partner Work and Small-Group Work for Cooperative and Communicative Learning" (Jennifer L. Knerr and Charles J. James); "Are They Learning What We're Teaching? Assessing Language Skills in the Classroom" (Walter H. Bartz); "Authentic Videos in the Foreign Language Classroom" (John I. Liontas); and "Implementing a Less Commonly Taught Language Program: A Longitudinal Perspective" (Audrey L. Heining-Boynton and Timothy L. Hart). Each paper concludes with a reference list. (LB) ED344495

Stripling, B. K. (1993). Practicing Authentic Assessment in the School Library. School Library Media Annual (SLMA) v11 p40-57 1993. Discusses authentic assessment and its possible uses in school libraries. Highlights include restructuring and authentic schools; authentic assessment techniques; motivation; increasing thinking skills; creative research products; roles of the library media specialist in authentic assessment; and an appendix with seven annotated curriculum documents. (Contains five references.) (LRW) Report/ISSN: ISSN-0739-7712 EJ476205

Sullivan, E. P. (1996). Authentic Learning with At Risk Elementary School Children. Arkansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Children who are "at risk" are differentiated by their difficulty meeting standards for school success. This paper describes a model for a field-based component of an elementary education children's literature course involving in-school tutoring of at risk children. The program provided preservice teachers the opportunity to: (1) develop strategies and expand concepts introduced in the children's literature course through authentic teaching situations; (2) learn the problems encountered by children from diverse backgrounds; and (3) reflect on and critique their instructional practices. The study included a total of 88 college students enrolled in 3 children's literature classes during the 1994-95 academic year. The students worked with 149 elementary school students who had been selected for the tutoring program for various reasons, including lack of progress in reading/communication skills, non-supportive home environments, lack of confidence or self-esteem, shyness, and being a non-native English speaker. The goals for the college students were to develop in the child a liking for reading and to enhance the child's self-esteem or self-concept and literacy skills. The teacher education students were overwhelmingly positive about their experience. They were able to establish rapport with children who were from culturally diverse groups; they learned to view children with problems as individuals rather than problems; they became familiar with how schools function and the classroom teacher's difficulty in juggling multiple schedules; they used problem solving skills in selecting materials and teaching strategies; and they developed confidence in their choice of teaching as a profession. Classroom teachers were very positive about the tutoring program and the college students' work, and they identified a number of positive behavior changes in the children. Findings support research on the relationship between self-esteem and learning, the importance of identification and modeling, and the need for authentic learning through school partnerships. (ND) ED392784

Sullivan, G. (1993). Art-Based Art Education: Learning That Is Meaningful, Authentic, Critical, and Pluralist. Studies in Art Education v35 n1 p5-21 Fall 1993. Asserts that understanding the influences on art education takes an examination of research in related disciplines. Maintains that researchers are coming to appreciate the educational strategies grounded in artistic thinking and practice. Contends that contemporary art theory and practice contains most of the insights needed to inform the field. (CFR) UMI Report/ISSN: ISSN-0039-3541 EJ487237

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________. (1991). The Role of the Teacher in Assessing the Development of the Young Child. Kentucky Preschool Programs Technical Assistance Paper Number 2. Kentucky Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This technical assistance paper presents information designed to assist school personnel in assessing the strengths and needs of children and planning developmentally appropriate curriculum strategies. The first topic addressed is assessment strategies, which include developmental screening, diagnostic instruments, teacher observation, parent observation and interviews, reports from medical personnel, and reports from early intervention services. The second section suggests guidelines for assessing behaviors of young children. The next topic is observation and recordkeeping strategies, such as developing each child's portfolio and using checklists. A sample learning prescription is provided, illustrating how to summarize the information acquired through observation procedures. The final section of the paper presents assessment information to families and suggests strategies for acquiring additional information from parents through conferences. Contains 7 additional resources and 12 references. (BAC) ED379100

________. (1993). Teaching Listening in Japanese. Instructional Materials for the Less Commonly Taught Languages. New York Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. ACTFL Materials Center, 6 Executive Plaza, Yonkers, NY 10701-6801. Contract no.: G008540764. This volume offers a set of listening activities at three levels of proficiency on the American Council on the Teaching of Foreign Languages proficiency scale: Novice, Intermediate, and Advanced. It has been designed to accompany any type of textbook with any type of instruction. Its purpose is to provide learners with the opportunity to hear authentic, unadapted Japanese and to learn to listen to the kind of information one would hear while traveling, living, or studying in Japan. The recorded materials used for these listening activities are authentic; they were originally recorded for Japanese audiences. Nothing has been altered or simplified in order to give the listener an opportunity to develop strategies that will increase their skills. The listening tasks have been designed to: (1) duplicate the requirements of real-life listening situations; and (2) to train students to decode efficiently and concentrate on the known to fill in the comprehension gaps that occur in a new text in a foreign language. The exercises begin with a pre-listening activity (i.e., discussion or brainstorming). After this initial preparation, students listen to the recording to identify the topic. Students are then given a number of problem situations that must be solved by extracting information from the text. A post-listening discussion concludes the activity. (VWL) ED360814

________. (1993). Teaching Listening in Russian. Instructional Materials for the Less Commonly Taught Languages. New York Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. ACTFL Materials Center, 6 Executive Plaza, Yonkers, NY 10701-6801 (videotapes can be ordered). Contract no.: G008540764. The video-based exercises, designed at the Novice High to Intermediate High skill levels on the American Council on the Teaching of Foreign Languages language proficiency scale, are aimed at developing non-interactive listening comprehension. The tapes used contain authentic broadcast Russian. Nothing is adapted. The trick to using real Russian is not to adapt the script, but to adjust the task required of the student. Tasks are basically two types: preparatory and sensitizing. Several recommendations are made on how to plug the exercises into a curriculum: (1) students should do television exercises at home or in the language lab, not in class; (2) students should be given ungraded feedback in English; (3) students should provide feedback; (4) budget enough time; (5) make sure that students do the exercises properly; (6) students must live with the frustration of not understanding every word; (7) students should be encouraged to work together. An additional section to the student gives instructions on how to use video exercises and how they are designed to help with listening comprehension. (AB) ED360810

________. (1993). Teaching Reading in Russian, Volume 1. Instructional Materials for the Less Commonly Taught Languages. New York Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. ACTFL Materials Center, 6 Executive Plaza, Yonkers, NY 10701-6801. Contract no.: G008540764. These reading comprehension exercises, based on authentic Russian texts, are aimed at developing reading strategies in lower-level students of Russian. The exercises are designed for students reading at the Novice and Intermediate levels as determined by the American Counsel on Teaching of Foreign Languages (ACTFL) and the Educational Testing Services (ETS). They are meant primarily to develop reading strategies, especially that of activating background knowledge on a given topic. Several recommendations are made on using the exercises: (1) students must learn to live with the frustration of not understanding every word; (2) exercises should be done in class; (3) getting the "right" answer is not the main point of the exercises; (4) give students ungraded feedback in English; (5) intercultural understanding should be encouraged; and (6) the topic should be familiar. The activities presented are the result of a research project and have been created to study the impact of proficiency-oriented materials on instruction and curriculum. They were being used in an immersion teaching situation during their design phase. Topics covered by the exercises include: (1) weather, (2) meetings and greetings, (3) international events, (4) American domestic politics, (5) human interest, (6) school and work, (7) sports, (8) cultural events, (9) consumer goods and services, and (10) films and entertainment. An evaluation form for the instructor is also included. (AB) ED360811

________. (1993). Teaching Reading in Russian, Volume 2. Instructional Materials for the Less Commonly Taught Languages. New York Available in paper copy and microfiche. EDRS Price - MF01/PC09 Plus Postage. ACTFL Materials Center, 6 Executive Plaza, Yonkers, NY 10701-6801. Contract no.: G008540764. This reader is designed to accompany any basic textbook in a high-intermediate or advanced Russian course. Its purpose is to provide learners with a wide selection of authentic reading materials and with reading assignments designed to facilitate the development of reading comprehension at the Advanced and Advanced-Plus levels on the American Council on the Teaching of Foreign Languages language proficiency scale. This volume contains several features that distinguish it from other Russian readers: (1) it contains no specially written materials because these are already available in a number of other readers and textbooks; (2) it contains no grammar explanations as they are also available in a number of other Russian textbooks and reference grammars; (3) it contains relatively short vocabulary lists because the aim is to teach students how to rely on their ability to guess the meaning of words through the use of various contextual clues. The great majority of selections included in this volume deal with various aspects of life in the Soviet Union as described by Soviet and emigre writers. The basic assumption underlying these materials is that reading means understanding a written text by extracting the required information from it as efficiently as possible. (VWL) ED360812

________. (1993). Teaching Writing in Japanese. Instructional Materials for the Less Commonly Taught Languages. New York Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. ACTFL Materials Center, 6 Executive Plaza, Yonkers, NY 10701-6801. Contract no.: G008540764. This volume offers a set of writing activities designed to correspond with two levels of proficiency on the American Council of Foreign Languages scale: Novice and Intermediate. The activities have been designed to accompany any type of textbook in any type of instruction. The intention is to provide learners with the opportunity to use Japanese in writing situations that closely resemble authentic writing tasks and to give students the opportunity to learn to respond in a culturally appropriate manner. Each activity is based on an authentic written document that serves as a prompt to define the format and purpose of the writing task. This document provides a context to the activity and a linguistic basis for making writing decisions. The pedagogical objectives are outlined at the beginning of each activity and are intended to help teachers select the appropriate activity for their own purposes. The activity generally starts with a discussion of the topic. After this initial preparation, students are asked to extract pertinent information from accompanying documents. The instructor then helps students identify content and organization for their writing. After students have completed the writing tasks, a final activity asks students to become readers of their classmates' writing and to perform a new task on the basis of what they read. The activities included in this guide deal with tourism, transportation, social communication, shopping, food, education, business, and leisure. (VWL) ED360813

Thermer, C. E. (1996). The Portfolio Perspective: Authentic Assessment for Experiential Training. Connecticut Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Authentic assessment differs from traditional paper-and-pencil assessment in that it is designed to reflect students' "real world" experience. Authentic assessments may assume a variety of forms (including demonstrations, oral interviews/presentations, simulations, self-assessments, and peer/instructor evaluations); however, their focus is always on evaluating learners' mastery and performance of training objectives rather than on degree of compliance or conformity. Portfolios are considered a form of authentic assessment because they examine students' performance in naturalistic settings over time by including student materials documenting those students' learning experiences in a variety of challenges during training. The usefulness of portfolios as a tool for authentic assessment may be seen through an examination of the use of portfolios in the 2-week experiential training program completed by new recruits of the Connecticut State Police. The experiential training program, which takes place at the culmination of 26 weeks of intense training, allows recruits to experience a myriad of situations that might be encountered in the field. The portfolio of materials developed by the recruits as they respond to those situations allows them to reflect on and gain insight into their own performance while also obtaining valuable feedback from their field training officers. (Contains five references.) (MN) ED396166

Thomas, B. J. (1979). The Use of Authentic Material in English Language Teaching. Zielsprache Englisch v8 n1 p8-10 1979. Demonstrates, using as an example a railroad timetable, how authentic language material can be used in teaching English as a foreign language, at different levels. (IFS/WGA) Reprint: UMI EJ217938

Thompson, I., & Rubin, J. (1996). Can Strategy Instruction Improve Listening Comprehension? Foreign Language Annals v29 n3 p331-42 Aut 1996. Reports on a classroom-based, longitudinal study of the effect of learner strategy instruction on listening comprehension. The hypothesis that systematic instruction in the use of strategies will result in the improvement of listening comprehension was confirmed. (Author/JL) Report/ISSN: ISSN-0015-718X EJ532605

Torney-Purta, J. (1990). Measuring Performance in Social Studies in an Authentic Fashion. Maryland Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Researchers of performance assessment in social studies have contrasted authentic assessment, which is characterized by contextualized, complex intellectual challenges, with multiple choice tests of achievement, which are characterized as fragmented and static. In calling for the need for authentic assessment, this paper outlines a plan for the development of performance indicators in social studies, in particular, indicators of complex cognitive representations of social institutions and structures. Four characteristics of complexity in the international political and economic views of young people are identified based on research consisting of problem-solving interviews and a written questionnaire pre- and post-simulation. The ideas put forth are not meant to provide an immediate alternative to multiple choice testing in the social studies, but rather represent a starting point by defining what is meant by complexity of cognitive structures with respect to economic and political systems. A list of references is included, as are several figures depicting the schemata of student research subjects. (DB) ED347120

Trawick-Smith, J. (1994). Authentic Dialogue with Children: A Sociolinguistic Perspective on Language Learning. Dimensions of Early Childhood v22 n4 p9-16 Sum 1994. Examines language development in preschool children, focusing on teacher-child interactions that can help facilitate language development. Suggests that teachers, parents, and other adults need to respond to children's conversation, elaborate on children's language, and ask children questions. Argues that the best way to facilitate language learning is to engage children in meaningful conversations about what they are doing. (MDM) Report/ISSN: ISSN-1068-6177 EJ488474

Tudor, I., & Tuffs, R. (1991). Formal and Content Schemata Activation in L2 Viewing Comprehension. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia v22 n2 p79-97 Dec 1991. Advanced-level English-as-a-Second-Language Belgian university business administration students were subjects in a study of viewing comprehension by means of the prior activation of text-relevant schemata. Findings support the idea that prior activation can enhance the comprehension and retention of the message content of authentic video materials by second-language learners. (25 references) (LB) Report/ISSN: ISSN-0033-6882 EJ465563

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Valette, R. M. (1997). Four Approaches to "Authentic" Reading. Mosaic v4 n2 p1,3-7 Win 1997. Examines the types of readings students are likely to encounter in the "real" world and how they will interact with them. The four approaches discussed include reading in a daily-life context, reading for information, reading for pleasure, and participatory reading. (21 references) (Author/CK) Report/ISSN: ISSN-1195-7131 EJ544579

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Walczynski, W. (1993). Listening to Authentic Polish. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC10 Plus Postage. Center for Applied Linguistics, 1118 22nd St., N.W., Washington, DC 20037 (manual and audiocassettes). The Polish instructional materials in this volume are designed to accompany the "Reading Authentic Polish" workbooks. Their purpose is to familiarize students, in the classroom or through independent study, with spoken Polish in real-life situations. All materials were taken from Polish radio and television in 1991-92, a period of rapid change in and around Poland, and are examples of programs Polish people listen to and watch daily. The book consists of 20 units, 10 at each of 2 proficiency levels, advanced and advanced-plus. An introductory section discusses the listening process and describes some listening strategies emphasized in the materials. The subsequent units have these topics: announcements; art; economic changes; environment; health; media; the political world; science and technology; society in transition; and sports. The units are to be accompanied by audiocassette tapes (not included). Each unit contains a series of comprehension exercises geared to a specific tape sequence. The answer keys and lists of references and copyrights for the texts are appended. (MSE) ED353831

Walczynski, W. (1993). Reading Authentic Polish, Volume II. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC13 Plus Postage. Center for Applied Linguistics, 1118 22nd St. N.W., Washington, DC 20037. The second volume on reading authentic Polish is the continuation of a supplementary textbook to be used either in the classroom or in independent study. The materials included in it are unaltered authentic texts from Polish newspapers, magazines, and other mass media that provide exposure to the context and format of everyday reading matter. The varied readings, exercises, and suggestions on developing and using reading strategies are intended to help Americans become more skillful in reading Polish. The textbook consists of 20 units in 2 groups, for advanced and advanced-plus proficiency levels on the American Council of the Teaching of Foreign Languages scale. Each unit and accompanying exercises focus on one topic. Topics include: transportation; food; housing; health; commerce; communications; entertainment; education; politics; and environmental conservation. An introductory section discusses the process of reading and describes common reading strategies to be emphasized in the materials. Each unit consists of a series of texts with comprehension exercises. Most texts are photocopies and some have photographs. Answer keys to the exercises, a list of references for each unit, and a list of copyrights for texts are appended. (MSE) ED353828

Walther, B. (1988). The Challenge of the Authentic: A Multi-Purpose Worksheet Approach for GCSE. British Journal of Language Teaching v26 n2 p103-08 Fall 1988. Presents and discusses a multipurpose worksheet for GCSE (General Certificate of Secondary Education) instruction focusing on more learner-oriented ways of studying, with the teacher retreating from center stage to become a prompter and facilitator. Sample worksheets are appended. (CB) EJ382289

Warrick, K. C., & Others, A. (1993). Authentic Learning at Its Best. Instructor v103 n2 p58,62-65,102-04 Sep 1993. Children learn best when given opportunities to connect facts and figures with real-world situations. The article describes two class projects that demonstrate authentic, holistic learning. One project involves planting a classroom garden, and the other explores the desert of the Southwest. (SM) UMI Report/ISSN: ISSN-1049-5851 EJ478592

Wesley, M., T., J., & Franks, M. M. E. (1995). The Virtual Classroom, Authentic Assessment, and Learning Process Control in Online Teacher Development To Support Internet Telecommunications in Education. Mississippi Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A classroom/lab-based graduate telecommunications course was studied to discover implications for online instruction of related topics and skills. The analysis focused on: (1) examining the potential for teaching telecommunications via an Internet-mediated virtual classroom to public school personnel situated at their home districts; and (2) considering methods for using student learning assessment information gathered online in evaluating and adjusting the learning process. The proposed model emphasizes experiential learning, supportive collegial interaction, and meaningful and useful learning assessment. Learning Process Control (LPC), an adaptation for education of TQM's Statistical Process Control (SPC), is introduced as a visual-analytical method for evaluating the learning progress of large numbers of distant students and for using online information to continuously improve the learning process. Appendices provide the telecommunications course schedule and a chronological topic sequence. (Contains 24 references.) (Author/AEF) ED391469

Williams, N. (1995). The Comic Book as Course Book: Why and How. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This paper describes how comic books are used as instructional materials in an intensive English-as-a-Second-Language (ESL) course and discusses the rationale for using them. The students in the course have low-intermediate English language skills with limited discourse and interactive competence. Comic books are used because they are authentic, highly visual, culturally current, use a constant register, and contain limited lexical phrases. Analysis of the language in the specific text used, a Calvin and Hobbes cartoon collection, shows three categories: non-grammar (words and phrases whose meaning can be recovered relatively easily), words, and suprasegmentals (intonation, contrast) and sounds. Nonverbal cues are also found. It is noted that these elements, illustrated in several comic strips from the book, are not often found in traditional second language textbooks. The approach used by the teacher is to guide students in hypothesizing about the language in the cartoons, raise awareness of pragmatics, and emphasize the underlying regularity of language. Student translation of strips into English is used to highlight the role of other elements than lexicon in understanding the text and context. (MSE) ED390277

Willis, B. D., & Mason, K. (1994). Canciones en la clase: The Why and How of Integrating Songs in Spanish by English-Speaking and Bilingual Artists. Hispania v77 n1 p102-09 Mar 1994. Instructors are prepared to use Spanish versions of English-speaking and bilingual artists' recordings to teach language structures and enhance the five skill areas. This article reviews the literature and pedagogical use of songs and also provides a list of recordings, recommendations for classroom use, and two sample lesson plans. (Contains 20 references.) (Author/LB) UMI Report/ISSN: ISSN-0018-2133 EJ479569

Wolfe, D. E. (1993). Reflections on the Use of Technology in My Language Career. Canadian Modern Language Review v50 n1 p179-83 Oct 1993. One teacher's experiences with second-language instructional technology are recounted, including language labs, computer-assisted instruction, videotapes, personal computers, laser discs, and compact discs. The value of and potential uses for interactive multimedia are outlined. (LB) UMI Report/ISSN: ISSN-0008-4506 EJ479544

Wong, V., & Others, A. (1995). Use of Authentic Materials at Tertiary Level. ELT Journal v49 n4 p318-22 Oct 1995. Focuses on two major applications of authentic materials: developing learners' language skills and orienting learners to the application of these skills in possible subsequent activities in the outside world. The article describes experiences in selecting and using authentic materials and in designing and evaluating tasks illustrating such applications at the tertiary level. (Author/CK) UMI Report/ISSN: ISSN-0951-0893 EJ513638

Wright, J. C. (1996). Authentic Learning Environment in Analytical Chemistry Using Cooperative Methods and Open-Ended Laboratories in Large Lecture Courses. Journal of Chemical Education v73 n9 p827-32 Sep 1996. Discusses the format of a semester course and provides details about grading, formative assessment, research papers, lecture activities, cooperative examinations, use of spreadsheets, and open-ended laboratory projects. Contains 15 references. (DDR) Report/ISSN: ISSN-0021-9584 EJ536512

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Yang, J. P. (1995). Integrating Authentic Materials into the Intermediate Classroom with Taiwan TV Ads. Journal of the Chinese Language Teachers Association v30 n1 p65-73 Feb 1995. Discusses the use of Chinese-language television commercials from Taiwan in intermediate courses on Chinese as a foreign language. Television commercials have been found to be stimulating aural, visual, and cultural input that can provide intermediate learners with interesting, even provocative, topics to discuss. (11 references) (MDM) Report/ISSN: ISSN-0009-4595 EJ505206

Young, D. J. (1989). Activating Student Background Knowledge in a Take Charge Approach to Foreign Language Reading. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A guide for teachers of second language reading offers ideas for using authentic texts as instructional materials. The guide focuses on how to teach students to become strategic readers and use their background knowledge to enhance comprehension. Schema theory is proposed as a framework for approaching reading tasks, by providing relevant pre- and post-reading activities and selecting an appropriate text. Sample in-class pre-reading, reading, and post-reading exercises based on an appended Portuguese text are presented. It is suggested that, by using such reading activities to activate background knowledge, students are encouraged to think at higher cognitive levels, given the tools to take charge without too much frustration, and exposed to relevant language. Additional texts in Spanish and Italian are appended. There are 29 references. (MSE) ED314931

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