tailieunhanh - ACCESS for ELLs® Listening, Reading, Writing, and Speaking

However, double mode will also cause a redundancy effect. Diao and Sweller (2007) conducted a study with university students which demonstrated that text-only presentation mode was better than synchronised sound and text presentation mode, for both performance and cognitive load. This result supported the proposition that the redundancy effect occurs when sound is presented simultaneously with text, which is not beneficial to learning. However, this study did not take learners’ prior knowledge into account. A Chinese learning study, with high school. | ACCESS for ELLs Listening Reading Writing and Speaking Sample Items 2008 Grades 1-12 wipA CONSORTIUM WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT Copyright Notice WIDA ACCESS for ELLs Sample Items - 2008 Board of Regents of the University of Wisconsin System on behalf of the WIDA Consortium. The WIDA ACCESS for ELLs Sample Items are for personal non-commercial use only and shall not be copied modified or redistributed without prior written authorization from WIDA. Fair use of the WIDA ACCESS for ELLs Sample Items includes reproduction for classroom purposes including copies for parent distribution . Submit authorization requests or questions about this notice to the WIDA Consortium intellectual property manager Jim Lyne at jwlyne@ or 608 265-2262. WIDA and ACCESS for ELLs are registered trademarks of the Board of Regents of the University of Wisconsin System. Foreword WIDA ACCESS for ELLs Sample Items The WIDA Consortium is pleased to provide this collection of sample ACCESS for ELLs test items for educators interested in a better understanding of this English language proficiency assessment. While the security of test items in actual use in WIDA assessments is a top priority it is also extremely important that educators have good freely available sample items that provide a strong sense for them their students parents and the general public of what taking the ACCESS for ELLs English language proficiency assessment entails. In addition educators in university preparation programs can benefit from learning more about ACCESS for ELLs prior to their work within school settings. While familiarity with the look and feel of the test is an important consideration teachers can also greatly benefit from seeing connections between ACCESS for ELLs test items and the WIDA English Language Proficiency Standards upon which the items are directly based. We want to encourage teachers to teach to the standards not to the test. More specifically we want to promote the use