Bonnie Adair‐Hauck
Biographic Data
| ID | 5434985 |
|---|---|
| NAME | Bonnie Adair‐Hauck |
| GIVEN NAMES | Bonnie |
| FAMILY NAME | Adair‐Hauck |
| SIGNATURE | HAUCK B A |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
This article presents a descriptive and Co‐Constructive Approach to feedback related to performance in the interpersonal mode of communication on the Integrated Performance Assessment (IPA). The goal of this research study was to describe the discursive features of effective IPA feedback. To this end, critical discourse analysis of a feedback session between a teacher and one student is presented and discussed. Based on this analysis, the discour…
Assessing Students' Oral Proficiency: A Case for Online Testing
This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant‐funded project to create an online testing Software program that makes large‐scale oral testing in a world language not only feasible, but also easy to create, administer, and rate. The primary purpose of this article is to present the PPS ORALS assessment model as a valid In…
The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning
This article reports on Beyond the OPI: Integrated Performance Assessment (IPA) Design Project, a three‐year (1997–2000) research initiative sponsored by the U.S. Department of Education International Research and Studies Program. The primary goal of the project was to develop an integrated skills assessment prototype that would measure students' progress towards the Standards for Foreign Language Learning in the 21st Century (National Standards,…
Practical Whole Language Strategies for Secondary and University‐Level FL Students
This article illustrates strategies for the practical application of a whole language approach in the second/foreign language classroom. The author has interviewed and observed both L1 and L2 teachers using a whole language approach to language learning. From these observations and interviews, as well as from a review of the current literature, the article discusses some basic tenets of a whole language approach, which immerses learners in meanin…
Discourse perspectives on formal instruction
Formal instruction in the second‐language classroom is generally characterised by two approaches: inductive and deductive presentations. In this paper, it will be argued that formal instruction is not easily reduced to explicit statements about the language or implicit strategies whereby the learner is expected to hypothesise and formulate structures of the language on their own. Rather, formal instruction can involve discursive negotiation resul…
The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning
This article reports on Beyond the OPI: Integrated Performance Assessment (IPA) Design Project, a three‐year (1997–2000) research initiative sponsored by the U.S. Department of Education International Research and Studies Program. The primary goal of the project was to develop an integrated skills assessment prototype that would measure students' progress towards the Standards for Foreign Language Learning in the 21st Century (National Standards,…
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
This article presents a descriptive and Co‐Constructive Approach to feedback related to performance in the interpersonal mode of communication on the Integrated Performance Assessment (IPA). The goal of this research study was to describe the discursive features of effective IPA feedback. To this end, critical discourse analysis of a feedback session between a teacher and one student is presented and discussed. Based on this analysis, the discour…
Assessing Students' Oral Proficiency: A Case for Online Testing
This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant‐funded project to create an online testing Software program that makes large‐scale oral testing in a world language not only feasible, but also easy to create, administer, and rate. The primary purpose of this article is to present the PPS ORALS assessment model as a valid In…
Practical Whole Language Strategies for Secondary and University‐Level FL Students
This article illustrates strategies for the practical application of a whole language approach in the second/foreign language classroom. The author has interviewed and observed both L1 and L2 teachers using a whole language approach to language learning. From these observations and interviews, as well as from a review of the current literature, the article discusses some basic tenets of a whole language approach, which immerses learners in meanin…
Discourse perspectives on formal instruction
Formal instruction in the second‐language classroom is generally characterised by two approaches: inductive and deductive presentations. In this paper, it will be argued that formal instruction is not easily reduced to explicit statements about the language or implicit strategies whereby the learner is expected to hypothesise and formulate structures of the language on their own. Rather, formal instruction can involve discursive negotiation resul…
Practical Whole Language Strategies for Secondary and University‐Level FL Students
This article illustrates strategies for the practical application of a whole language approach in the second/foreign language classroom. The author has interviewed and observed both L1 and L2 teachers using a whole language approach to language learning. From these observations and interviews, as well as from a review of the current literature, the article discusses some basic tenets of a whole language approach, which immerses learners in meanin…
The Integrated Performance Assessment (IPA): Connecting Assessment to Instruction and Learning
This article reports on Beyond the OPI: Integrated Performance Assessment (IPA) Design Project, a three‐year (1997–2000) research initiative sponsored by the U.S. Department of Education International Research and Studies Program. The primary goal of the project was to develop an integrated skills assessment prototype that would measure students' progress towards the Standards for Foreign Language Learning in the 21st Century (National Standards,…
Assessing Students' Oral Proficiency: A Case for Online Testing
This article reports on the Pittsburgh Public Schools Oral Ratings Assessment for Language Students (PPS ORALS) project, a Title VI Foreign Language Assistance Program grant‐funded project to create an online testing Software program that makes large‐scale oral testing in a world language not only feasible, but also easy to create, administer, and rate. The primary purpose of this article is to present the PPS ORALS assessment model as a valid In…
A Descriptive and Co‐Constructive Approach to Integrated Performance Assessment Feedback
This article presents a descriptive and Co‐Constructive Approach to feedback related to performance in the interpersonal mode of communication on the Integrated Performance Assessment (IPA). The goal of this research study was to describe the discursive features of effective IPA feedback. To this end, critical discourse analysis of a feedback session between a teacher and one student is presented and discussed. Based on this analysis, the discour…
Mathematics education (5 works) · Psychology (5 works) · EFL/ESL Teaching and Learning (4 works) · Computer Science (3 works) · Linguistics (3 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Foreign language (2 works) · Language assessment (2 works) · Medical education (2 works)