New Headway Academic Skills Level 2 Teachers Book 49
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General Description of CourseThe Headway Academic Skills course bridges the gap between general and academic English. This IELTS Study Skills Edition has been created specially for students beginning to prepare for the International English Language Testing System (IELTS) test. Aimed at students within an IELTS band of 3- 4.5 who need English in their academic studies. In addition to the complete Level 1 Reading & Writing and Listening & Speaking content from Headway Academic Skills, this book contains two IELTS practice tests and gives access to additional online practice and a third practice test.o Develops skills required for success in the IELTS exam as well as broader tasks needed for academic study, such as note-taking and essay-writing o 20 units, consisting of five 50- to 60-minute lessonso Features topics relevant to students in higher educationo Contains two complete IELTS practice tests, with plenty of skill-building strategies for all areas of the test.
BEBC are Britain's oldest specialist bookseller of English Language Teaching materials. Now in it's 48th year, BEBC opened to service the needs of local language schools, and quickly established a reputation for speed, service and stockholding. We are now known locally, nationally and internationally, and we are proud of our reputation for holding both the titles and the level of stock necassary to meet the needs of our customers. Our core values that started the company still run throughout: a focus on personal customer service that promises to deliver quickly and efficiently at competitive prices.
A review of the technical evidence leads us to conclude that, although standardized test scores of students are one piece of information for school leaders to use to make judgments about teacher effectiveness, such scores should be only a part of an overall comprehensive evaluation. Some states are now considering plans that would give as much as 50% of the weight in teacher evaluation and compensation decisions to scores on existing tests of basic skills in math and reading. Based on the evidence, we consider this unwise. Any sound evaluation will necessarily involve a balancing of many factors that provide a more accurate view of what teachers in fact do in the classroom and how that contributes to student learning.
Furthermore, students who have fewer out-of-school supports for their learning have been found to experience significant summer learning loss between the time they leave school in June and the time they return in the fall. We discuss this problem in detail below. For now, suffice it to say that teachers who teach large numbers of low-income students will be noticeably disadvantaged in spring-to-spring test gain analyses, because their students will start the fall further behind than more affluent students who were scoring at the same level in the previous spring.
Narrowing of the curriculum to increase time on what is tested is another negative consequence of high-stakes uses of value-added measures for evaluating teachers. This narrowing takes the form both of reallocations of effort between the subject areas covered in a full grade-level curriculum, and of reallocations of effort within subject areas themselves.40
In English, state standards typically include skills such as learning how to use a library and select appropriate books, give an oral presentation, use multiple sources of information to research a question and prepare a written argument, or write a letter to the editor in response to a newspaper article. However, these standards are not generally tested, and teachers evaluated by student scores on standardized tests have little incentive to develop student skills in these areas.45
While those who evaluate teachers could take student test scores over time into account, they should be fully aware of their limitations, and such scores should be only one element among many considered in teacher profiles. Some states are now considering plans that would give as much as 50% of the weight in teacher evaluation and compensation decisions to scores on existing poor-quality tests of basic skills in math and reading. Based on the evidence we have reviewed above, we consider this unwise. If the quality, coverage, and design of standardized tests were to improve, some concerns would be addressed, but the serious problems of attribution and nonrandom assignment of students, as well as the practical problems described above, would still argue for serious limits on the use of test scores for teacher evaluation. 2b1af7f3a8