IDCF Workshop Alternative Assessments, Alternative Classrooms Handout
State of University Enrollments
Now, five years on, he says the “depressing” hypothesis is playing out. In the spring of 2013, there were 19,105,651 students enrolled in higher ed; this spring, there were 17,839,330, according to recently released data from the National Center for Education Statistics. That represents a roughly 7-percent decrease—and is driven largely by declining enrollments in the for-profit and community-college sectors, as well as stagnant enrollments among four-year non-profit public and private institutions. And the trend of declining enrollment in higher education is likely to continue, he argues, for a couple of reasons, but most notably, a declining birth rate means that there will be fewer 18-year-olds entering academe, and there are fewer international and immigrant students to fill those seats.
Harris, Adam (2018) "Here’s How Higher Education Dies: A futurist says the industry may have nowhere to go but down. What does the slide look like?"
Dörnyei's Books on Engagement
Dörnyei, Z. (contracted). Innovations and challenges in language learning motivation. London: Routledge.
Mercer, S., & Dörnyei, Z. (contracted). Engaging students in contemporary classrooms. Cambridge: Cambridge University press.
Dörnyei's Works on Motivation
Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.
(A detailed description of the new theory of "Directed Motivational Currents" - DMCs - with plenty of classroom illustrations and practical suggestions.)
Table of Contents (PDF, 242 Kb)
Preface (PDF, 310 Kb)
Dörnyei. Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
(A comprehensive revision of the 2005 book, taking a new theoretical angle to the understanding of individual differences.)
Table of Contents & Preface (PDF, 127 Kb)
Dörnyei. Z., MacIntyre, P., & Henry, A. (Eds.) (2015). Motivational dynamics in language learning. Bristol: Multilingual Matters. (Reprinted by the Shanghai Foreign Language Education Press in 2016.)
(A collection of 23 papers - 11 conceptual summaries and 12 empirical studies - exploring the dynamics of L2 motivation through applying the principles of complex dynamic systems theory.)
Table of Contents (PDF, 165 Kb)
Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation (PDF, 175 Kb)
Arnold, J., Dörnyei. Z., & Pugliese, C. (2015). The Principled Communicative Approach: Seven criteria for success. London: Helbling.
(A collection of 75 classroom activities in a 'recipe book' format following the communicative principles described in Dörnyei, 2013 - see under "Chapters in edited volumes".)
Table of Contents (PDF, 44 Kb)
Introduction: What is the Principled Communicative Approach? (PDF, 607 Kb)
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
(An accessible summary of why vision is a principal motivational factor and how it can be enhanced, both in learners and teachers.)
Table of Contents (PDF, 83 Kb)
Introduction (PDF, 200 Kb)
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Harlow: Longman.
(A collection of 99 classroom activities in a 'recipe book' format focusing on the main components of the L2 Motivational Self System.)
Table of Contents (PDF, 1 Mb)
Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (Eds.). (2013). Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT. New York: Routledge.
(A collection of empirical studies on the relationship between faith and second language learning /teaching.)
Table of Contents (PDF, 91 Kb)
Introduction (PDF, 299 Kb)
Conclusion (PDF, 292 Kb)
Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language Education Press.
(A collection of 13 papers with a newly written introduction and conclusion.)
Table of Contents (PDF, 27 Kb)
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
(A completely revised version of the 2001 book, covering both the theory and practice of L2 motivation as well as the main methods of researching it.)
Table of Contents (PDF, 96 Kb)
Introduction (PDF, 101 Kb)
Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge. Republished in China by the Beijing Foreign Languages Teaching and Research Press, 2011.
(An extended version of the 2003 first edition.)
Description (PDF, 249 Kb)
Table of Contents (PDF, 264 Kb)
Preface (PDF, 258 Kb)
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
(A survey of the main interfaces of psychology and SLA, from the neurobiology of the brain and the most influential theories of language acquisition to the psychology of classroom teaching/learning.)
Table of Contents (PDF, 104 Kb)
Preface (PDF, 58 Kb)
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
(A collection of 18 papers focusing on the link between motivation, self and identity, written by leading European, North American and Asian scholars.)
Table of Contents (PDF, 38 Kb)
Introduction (PDF, 82 Kb)
Conclusion (PDF, 66 Kb)
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
(I wanted to write a comprehensive overview of research methodology from collecting the data to reporting the results that I would have liked to read when I started to do research. It focuses on both qualitative and quantitative procedures as well as 'mixed methods research'.)
Table of Contents (PDF, 29 Kb)
Preface (PDF, 36 Kb)
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, England: Multilingual Matters.
(A summary of the main findings of the largest ever language attitude/motivation survey that involved over 13,000 Hungarian learners of English, German, French, Russian and Italian between 1993-2004.)
Table of Contents (PDF, 23 Kb)
Introduction (PDF, 59 Kb)
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
(A book-size overview of the traditional individual individual difference factors in SLA, from language aptitude to learner beliefs.)
Table of Contents (PDF, 27 Kb)
Preface (PDF, 23 Kb)
Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
(An accessible overview of how to manage learner groups so that they develop into cohesive and productive learner communities, covering issues such as group development, group norms, student roles, leadership functions and conflict management.)
Table of Contents (PDF, 457 Kb)
Preface & Introduction (PDF, 3 Mb)
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.
(See the information about the second edition above.)
Dörnyei, Z. (Ed.). (2003). Attitudes, orientations and motivations in language learning. Oxford: Blackwell.
(Five seminal papers published in the journal 'Language Learning' with a detailed introductory chapter.)
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
(A practical teachers' guide on how to motivate learners.)
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
(See the information about the second edition above.)
Dörnyei, Z. & Schmidt, R. (Eds.) (2001). Motivation and second language acquisition. Honolulu, HI: University of Hawaii Press.
(A collection of 20 papers written by scholars from all over the world demonstrating the richness of L2 motivation research at the turn of the new millennium.)
Ehrman, M., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: Sage.
(A comprehensive discussion of a wide range of aspects of interpersonal and group dynamics.)
What Rubrics Need to Give
Rubrics need to give:
1. A description of the assignment/assessment
2. Criteria that will be assessed
3. Descriptions of what is expected for each assignment component
4. Performance levels indicating mastering of various components. A well-designed rubric will give a substantive description of the expected performance levels.
Creating a Rubric (from Yale University’s Center for Teaching and Learning)
1. Develop a clear definition of the purpose of the assessment task, and its goals.
2. Decide on whether you would like to use a holistic or analytic rubric, depending on the goals you want to achieve.
3. Define the assignment criteria. You can base these on your learning outcomes and goals as well. As with assessment design, consider what skills and knowledge is necessary for successful completion.
4. Define the scale you will use in order to measure performance. 5. Provide a description of each level. Test the rubric and revise it as necessary.
VIDEO Creation TIPS (spark.adobe.com)
1. Make them short: 1 to 2 minutes maximum length. If you need to include more content consider making a two-part video.
2. 25 Slides is the recommended length. I'm not sure why, but the software may have some limitations dealing with slides longer than 25 slides.
3. 10 seconds is the recommended maximum length audio voice over for each slide.
4. With voice-overs, read the text 'exactly' as it is written in the slide.
5. Double check that your transitions are smooth. For example, wait for the '0' counter to appear before speaking and wait an additional second before letting go of the record button.
6. Experiment with 'blank slides' with just voice-over. This can improve the pacing.
7. You need a microphone for your computer.