TASK-BASED ASSESSMENT IN THE ALBANIAN CONTEXT
Task-based assessment is timely, because issues of critical thinking and lifelong learning have come to the fore in discussions of the national educational reform. TBA is of increasing interest to teachers and educators, because of its emphasis on active, transferable learning, its potential for motivating students to develop problem-solving skills and in becoming effective collaborators. TBA has been widely explored and studied by many researchers in the field of English language teaching. However, there are few or no official studies that specifically deal with task-based assessment and its implementation in the Albanian context. In addition, due to insufficient data, these studies fail in providing a well-documented account of the present situation in Albania with regard to Task- based assessment model and its utilization in EFL classrooms. This paper aims to lay out firstly a general overview of this model of learning, and secondly it explores some attempts of how to situate it within the Albanian context. It’s a long and challenging undertaking, but we (teachers) should move forward and try these new experiences out, however demanding they appear.
Task-Based Language Learning
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (Parveneh Tavokli & Pauline Foster ) (from 58:2, 439-473, 2008). Creativity and Narrative Task Performance: An Exploratory Study Agnes (Albert & Judit Kormos) (from 54:2, 277-310, 2004). The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition (YouJin Kim )(from 58:2, 285-325, 2008). Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction: Providing Procedural Assistance for Morphosyntactic Development (Paul Toth) (from 58:2, 237-283, 2008). Task-Based Interactions in Classroom and Laboratory Settings Susan Gass, (Alison Mackey & Lauren Ross-Feldman) (from 55:4, 575-611, 2005).
The Influence of the Supervision of Psychotherapy upon being Therapeutic: II: Modes of Influence of the Supervisory Relationship *
Through supervision, the student develops those innate personal characteristics which are highly important in being therapeutic. In making conscious use of “reality identification” by the student with his teacher, we must take care to avoid certain pitfalls. What is not wanted is transference identification. To help avoid this, we must select appropriate teachers as supervisors. The student should also have more than one supervisor, as this tends to protect against the development of over-idealization on the part of the student, and of omnipotence on the part of the teacher. Personal characteristics of both students and supervisors are extremely important. A good supervisory experience is the most likely vehicle for developing those qualities in the student which will, in time, lead him to function most therapeutically.