Browsing by Author "Kathryn O. Ogden"

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CATs Revival of Formative Assessment
(CamEd Business School, June 30, 2017) Kathryn O. Ogden
The concept of how formative assessment has been pushed aside for generations is troubling in all areas of education, especially when students are learning solely in non-primary languages. The formative assessment process is a must for any truly significant learning to occur. Exploring the summative assessment, formative assessment, and Classroom Assessment will provide a better insight into lesson planning as well as see how easy it is to become trapped in old teaching styles. The newest teaching styles and theories embrace the formative assessment process and Classroom Assessment Techniques because they have helped teachers see the problems faced when only summative assessment occurs and CATs have also helped bring back the process of formative assessment which allow teachers and students to understand the importance of significant learning as well as achieve it.
The Intelligibility of Intelligibility
(CamEd Business School, June 30, 2016) Kathryn O. Ogden
One student, who had been educated at a Turkish Islamic school in Phnom Penh, stated that communicating in English with others within Cambodia was very difficult for him during his primary and high school years because he was taught English by only Turkish teachers who were non-native English speakers. He had problems communicating not only with the expat and tourist populations, but with other Cambodian English language learners because his accent was much different than everyone else’s and he laughingly said that he never had the chance to speak nor meet any Turkish people outside of his school environment. Although he showed amusement by his predicament, he immediately stated afterwards that it was actually not that funny. He was often judged by his peer Cambodians for his accent. He was a victim of perceived intelligibility.