TB Evaluation defined:

In one view, we can define textbook evaluation as matching the materials with the goals of language teaching in Iranian context.

Review of Literature

A few people have attempted to evaluate the present English textbooks in Iranian schools:

Ansary and Babii(2002)

Manuchehri (1971)

Yarmohammadi (2002)

Riyazi (2010)

In the introduction, there are some questions to be dealt with first.

1- The goal of language teaching in Iran: Is it to develop oral skills or written skills?

2- What are the subcomponents of the skill to be taught?

3- How can we achieve these objectives?

There are many and different checklists to evaluate textbooks. Some are mentioned below:

1-Chastain, K. (1971). The Development of Modern Language Skills: Theory to practice (pp. 376-384). Philadelphia. The Center for Curriculum Development, Inc.

2-Tucker, C. A. (1975). Evaluating Beginning Textbooks. English Teaching Forum, 13, 355-361.

3-Cowles, H. (1976). Textbook, Materials Evaluation: A comprehensive checksheet. Foreign Language Annals, 9 (4), 300-303.

4-Daoud, A. & Celce-Murcia, M. (1979). Selecting and Evaluating a Textbook. In M. Celce-Murcia and L. McIntosh (Eds.), Teaching English as a second or foreign language (pp. 302-307).Cambridge, MA: Newbury House Publishers.

5-Candlin, C.N. & Breen, M.P. (1979). Evaluating, Adapting and Innovating Language Teaching Materials. In C. Yorio, K. Perkins and J. Schacter (Eds.) On TESOL '79: The learner in focus (pp. 86-108). Washington, D.C.: Teachers of English to Speakers of Other Languages.

6-Rivers, W. (1981). Teaching Foreign-Language Skills (pp. 475-483). Chicago: University of Chicago Press.

7-Williams, D. (1983). Developing Criteria for Textbook Evaluation. ELT Journal, 37(2), 251-255.

8-Sheldon, L. (1988). Evaluating ELT Textbooks and Materials. ELT Journal, 42 (4), 237-246.

9-Skierso, A. (1991). Textbook Selection and Evaluation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 432-453). Boston, MA: Heinle & Heinle Publishers.

10-Ur, P. (1996). A Course in Language Teaching: Practice & Theory (pp. 184-187). Cambridge: Cambridge University Press.

     11-Kilickaya , F .(2006) . Guidelines to evaluate cultural content in textbook
            The Internet TESL Journal .Retrieved April 25, 2006 from http: // itself .org
         /Techniques / kilickaya –cultural content.

12- Finocchiaro, M and Bonomo, M (1973) The Foreign Language Learner (pp 256-259)

New York: Regents Publishing Company, Inc.

I have chosen first Abdel-Messih Dauod and Marianne Celce- Murcia's and then Kilackaya's checklists to evaluate the current English textbooks used in Iranian high schools.

1-Textbook Evaluation Checklist (Abdel-Messih Dauod and Maianne Celce- Murcia's)

A. Content

i. Is the subject matter presented either topically or functionally in a

logical, organized manner?

ii. Does the content serve as a window into learning about the target

language culture (American, British, etc.)?

iii. Are the reading selections authentic pieces of language?

iv. Compared to texts for native speakers, does the content contain

real-life issues that challenge the reader to think critically about

his/her world view?

v. Are the text selections representative of the variety of literary

genres, and do they contain multiple sentence structures?

B. Vocabulary and Grammar

i. Are the grammar rules presented in a logical manner and in

increasing order of difficulty

ii. Are the new vocabulary words presented in a variety of ways ?

iii. Are the new vocabulary words presented at an appropriate rate

so that the text is understandable and so that students are able to

retain new vocabulary?

iv. Are the new vocabulary words repeated in subsequent lessons to

reinforce their meaning and use?

v. Are students taught top-down techniques for learning new

vocabulary words?

C. Exercises and Activities

i. Are there interactive and task-based activities that require

students to use new vocabulary to communicate?

ii. Do instructions in the textbook tell students to read for

comprehension?

iii. Are top-down and bottom-up reading strategies used?

iv. Do the activities facilitate students’ use of grammar rules by

creating situations in which these rules are needed?

v. Does the text make comprehension easier by addressing one

new concept at a time instead of multiple new concepts?

vi. Do the exercises promote critical thinking of the text?

D. Attractiveness of the Text and Physical Make-up

i. Is the cover of the book appealing?

ii. Is the visual imagery of high aesthetic quality?

iii. Are the illustrations simple enough and close enough to the text

that they add to its meaning rather than detracting from it? iv. Is the text interesting enough that students will enjoy reading it?

2- Kilackaya's checklist

Very few scholars have given the cultural dimension of EFL full coverage . One of these scholars is Ferit Kilickaya who has published a paper in the Internet TESL titled " Guidelines to evaluate Cultural Content in Textbooks " . In this paper he attracts the reader's attention to the factors involved in cultural content i.e. socio-cultural , learners' needs , teachers' role , the nature of materials with emphasis on hidden curriculum , stereotypes and generalizations .

The items which Kilackaya has included in the guidelines stress the following :

A) The textbook itself :
- Does it give instructions to the teacher about how to use it , and how to handle the cultural content?

- Does it address specific learners?

- Does it suggest any role to the teachers ?

B) The cultural information presented in the book :
- Does it include a variety of cultures or just specific one i.e. British or American culture ?

- Is it taken from the author's own ideas or different sources ?

- Is the reality of the target culture represented ? or Does it represent the author's view ?

- Is it culturally suitable for the learners in class ?

C) Illustrations :
- Are there illustrations ?

- Are they appropriate to the learner's native culture ?

- Are the illustrations clear or do they need additional information ?
D) Activities :
- What are the activities asked of the learners ?

- Are the activities familiar to the learners ?

- Are the activities familiar to the teacher ? or Would the teachers using this book and its activities need specialized training ?

- Is there enough information given to the teacher as how to use such activities ?

- Are the learners asked to be aware of the cultural information presented in the activities , for better understanding of the target culture or using it actively ?

+ نوشته شده در پنجشنبه هفدهم فروردین 1391ساعت 11:49 توسط فرید فربودی |

Creating a quality language test

What are the characteristics of a good language test? A good test should have a positive effect on learning, and teaching should result in improved learning habits. Such a test will aim at locating the specific and precise areas of difficulties experienced by the class or the individual student so that assistance in the form of additional practice and corrective exercises can be given. The test should enable the teacher to find out which parts of the language program cause difficulty for the class. In this way, the teacher can evaluate the effectiveness of the syllabus as well as the methods and materials he or she is using. A good test should also motivate by measuring student performance without in any way setting "traps" for them. A well-developed test should provide an opportunity for students to show their ability to perform certain language tasks. A test should be constructed with the goal of having students learn from their weaknesses. In this way a good test can be used as a valuable teaching tool.

The four major skill areas found in a good test consist of the following:

a) Oral: Tests should concentrate on those types of items which test for real-life situations. Therefore, questions testing the ability to understand and respond appropriately to polite requests: advice, instructions, directions, etc. are preferred to tests of reading aloud or telling stories.
b) Written: Questions requiring students to write letters, memos, messages and reports are more appropriately useful than the traditional compositions used in the past.
c) Reading and Listening: The ability to extract specific information of a practical nature is a preferable testing criterion to that of the old comprehension test which attempts to have the student give back irrelevant bits of information.

A communicative approach to language testing emphasizes the importance behind responding orally rather than their form and structure. Communication as the focus behind real-life language needs are approximated as closely as possible. Other testing approaches check formal linguistic accuracy. The communicative approach stresses how people actually use language for a variety of different purposes while other approaches are concerned with formal patterns of language such as "old school" or prescriptive grammar and vocabulary. Communicative testing is an attempt to integrate the testing of skills and not separate them as the formal approach does. Also this type of tests reflects the culture of a particular country because of their emphasis on context as well as the use of authentic materials. Unlike other testing approaches, these exercises test content that is totally relevant for a particular group of testers in real life situations. Communicative tests are based on precise and detailed specifications of the needs of learners. And finally communicative testing differs from other testing approaches because it introduces the concepts of quality in preference to quantity. The learner's levels of performance in different skills is tested. This enables the examiner to make decisions according to a carefully drawn-up and well-established criteria as well taking advantage of a humanistic attitude to language testing.

Each student's communicative performance is evaluated individually rather than in relation to the performance of other students.

Now let’s compare two different approaches to testing oral production. The preparation for these two approaches is similar in that students are given either a picture to study or questions they might be asked in an oral interview. With the picture item test, students are asked to describe or narrate what they see in a mixture of objective/subjective answers. Similarly, in an oral interview the person interviewed must describe themselves in terms of skills and assets and narrate their background when interviewing for a job. Both approaches test a range of total oral skills.

With careful picture selection basic vocabulary can be somewhat controlled and the tense sequencing can be suggested. The oral interview in this sense is more difficult since fewer guides or cues are given and the interviewee must respond to each question with only his or her language ability. All types of speaking tests should include: pronunciation, fluency, vocabulary knowledge, and grammatical control. The two approaches can be compared in this way: interviews use and develop fluency in vocabulary. On the other hand, picture-based speaking stresses vocabulary and grammatical control.

Oral performance on a test can be scored by the usage a sliding rating scale. For example:
(deduct from a sliding scale of 100.)
points for pronunciation/intonation errors
points for errors in verb tense usage.
points for incomplete sentence usage.

While this type of sliding scale may be used to rank or score an oral performance, difficulties may arise when establishing such a grading curve since results can at times be subjective. Differing instructors may find themselves with deviations in the test scoring process which could result in confusion for those required to take such an examination.

In conclusion, what we need in order to evaluate a student properly is to utilize the following:

Validity. Validity refers to measurement and assessment. They must reflect what the teacher wants the class to learn. This is usually a judgmental decision.
Reliability is the accuracy of measurement. It is a technical problem. It should be close to precise.
Discrimination is the feature of a test that demonstrates the capacity to reflect difference in the performances of individuals in a group.
Avoid the “backwash effect” which refers to the effect of testing on an instructor's teaching methods previously done. For example: A teacher who tests on correct sentence structure may inhibit free-flowing conversation from his students.
Item analysis refers to the consideration of the results obtained from objective testing. This is for the purpose of providing valuable information concerning the effectiveness of teaching on a group of students/individual and the evaluation of the items contained in the test.

A test should be constructed with the goal of having students learn from their weaknesses. It will locate the exact areas of difficulties experienced by the class or the individual student so that assistance in the form of additional practice and corrective exercises can be given. The instructor can evaluate the effectiveness of the syllabus as well as the methods and materials he or she is using.

About the author:

Mark Coughlin currently resides in Tokyo, Japan where he has lived since 1991 and teaches English as an adjunct professor at several Japanese universities

+ نوشته شده در دوشنبه چهاردهم فروردین 1391ساعت 13:8 توسط فرید فربودی |

Creating a quality language test

What are the characteristics of a good language test? A good test should have a positive effect on learning, and teaching should result in improved learning habits. Such a test will aim at locating the specific and precise areas of difficulties experienced by the class or the individual student so that assistance in the form of additional practice and corrective exercises can be given. The test should enable the teacher to find out which parts of the language program cause difficulty for the class. In this way, the teacher can evaluate the effectiveness of the syllabus as well as the methods and materials he or she is using. A good test should also motivate by measuring student performance without in any way setting "traps" for them. A well-developed test should provide an opportunity for students to show their ability to perform certain language tasks. A test should be constructed with the goal of having students learn from their weaknesses. In this way a good test can be used as a valuable teaching tool.

The four major skill areas found in a good test consist of the following:

a) Oral: Tests should concentrate on those types of items which test for real-life situations. Therefore, questions testing the ability to understand and respond appropriately to polite requests: advice, instructions, directions, etc. are preferred to tests of reading aloud or telling stories.
b) Written: Questions requiring students to write letters, memos, messages and reports are more appropriately useful than the traditional compositions used in the past.
c) Reading and Listening: The ability to extract specific information of a practical nature is a preferable testing criterion to that of the old comprehension test which attempts to have the student give back irrelevant bits of information.

A communicative approach to language testing emphasizes the importance behind responding orally rather than their form and structure. Communication as the focus behind real-life language needs are approximated as closely as possible. Other testing approaches check formal linguistic accuracy. The communicative approach stresses how people actually use language for a variety of different purposes while other approaches are concerned with formal patterns of language such as "old school" or prescriptive grammar and vocabulary. Communicative testing is an attempt to integrate the testing of skills and not separate them as the formal approach does. Also this type of tests reflects the culture of a particular country because of their emphasis on context as well as the use of authentic materials. Unlike other testing approaches, these exercises test content that is totally relevant for a particular group of testers in real life situations. Communicative tests are based on precise and detailed specifications of the needs of learners. And finally communicative testing differs from other testing approaches because it introduces the concepts of quality in preference to quantity. The learner's levels of performance in different skills is tested. This enables the examiner to make decisions according to a carefully drawn-up and well-established criteria as well taking advantage of a humanistic attitude to language testing.

Each student's communicative performance is evaluated individually rather than in relation to the performance of other students.

Now let’s compare two different approaches to testing oral production. The preparation for these two approaches is similar in that students are given either a picture to study or questions they might be asked in an oral interview. With the picture item test, students are asked to describe or narrate what they see in a mixture of objective/subjective answers. Similarly, in an oral interview the person interviewed must describe themselves in terms of skills and assets and narrate their background when interviewing for a job. Both approaches test a range of total oral skills.

With careful picture selection basic vocabulary can be somewhat controlled and the tense sequencing can be suggested. The oral interview in this sense is more difficult since fewer guides or cues are given and the interviewee must respond to each question with only his or her language ability. All types of speaking tests should include: pronunciation, fluency, vocabulary knowledge, and grammatical control. The two approaches can be compared in this way: interviews use and develop fluency in vocabulary. On the other hand, picture-based speaking stresses vocabulary and grammatical control.

Oral performance on a test can be scored by the usage a sliding rating scale. For example:
(deduct from a sliding scale of 100.)
points for pronunciation/intonation errors
points for errors in verb tense usage.
points for incomplete sentence usage.

While this type of sliding scale may be used to rank or score an oral performance, difficulties may arise when establishing such a grading curve since results can at times be subjective. Differing instructors may find themselves with deviations in the test scoring process which could result in confusion for those required to take such an examination.

In conclusion, what we need in order to evaluate a student properly is to utilize the following:

Validity. Validity refers to measurement and assessment. They must reflect what the teacher wants the class to learn. This is usually a judgmental decision.
Reliability is the accuracy of measurement. It is a technical problem. It should be close to precise.
Discrimination is the feature of a test that demonstrates the capacity to reflect difference in the performances of individuals in a group.
Avoid the “backwash effect” which refers to the effect of testing on an instructor's teaching methods previously done. For example: A teacher who tests on correct sentence structure may inhibit free-flowing conversation from his students.
Item analysis refers to the consideration of the results obtained from objective testing. This is for the purpose of providing valuable information concerning the effectiveness of teaching on a group of students/individual and the evaluation of the items contained in the test.

A test should be constructed with the goal of having students learn from their weaknesses. It will locate the exact areas of difficulties experienced by the class or the individual student so that assistance in the form of additional practice and corrective exercises can be given. The instructor can evaluate the effectiveness of the syllabus as well as the methods and materials he or she is using.

About the author:

Mark Coughlin currently resides in Tokyo, Japan where he has lived since 1991 and teaches English as an adjunct professor at several Japanese universities

+ نوشته شده در دوشنبه چهاردهم فروردین 1391ساعت 13:7 توسط فرید فربودی |

Success - Socrates

Success - Socrates

A young man asked Socrates the secret of success. Socrates told the young man to meet him near the river the next morning. They met. Socrates asked the young man to walk with him into the river. When the water got up to their neck, Socrates took the young man by surprise and swiftly ducked him into the water.

The boy struggled to get out but Socrates was strong and kept him there until the boy started turning blue. Socrates pulled the boy’s head out of the water and the first thing the young man did was to gasp and take a deep breath of air.

Socrates asked him, "what did you want the most when you were there?" The boy replied, "Air". Socrates said, "That is the secret of success! When you want success as badly as you wanted the air, then you will get it!" There is no other secret.

موفقیت و سقراط

مرد جوانی از سقراط رمز موفقیت را پرسید که چیست. سقراط به مرد جوان گفت که صبح روز بعد به نزدیکی رودخانه بیاید. هر دو حاضر شدند. سقراط از مرد جوان خواست که همراه او وارد رودخانه شود. وقتی وارد رودخانه شدند و آب به زیر گردنشان رسید سقراط با زیر آب بردن سر مرد جوان، او را شگفت زده کرد.

مرد تلاش می کرد تا خود را رها کند اما سقراط قوی تر بود و او را تا زمانی که رنگ صورتش کبود شد محکم نگاه داشت. سقراط سر مرد جوان را از آب خارج کرد و اولین کاری که مرد جوان انجام داد کشیدن یک نفس عمیق بود.

سقراط از او پرسید، " در آن وضعیت تنها چیزی که می خواستی چه بود؟" پسر جواب داد: "هوا"

سقراط گفت:" این راز موفقیت است! اگر همانطور که هوا را می خواستی در جستجوی موفقیت هم باشی بدستش خواهی آورد" رمز دیگری وجود ندارد.

+ نوشته شده در سه شنبه بیست و سوم اسفند 1390ساعت 11:36 توسط فرید فربودی |

Gift

هدیه
من از نهایت شب حرف میزنم
من از نهایت تاریکی
و از نهاییت شب حرف میزنم
اگر به خانه ی من آمدی برای من ای مهربان چراغ بیاور
و یک دریچه که از آن
به ازدحام کوچه ی خوشبخت بنگرم

Gift
I speak out of the deep of night
out of the deep of darkness
and out of the deep of night I speak
if you come to my house, friend
bring me a lamp and a window I can look through
at the crowd in the happy alley

+ نوشته شده در سه شنبه بیست و سوم اسفند 1390ساعت 11:34 توسط فرید فربودی |

هديه اي براي مادر

GIFTS FOR MOTHER

Four brothers left home for college, and they became successful doctors and lawyers and prospered. Some years later, they chatted after having dinner together. They discussed the gifts that they were able to give to their elderly mother, who lived far away in another city.

The first said, “I had a big house built for Mama. The second said, “I had a hundred thousand dollar theater built in the house. The third said, “I had my Mercedes dealer deliver her an SL600 with a chauffeur. The fourth said, “Listen to this. You know how Mama loved reading the Bible and you know she can’t read it anymore because she can’t see very well. I met this monk who told me about a parrot that can recite the entire Bible. It took 20 monks 12 years to teach him. I had to pledge them $100,000 a year for 20 years to the church, but it was worth it. Mama just has to name the chapter and verse and the parrot will recite it.” The other brothers were impressed.

After the holidays Mama sent out her Thank You notes. She wrote: Dear Milton, the house you built is so huge. I live in only one room, but I have to clean the whole house. Thanks anyway.

Dear Mike, you gave me an expensive theater with Dolby sound, it could hold 50 people, but all my friends are dead, I’ve lost my hearing and I’m nearly blind. I’ll never use it. But thank you for the gesture just the same.

Dear Marvin, I am too old to travel. I stay home, I have my groceries delivered, so I never use the Mercedes … and the driver you hired is a big jerk. But the thought was good. Thanks.

Dearest Melvin, you were the only son to have the good sense to give a little thought to your gift. The chicken was delicious. Thank you.”

چهار برادر ، خانه شان را به قصد تحصیل ترک کردند و دکتر،قاضی و آدمهای موفقی شدند. چند سال بعد،آنها بعد از شامی که باهم داشتند حرف زدند.اونا درمورد هدایایی که تونستن به مادر پیرشون که دور از اونها در شهر دیگه ای زندگی می کرد ،صحبت کردن.

اولی گفت: من خونه بزرگی برای مادرم ساختم . دومی گفت: من تماشاخانه(سالن تئاتر) یکصد هزار دلاری در خانه ساختم. سومی گفت : من ماشین مرسدسی با راننده کرایه کردم که مادرم به سفر بره.
چهارمی گفت: گوش کنید، همتون می دونید که مادر چقدر خوندن کتاب مقدس رو دوست داره، و میدونین که نمی تونه هیچ چیزی رو خوب بخونه چون جشماش نمیتونه خوب ببینه . شماها میدونید که مادر چقدر خوندن کتاب مقدس را دوست داشت و میدونین هیچ وقت نمی تونه بخونه ، چون چشماش خوب نمی بینه. من ، راهبی رو دیدم که به من گفت یه طوطی هست که میتونه تمام کتاب مقدس رو حفظ بخونه . این طوطی با کمک بیست راهب و در طول دوازده سال اینو یاد گرفت. من ناچارا تعهد کردم به مدت بیست سال و هر سال صد هزار دلار به کلیسا بپردازم. مادر فقط باید اسم فصل ها و آیه ها رو بگه و طوطی از حفظ براش می خونه. برادرای دیگه تحت تاثیر قرار گرفتن.

پس از ایام تعطیل، مادر یادداشت تشکری فرستاد. اون نوشت: میلتون عزیز، خونه ای که برام ساختی خیلی بزرگه .من فقط تو یک اتاق زندگی می کنم ولی مجبورم تمام خونه رو تمییز کنم.به هر حال ممنونم.

مایک عزیز،تو به من تماشاخانه ای گرونقیمت با صدای دالبی دادی.اون ،میتونه پنجاه نفرو جا بده ولی من همه دوستامو از دست دادم ، من شنوایییم رو از دست دادم و تقریبا ناشنوام .هیچ وقت از اون استفاده نمی کنم ولی از این کارت ممنونم.

ماروین عزیز، من خیلی پیرم که به سفر برم.من تو خونه می مونم ،مغازه بقالی ام رو دارم پس هیچ وقت از مرسدس استفاده نمی کنم. راننده ای که کرایه کردی یه احمق واقعیه. اما فکرت خوب بود ممنونم

ملوین عزیزترینم، تو تنها پسری بودی که درک داشتی که کمی فکر بابت هدیه ات بکنی. جوجه خوشمزه بود. ممنونم.

+ نوشته شده در سه شنبه بیست و سوم اسفند 1390ساعت 11:33 توسط فرید فربودی |

I was walking down the street when I was accosted by a particularly dirty and shabby-looking homeless woman who asked me for a couple of dollars for dinner.

در حال قدم زدن در خیابان بودم که با خانمی نسبتا کثیف و کهنه پوشی که شبیه زنان بی خانه بود روبرو شدم که از من 2 دلار برای تهیه ناهار درخواست کرد.

I took out my wallet, got out ten dollars and asked, 'If I give you this money, will you buy wine with it instead of dinner?'

من کیف پولم را در آوردم و 10 دلار برداشتم و ازش پرسیدم اگر من این پول را بهت بدم تو مشروب بجای شام می خری؟!

'No, I had to stop drinking years ago' , the homeless woman told me.

نه,من نوشیدن مشروب را سالها پیش ترک کردم,زن بی خانه به من گفت.

'Will you use it to go shopping instead of buying food?' I asked.

ازش پرسیدم آیا از این پول برای خرید بجای غذا استفاده می کنی؟

'No, I don't waste time shopping,' the homeless woman said. 'I need to spend all my time trying to stay alive.'

زن بی خانه گفت:نه, من وقتم را یرای خرید صرف نمی کنم من همه وقتم را تلاش برای زنده ماندن نیاز دارم.

'Will you spend this on a beauty salon instead of food?' I asked.

من پرسیدم :آیا تو این پول را بجای غذا برای سالن زیبایی صرف می کنی؟

'Are you NUTS!' replied the homeless woman. I haven't had my hair done in 20 years!'

تو خلی!زن بی خانه جواب داد.من موهایم را طی 20 سال شانه نکردم!

'Well, I said, 'I'm not going to give you the money. Instead, I'm going to take you out for dinner with my husband and me tonight.'

گفتم , خوب ,من این پول را بهت نمیدم در عوض تو رو به خانه ام برای صرف شام با من و همسرم می برم.

The homeless Woman was shocked. 'Won't your husband be furious with you for doing that? I know I'm dirty, and I probably smell pretty disgusting.'

زن بی خانه شوکه شد .همسرت برای این کارت تعصب و غیرت نشان نمی دهد؟من می دانم من کثیفم و احتمالا یک کمی هم بوی منزجر کننده دارم.

I said, 'That's okay. It's important for him to see what a woman looks like after she has given up shopping, hair appointments, and wine.'

گفتم:آن درست است . برای او مهم است دیدن زنی شبیه خودش بعد اینکه خرید و شانه کردن مو و مشروب را ترک کرده است!

+ نوشته شده در سه شنبه بیست و سوم اسفند 1390ساعت 11:32 توسط فرید فربودی |

Years ago, when I was younger

I kinda liked a girl I knew.
She was mine, and we were sweethearts
That was then, but then it’s true

I’m in love with a fairytale,
even though it hurts
‘Cause I don’t care if I lose my mind
I’m already cursed.

Every day we started fighting,
every night we fell in love
No one else could make me sadder,
but no one else could lift me high above

I don’t know what I was doing,
when suddenly, we fell apart
Nowadays, I cannot find her
But when I do, we’ll get a brand new start

I’m in love with a fairytale,
even though it hurts
‘Cause I don’t care if I lose my mind
I’m already cursed

She’s a fairytale
Yeah…
Even though it hurts
‘Cause I don’t care if I lose my mind
I’m already cursed

"پري"

سالها پيش وقتي که جوون تر بودم
عاشق کسي بودم که خوب ميشناختمش
اون مال من بود و ما معشوقه هاي همديگه بوديم
اين مال اون موقعهاست , اما حقيقت داره !

من عاشق يه پري هستم !
حتي اگه اين اثر بدي روم بذاره
چون اگه ديوونه هم بشم برام مهم نيست
من از قبل نفرين شدم . . .

هروز دعوا ميکرديم ولي هر شب عاشق هم ميشديم
هيچ کس ديگه نميتونست بيشتر از اون منو ناراحت کنه
اما هيچ کس ديگه هم مثل اون نميتونست من و تا اين اندازه به اوج ببره

من نمي دونستم دارم چيکار ميکنم تا موقعي که ناگهان ......
"از هم جدا شديم"
اين روزا نميتونم پريم رو پيدا کنم
اما اگه بتونم پيداش کنم , دوباره از نو شروع ميکنيم

من عاشق يه پري هستم !
حتي اگه اين اثر بدي روم بذاره
چون اگه ديوونه هم بشم برام مهم نيست
من از قبل نفرين شدم . . .

+ نوشته شده در سه شنبه بیست و سوم اسفند 1390ساعت 11:31 توسط فرید فربودی |

ای دبستانی ترین احساس من

تصاویر: اي دبستاني‌ترين احساس من...

خاطرات كودكي زيباترند
يادگاران كهن مانا ترند
درس‌هاي سال اول ساده بود
آب را بابا به سارا داده بود

درس پند آموز روباه وکلاغ
روبه مكارو دزد دشت وباغ

روز مهماني كوكب خانم است
سفره پر از بوي نان گندم است

كاكلي گنجشككي با هوش بود
فيل ناداني برايش موش بود

با وجود سوز وسرماي شديد
ريز علي پيراهن از تن ميدريد

تا درون نيمكت جا ميشديم
ما پرازتصميم كبري ميشديم

پاك كن هايي زپاكي داشتيم
يك تراش سرخ لاكي داشتيم

كيفمان چفتي به رنگ زرد داشت
دوشمان از حلقه هايش درد داشت
گرمي دستان ما از آه بود
برگ دفترها به رنگ كاه بود

مانده در گوشم صدايي چون تگرگ
خش خش جاروي با پا روي برگ
همكلاسي‌هاي من يادم كنيد
بازهم در كوچه فريادم كنيد

همكلاسي‌هاي درد و رنج و كار
بچه‌هاي جامه‌هاي وصله‌دار
بچه‌هاي دكه خوراك سرد
كودكان كوچه اما مرد مرد
كاش هرگز زنگ تفريحي نبود
جمع بودن بود و تفريقي نبود
كاش مي‌شد باز كوچك مي‌شديم
لا اقل يك روز كودك مي‌شديم

ياد آن آموزگار ساده پوش
ياد آن گچ‌ها كه بودش روي دوش
اي معلم ياد و هم نامت بخير
ياد درس آب و بابايت بخير

اي دبستاني‌ترين احساس من
بازگرد اين مشق‌ها را خط بزن

+ نوشته شده در چهارشنبه بیست و چهارم فروردین 1390ساعت 16:45 توسط فرید فربودی |

In The Name Of Allah

با عرض سلام خدمت همه ي دوستان

Essay به روشي از مقاله نويسي گفته ميشه كه سازمان يافته است.آغاز و پايان مناسب، عنوان هاي جذاب و...

كاربرد اين روش خيلي زياده مخصوصاً در امتحاناتي مثل تافل و مخصوصاً براي اون دسته از دوستاني كه مي خواهند پايان نامه و يا پروژه تهيه كنند...

***

يك مقاله به روش Essay داراي پنج قسمت است:

پاراگراف اول ç معرفي (Introduction)

پاراگراف دوم ç پاراگراف مركزي 1(Central paragraph 1)

پاراگراف سومç پاراگراف مركزي 2 (C.P.2)

پاراگراف چهارمç پاراگراف مركزي 3(C.P.3)

پاراگراف پنجمç جمع بندي و پايان (Conclusion)

به پاراگراف هاي 2و3و4 ،Supporting paragraphs گفته مي شود.

***

پاراگراف اول (Introduction):

شامل سه قسمت است:

1. Motivator

2. Thesis statement

3. Blue prints

1-Motivator:

مهمترين مقاله،يعني ايجاد انگيزه در خواننده.كه ير سه نوع است:

1. طرح يك سوال(Asking a question)

2. طرح يك جمله ي عجيب و غير عادي(Shaking statement)

3. بيان يك داستان كوتاه –در حد 2-3 خط (Telling a story)

2-Thesis statement:

اينجا قسمتي است كه بايد نظريه پردازي كنيد و عقيده خود را در حد يك جمله بيان كنيد.

3- Blue prints:

Blue printها همون دلايلي هستند كه بايد يراي اثبات نظريه شما (كه در قسمت قبل آمد) گفته بشوند.

تعدادشون اگه سه تا باشه بهتره ولي اگه بيشتر از سه تا مي خواستيد بنويسيد بايد تعداد Supporting paragraphs رو بيشتر كنيد.

از همه مهم تر نحوه بيان انهاست.به طوريكه اگه blue print اولي كه بعد از نوشتن كلمه because مياد با it is…

شروع بشه ،blue print دومي و سومي هم بايد با it is شروع بشند.

در كل blue printها از لحاظ گرامري و لحن و طرز بيان با هم مشابه باشند.

در اخر با ارائه مثال هايي مطلب بيشتر روشن ميشه!

***

مي تونم بگم كه بيشتر سختي مقاله همون پاراگراف اولشه!

خب از اينجا به بعد يكمي ساده تره!

***

پاراگراف دوم ،‍C.P.1نام داره كه براي سپورت blue print اولي شما مياد!

اين پاراگراف با كلمه ي First شروع ميشه،تا مخاطب بدونه كه توضيح رو شروع كردين.

بعد از كلمه ي firstيك كما بايد نوشته بشه بعد Thesis Statement و بعد blue print اولي .بعد از اينكه blue print 1 رو نوشتيد،شروع ميكنيد به توضيح آن .مي تونيد به يه داستان اشاره كنيد يا مثال بزنيد و.... حداقل 5 خط.(كل پاراگراف)

پاراگراف سوم،C.P.2 ç سپورت blue print 2 :

اين يكي با Second شروع ميشه بعد يه كما و دوباره thesis Statement و بعد blue print 2 و بعد توضيحات مربوط به ان.

پاراگراف چهارم،C.P.3 ç سپورت blue print 3 :

شروع با كلمه Third بعد يه كما و Thesis statement و بعد نوشتن blue print 3و توضيحات مربوط به آن.

خب همانطور كه قبلاً هم گفتم اگه blue print هايي كه مي خواهيد بنويسيد از 3 تا بيشتر بود به تعداد هم بايد پاراگراف سپورت كننده داشته باشيد كه باكلماتي مثل fourth و اينا شروع بشند و بعد تكرار Thesis statement تا خواننده هميشه نظريه شما رو بخاطر داشته باشه و بعد نوشتن blue print مربوط و توضيحات آن.

پاراگراف پنجم،Conclusion :

كه شامل 2 قسمته:

1. Reworded Thesis statement + Blue prints

2. Clincher

اين پاراگراف با كلمه مثل Finally شروع ميشه و مثل هميشه يه كما و بعد از اون Thesis Statement و بعد blue print ها رو پشت سر هم مينويسين.

در آخر هم يه خط پايين تر Clincher قرار ميگيره.Clincher مثل يه تير نهايي عمل ميكنه و يك جمله هم بيشتر نيست:

به خاطر همينه كه ميگم...(تكرار Thesis statement)

That's why I say… (Thesis Statement)

***

خب تا اينجا ما اصول Essay رو بلديم .اما از همه مهمتر وضع ظاهري و نحوه نوشتن اون هستش!

اول از همه رعايت حاشيه!

اگه Essay رو با نرم افزارWord مينويسيد ،نسخه Office wordاون خود به خود اين حاشيه رو رعايت ميكنه!

اما اگه با دست مينويسيد بايد به طور تقريبي از بالاي صفحه و پايين حدود 2.5 سانت و از چپ و راست حدود 3 سانت فاصله رو عايت كنيد.

بعد از حاشيه رعايت يك خط فاصله بين هر پاراگراف و كمي جلوتر نوشتن كلمات اول پاراگراف ها(first, second, third و...)جهت زيبايي و تفكيك ابتداي هر پاراگراف.

***

لطفاً براي مثال به essay زير توجه كنيد:

In The Name Of God

What is the function of experience???

Is it useful?!!

In my opinion, it is very necessary because, first we need experience for each part of our life, second, we need experience for solving our problems, and third, we need experience for doing our daily jobs in correct way.

First, it is very necessary because we need experience for each part of our life. For example I point to buying, if you are not experienced, maybe you lose your money!

There are a lot of things that we must be experienced for doing them. Like: Getting friends, Traveling and so on.

Second, it is very necessary because we need experience for solving our problems. This is the most importance function of experience. If you have some problems with someone that you can't solve them by the usual ways, you must get help from your mind that we call it experience!

Third, it is very necessary because we need experience for doing our daily jobs in correct way. When you're taking a test (for example final exam) and there is a difficult question what can you do??? Yes, you must get help from your memory; it's meant that you must be experienced for doing your daily jobs.

Finally, it is very necessary because, first we need experience for each part of our life, second, we need experience for solving our problems, and third, we need experience for doing our daily jobs in correct way.

This is the reason why when I say experience is very important!

+ نوشته شده در سه شنبه هفدهم اسفند 1389ساعت 22:20 توسط فرید فربودی |

Commonly Errors Occuring in Writing

1.Missing comma after introductory phrases.For example: After the devastation of the siege of Leningrad the Soviets were left with the task of rebuilding their population as well as their city. (A comma should be placed after "Leningrad.")

2.Vague pronoun reference.For example: The boy and his father knew that he was in trouble. (Who is in trouble? The boy? His Father? Some other person?)

3.Missing comma in compound sentence.For example: Wordsworth spent a good deal of time in the Lake District with his sister Dorothy and the two of them were rarely apart. (Comma should be placed before the "and.")

4.Wrong word.This speaks for itself.

5.No comma in nonrestrictive relative clauses.Here you need to distinguish between a restrictive relative clause and a nonrestrictive relative clause. Consider the sentence, "My brother in the red shirt likes ice cream." If you have TWO brothers, then the information about the shirt is restrictive, in that it is necessary to defining WHICH brother likes ice cream. Restrictive clauses, because they are essential to identifying the noun, use no commas. However, if you have ONE brother, then the information about the shirt is not necessary to identifying your brother. It is NON-RESTRICTIVE and, therefore, requires commas: "My brother, in the red shirt, likes ice cream."

6.Wrong/missing inflected ends."Inflected ends" refers to a category of grammatical errors that you might know individually by other names - subject-verb agreement, who/whom confusion, and so on. The term "inflected endings" refers to something you already understand: adding a letter or syllable to the end of a word changes its grammatical function in the sentence. For example, adding "ed" to a verb shifts that verb from present to past tense. Adding an "s" to a noun makes that noun plural. A common mistake involving wrong or missing inflected ends is in the usage of who/whom. "Who" is a pronoun with a subjective case; "whom" is a pronoun with an objective case. We say "Who is the speaker of the day?" because "who" in this case refers to the subject of the sentence. But we say, "To whom am I speaking?" because, here, the pronoun is an object of the preposition "to."

7.Wrong/missing preposition.Occasionally prepositions will throw you. Consider, for example which is better: "different from," or "different than?" Though both are used widely, "different from" is considered grammatically correct. The same debate surrounds the words "toward" and "towards." Though both are used, "toward" is preferred in writing. When in doubt, check a handbook.

8.Comma splice.A comma splice occurs when two independent clauses are joined only with a comma. For example: "Picasso was profoundly affected by the war in Spain, it led to the painting of great masterpieces like Guernica." A comma splice also occurs when a comma is used to divide a subject from its verb. For example: "The young Picasso felt stifled in art school in Spain, and wanted to leave." (The subject "Picasso" is separated from one of its verbs "wanted." There should be no comma in this sentence, unless you are playing with grammatical correctness for the sake of emphasis - a dangerous sport for unconfident or inexperienced writers.)

9.Possessive apostrophe error.Sometimes apostrophes are incorrectly left out; other times, they are incorrectly put in (her's, their's, etc.)

10.Tense shift.Be careful to stay in a consistent tense. Too often students move from past to present tense without good reason. The reader will find this annoying.
11.Unnecessary shift in person.Don't shift from "I" to "we" or from "one" to "you" unless you have a rationale for doing so.

12.Sentence fragment.Silly things, to be avoided. Unless, like here, you are using them to achieve a certain effect. Remember: sentences traditionally have both subjects and verbs. Don't violate this convention carelessly.

13.Wrong tense or verb form.Though students generally understand how to build tenses, sometimes they use the wrong tense, saying, for example, "In the evenings, I like to lay on the couch and watch TV" "Lay" in this instance is the past tense of the verb, "to lie." The sentence should read: "In the evenings, I like to lie on the couch and watch TV." (Please note that "to lay" is a separate verb meaning "to place in a certain position.")

14.Subject-verb agreement.This gets tricky when you are using collective nouns or pronouns and you think of them as plural nouns: "The committee wants [not want] a resolution to the problem." Mistakes like this also occur when your verb is far from your subject. For example, "The media, who has all the power in this nation and abuses it consistently, uses its influence for ill more often than good." (Note that media is an "it," not a "they." The verbs are chosen accordingly.)

15.Missing comma in a series.Whenever you list things, use a comma. You'll find a difference of opinion as to whether the next-to-last noun (the noun before the "and") requires a comma. ("Apples, oranges, pears, and bananas...") Our advice is to use the comma because sometimes your list will include pairs of things: "For Christmas she wanted books and tapes, peace and love, and for all the world to be happy." If you are in the habit of using a comma before the "and," you'll avoid confusion in sentences like this one.

16.Pronoun agreement error.Many students have a problem with pronoun agreement. They will write a sentence like "Everyone is entitled to their opinion." The problem is, "everyone" is a singular pronoun. You will have to use "his" or "her."

17.Unnecessary commas with restrictive clauses.See the explanation for number five, above.

18.Run-on, fused sentence.Run-on sentences are sentences that run on forever, they are sentences that ought to have been two or even three sentences but the writer didn't stop to sort them out, leaving the reader feeling exhausted by the sentence's end which is too long in coming. (Get the picture?) Fused sentences occur when two independent clauses are put together without a comma, semi-colon, or conjunction. For example: "Researchers investigated several possible vaccines for the virus then they settled on one"

19.Dangling, misplaced modifier.Modifiers are any adjectives, adverbs, phrases, or clauses that a writer uses to elaborate on something. Modifiers, when used wisely, enhance your writing. But if they are not well-considered - or if they are put in the wrong places in your sentences - the results can be less than eloquent.
Always put your modifiers next to the nouns they modify.

Dangling modifiers are a different kind of problem. They intend to modify something that isn't in the sentence. Consider this: "As a young girl, my father baked bread and gardened." The writer means to say, "When I was a young girl, my father baked bread and gardened." The modifying phrase "as a young girl" refers to some noun not in the sentence. It is, therefore, a dangling modifier. Other dangling modifiers are more difficult to spot, however. Consider this sentence: "Walking through the woods, my heart ached." Is it your heart that is walking through the woods? It is more accurate (and more grammatical) to say, "Walking through the woods, I felt an ache in my heart." Here you avoid the dangling modifier.
20.Its/it's error."Its" is a possessive pronoun. "It's" is a contraction for "it is."

+ نوشته شده در سه شنبه هفدهم اسفند 1389ساعت 22:2 توسط فرید فربودی |

How to Write a Five-Paragraph Essay

A new SAT, as well as the mandates of NCLB, make it more imperative than ever that teachers at all grade levels provide students with increased opportunities to practice and develop their writing skills. The type of practice likely to prove most helpful to students facing high-stakes writing tests is the five-paragraph essay. Included: Step-by-step instructions for planning, outlining, and writing a five-paragraph essay.

Beginning this year, high-school students who take the SAT I college entrance exam will find themselves hunched tensely over a newly revised version of the old standby. The most significant change to the widely used test designed to measure students' verbal and math skills and predict their ability to perform academically in college is the addition of a section requiring students to write a brief essay.

The essay, which must be completed in 25 minutes or less, requires students to complete a statement; respond to a prompt, quote, or excerpt; or agree or disagree with a particular point of view. According to CollegeBoard.com, the essay is designed to measure a student's ability to develop a point of view and support it with reasoning and examples, and to organize ideas and express them clearly and competently using appropriate vocabulary and sentence structure. Including the essay in SAT, the company says, "will help colleges make better admissions and placement decisions [and]…reinforce the importance of writing throughout a student's education."

The new SAT, together with the assessment mandates of NCLB, make it more imperative than ever that teachers at all grade levels provide students with increased opportunities to practice and develop their writing skills. The type of practice likely to prove most helpful to students facing the new SAT -- or any other high-stakes writing test -- is the five-paragraph essay.

THE PLANNING

The most important part of writing a five-paragraph -- or any other style -- essay has little to do with the actual essay writing: When it comes to a successful essay, the most crucial step is the planning. In fact, a properly planned essay will practically write itself.

The first advice you should provide students about to embark on an essay-writing adventure, therefore, is to plan what you will write about -- and plan to write about the assigned topic.

The second part of that advice might seem obvious and unnecessary, but we all know those students who fail to carefully read the question or prompt and then too quickly write about a vaguely related topic; or those who believe essays are graded on word count and prefer to write a lot about a topic they know well -- or everything they know about a variety of topics -- rather than risk writing too little about a less familiar, though assigned, topic.

Students need to be made aware that assigned topics for most writing assessments already are quite broad; they often need to be narrowed and focused; they rarely should be broadened.

Consider the following assignment:

Mark Twain once said: "Suppose you were an idiot... And suppose you were a member of Congress... But I repeat myself." Discuss whether you agree or disagree with Mark Twain's statement.

An essay about some silly bills passed by Congress, an essay about a few brilliant and respected members of Congress, even an essay about the factors that influenced Samuel Clemens' beliefs about Congress might be appropriate responses; an essay about Tom Sawyer or the history of Washington, D.C. would not be.

According to the College Board Web site, the only way to get a zero on the SAT's new essay section is to fail to write about the assigned topic. A little planning can prevent that.

THE OUTLINE

After students have read and understood the assigned topic, they can go on to the next step of the essay-writing process. This step does involve writing -- but not yet essay writing. In step two, students write an outline of their proposed essay. The outline should look something like this:
Congress According to Twain

1) Topic: The question or prompt rephrased in the student's own words. Rephrasing the prompt will help students understand the assignment and narrow and focus the topic of their essay. For example, "Mark Twain once said that all members of Congress are idiots."
2) Position: The student's position or opinion about the question or prompt. For example, "I see no reason to disagree."
Most writing assessments ask students to take a position. Students should be aware that, if the test directions ask them to take a position, they need to take one side of the issue and defend it, not consider and defend both sides of the issue.
3) Reasons: Three reasons the student has taken his or her stated position.
a) Reason 1: The most important reason. For example, "Congress has passed a number of bills without considering where the funding for those bills would come from."
i) Evidence: Example that demonstrates Reason 1. For example, "The Americans with Disabilities Act, the Clean Air Act, and the No Child Left Behind Act are just three examples of laws that were passed without considering how cities and states would pay to implement their mandates."
b) Reason 2: The second most important reason. For example, "Congress has passed a number of silly bills based on narrow political interests."
i) Evidence: Example that demonstrates Reason 2. "For example, federal laws have been passed making it a crime to imitate Smokey the Bear or transport wooden teeth across state lines."
c) Reason 3: The third most important reason. For example, "The members of Congress from my state are idiots."
i) Evidence: Example that demonstrates Reason 3. For example, "I met John Smith, a member of Congress from my state, and he had never heard of my hometown."

The outline now is complete, and the essay -- as you can see by reading the italicized text in the outline -- is practically written.

THE FIVE-PARAGRAPH ESSAY

Finally! Students have arrived at the easiest part of the essay-writing process -- writing the essay. All they have to do now is arrange their outline text into a five-paragraph-essay format and add a few transitions, and they're done!

Paragraph 1: This is the Introduction. Here, students restate the assigned topic, state their position on the topic, and list the three reasons for their position. They end the paragraph with a transition sentence.

Mark Twain once said that all members of Congress are idiots. I see no reason to disagree. Members of Congress are often financially irresponsible, politically motivated, and unaware of the real concerns of their constituents. Let me explain.

Paragraph 2: This is the first of three paragraphs in the body of the essay. Here, students name and explain the most important reason for their stated position. They end the paragraph with a transition sentence.

Congress is financially irresponsible because it has passed a number of bills without considering where the funding for those bills would come from. The Americans with Disabilities Act, the Clean Air Act, and the No Child Left Behind Act are just three examples of laws that were passed without considering how cities and states would pay to implement their mandates. Congress doesn't just waste money, though, it wastes time too.

Paragraph 3: This is the second of three paragraphs in the body of the essay. Here, students name and explain the second most important reason for their stated position. They end the paragraph with a transition sentence.

Congress has wasted time by passing a number of silly bills based on narrow political interests. For example, federal laws have been passed making it a crime to imitate Smokey the Bear or transport wooden teeth across state lines. Congress doesn't only do idiotic things as a group, though.

Paragraph 4: This is the third of three paragraphs in the body of the essay. Here, students name and explain the third most important reason for their stated position. They end the paragraph with a transition sentence.

Even the individual members of Congress from my state are idiots. I met John Smith, a representative from my state, and he had never heard of my hometown.

Paragraph 5: This is the Conclusion. Here, students rephrase and recap their position on the issue and their reasons for it, and then write a concluding sentence. The conclusion might emphasizes their position, expand it, offer a solution, or express a hope or prediction for the future.

So you can see why I think Mark Twain was correct when he said that all members of Congress are idiots. Often financially irresponsible, politically motivated, and unaware of the real concerns of their constituents, I believe that members of Congress need to spend less time immersed in the politics of Washington, D.C. and more time amid the voters at home.

+ نوشته شده در دوشنبه شانزدهم اسفند 1389ساعت 23:38 توسط فرید فربودی |

what is linguistics

What is linguistics?

Language is central to our human nature, and linguistics is the systematic study of human language. Although on the face of it there is huge variation among the world's languages, linguists not only describe the diverse characteristics of individual languages but also seek to discover the deeper properties which all languages share. These common properties may give us an insight into the structure of the human mind.

Part of the appeal of linguistics is that it draws on methods and knowledge from an unusually wide range of scholarship and transcends the usual subject boundaries. For instance, the study of meaning draws on work by philosophers, whereas the part of our course concentrating on the sounds of speech takes place in our Phonetics Laboratory. Here computers are used to display and analyse the speech signal using methods from physics and engineering. This variety is what makes linguistics fascinating: at one moment you might be poring over a medieval text for evidence of how the grammar of a language has changed, and the next, learning about how the larynx creates sound energy for speech.

The flexibility of language as a tool for communication depends on combining smaller elements into larger structures. Language does this at several 'levels', and the description of languages involves different levels of analysis. Syntax describes the combination of words to form sentences; morphology describes the building of words from components such as roots and suffixes; and phonology identifies the sound-units of a language and describes aspects of their combination. These levels of language constitute a system for associating structures with meaning, and the study of meaning in language belongs to the domain of semantics. Phonetics is concerned with how people speak and understand speech, and with speech sounds themselves.

Other linguistic sub-disciplines are directed towards language in action. Pragmatics deals with the ways in which the meaning of an utterance depends on the context of its use. Sociolinguistics studies the relation between language and all aspects of society, from the way social groups mark themselves linguistically, to the dynamics of conversations. Psycholinguistics is concerned with how language is represented and processed in the mind, and how it is acquired. Historical linguistics reconstructs earlier forms of a language, and seeks general trends in the ways languages change; explanations for changes may draw on social and psychological aspects of language use.

The investigation of language has a long history, which is a topic of study in its own right, and it draws on techniques and knowledge from disciplines as diverse as philosophy, physics, biology, psychology, and sociology. For many people part of the attraction of linguistics is that it transcends disciplinary boundaries, including notably the traditional boundary between the arts and sciences.

+ نوشته شده در دوشنبه شانزدهم اسفند 1389ساعت 23:23 توسط فرید فربودی |

اس ام اس های مهم

گرفتن خلافي ماشين : 30005151 ( عدد عمودي كنار كارت رو بفرستيد)

گزارش اطلاع دادن تخلف تاكسي : 30004246( شماره پلاك ماشين متخلف رو بفرستيد)

رهگيري نامه پستي : 2000441 (ابتدا حرف Rرا بنويسيد و بعد شماره روي رسيد پستي رو )

مشكلات شهري (شهرداري) : 3000137

اعلام نتيجه كنكور شب قبل از قرارگرفتن در سايت سنجش : 2000000 (شماره داوطلبي رو بفرستيد)

با خبر شدن از اخبار انجمن فارغ التحصيلان دانشگاه : 10001336

ديكشنري : 1000384 يا 1000370 (لغت مورد نظر رو بفرستيد) اول بايد در سايت عضو بشيدwww.sms2him.com بعدش لغت مورد نظر رو بنويسيد
لغت نامه آريان پور : 2000444 Word-to-translate

ايجاد پست در پرشين بلاگ : 300072

گرفتن قبض موبايل : 30009 ( با فرمت زير بنويسيد : تاريخ شروع ؛ تاريخ انتها مثلا 860123 ؛ 860101 يعني از اول سال 86 تا 23 فرودين ماه)

خدمات بانك ملت : 200033

خدمات بانك اقتصاد نوين : 200050

خدمات بانك سپه:200020 – 200021-200022

خدمات بانك كشاورزي : 2000911- 200093

خدمات بانك سامان : 20000

خدمات بانك صادرات :200060

خدمات بانك تجارت : 200070

(توجه داشته باشيد براي استفاده از خدمات بانك ها اول بايد در شعب درخواست رو پر كنيد)

اطلاعات پرواز : 2000444 : ( با اين فرمت : پرواز Filight-code)

نرخ ارزهاي رايج : 2000444 با اين فرمت : Currency-name

اطلاعات هوا : 1000305 ( پيش شماره شهر مورد نظر بدون صفر رو بفرستيد)

ساعت كشورها : 1000392 (نام كشور رو بفرستيد)

مكان هاي ديدني هر شهر : 1000394

مسافت بين شهر ها : 1000396

آخرين بازي هاي كامپيوتري : 1000400

جديدترين نرم افزار ها : 1000401

اطلاع از اينكه دامين مورد نظر رجستر شده يا خير : 1000355

بورس – نرخ سهام يك شركت : 2000444 ---بنويسيد : Bourse sompany -id

بورس – بيشترين افزايش قيمت : 2000444 ---بنويسيد : Bourse high

بورس- كمترين افزايش قيمت : 2000444 ( بنويسيد : Bourse low)

اوقات شرعي : 2000916

+ نوشته شده در پنجشنبه سی ام دی 1389ساعت 22:48 توسط فرید فربودی |

چگونه هستی؟

برگ در هنگام زوال می افتد

میوه در هنگام کمال می افتد

بنگر که چگونه می افتی

چون برگی زرد

و یا سیبی سرخ .

کنفوسیوس

+ نوشته شده در پنجشنبه نهم دی 1389ساعت 8:29 توسط فرید فربودی |

بدون شرح

+ نوشته شده در شنبه بیست و هفتم آذر 1389ساعت 12:49 توسط فرید فربودی |

♥♥ Love + Fear = Father ♥♥

♥♥ Love + Help = Sister ♥♥

♥♥ Love +Fight = Brother ♥♥

♥♥ Love + Life = Wife/ Husband ♥♥

&

♥♥♥♥ Love + Care + Fear + Help + Fight + Life = Friend ♥♥♥♥

+ نوشته شده در شنبه سیزدهم آذر 1389ساعت 9:33 توسط فرید فربودی |

تصویر بسیار زیبا از مکه

+ نوشته شده در جمعه دوازدهم آذر 1389ساعت 14:56 توسط فرید فربودی |

دوستتون دارم

دوستتون دارم kiss

+ نوشته شده در چهارشنبه سوم آذر 1389ساعت 23:33 توسط فرید فربودی |

what is a standarized test

A standardized test is a test designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner.

History

The earliest evidence of standardized testing was in China, where the imperial examinations covered the Six Arts which included music, archery and horsemanship, arithmetic, writing, and knowledge of the rituals and ceremonies of both public and private parts. Later, the studies (military strategies, civil law, revenue and taxation, agriculture and geography) were added to the testing. In this form, the examinations were institutionalized during the sixth century CE, under the Sui Dynasty.

Standardized testing was not traditionally a part of Western pedagogy; based on the sceptical and open-ended tradition of debate inherited from Ancient Greece, Western academia favored the essay. However, given the large number of school students during and after the [Industrial Revolution], open-ended assessment of all students was not viable. Moreover, the lack of a standardized process introduces a substantial source of measurement error.

Design and scoring

In practice, standardized testing can be composed of multiple-choice, true-false and/or essay questions. Such items can be tested inexpensively and quickly by scoring special answer sheets by computer or via computer-adaptive testing. Some tests also have short-answer or essay writing components that are assigned a score by independent evaluators who use rubrics (rules or guidelines) and benchmark papers (examples of papers for each possible score) to determine the grade to be given to a response. Most assessments, however, are not scored by people; people are used to score items that are not able to be scored easily by computer (i.e., essays). For example, the Graduate Record Exam is a computer-adaptive assessment that requires no scoring by people (except for the writing portion).

Score

There are two types of standardized test score interpretations: a norm-referenced score interpretation or a criterion-referenced score interpretation. Norm-referenced score interpretations compare test-takers to a sample of peers. Criterion-referenced score interpretations compare test-takers to a criterion (a formal definition of content), regardless of the scores of other examinees. These may also be described as standards-based assessments as they are aligned with the standards-based education reform movement. Norm-referenced test score interpretations are associated with traditional education, which measures success by rank ordering students using a variety of metrics, including grades and test scores, while standards-based assessments are based on the belief that all students can succeed if they are assessed against standards which are required of all students regardless of ability or economic background.

Standards

The considerations of validity and reliability typically are viewed as essential elements for determining the quality of any standardized test. However, professional and practitioner associations frequently have placed these concerns within broader contexts when developing standards and making overall judgments about the quality of any standardized test as a whole within a given context.

Evaluation standards

In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation has published three sets of standards for evaluations. The Personnel Evaluation Standards was published in 1988, The Program Evaluation Standards (2nd edition) was published in 1994, and The Student Evaluation Standardswas published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance.

Testing standards

In the field of psychometrics, the Standards for Educational and Psychological Testing place standards about validity and reliability, along with errors of measurement and individuals with disabilities. The third and final major topic covers standards related to testing applications, credentialing, plus testing in program evaluation and public policy.

+ نوشته شده در دوشنبه یکم آذر 1389ساعت 20:37 توسط فرید فربودی |

کهن دیارا( پارسیان)

Creating a quality language test

Creating a quality language test

Success - Socrates

Gift

هديه اي براي مادر

ای دبستانی ترین احساس من

تصاویر: اي دبستاني‌ترين احساس من...

what is linguistics

What is linguistics?

اس ام اس های مهم

چگونه هستی؟

بدون شرح

تصویر بسیار زیبا از مکه

دوستتون دارم

what is a standarized test

History

Design and scoring

Score

Standards

Evaluation standards

Testing standards

نوشته های پیشین

پیوندها