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ABSTRACT  This workshop, which originated as part of a teacher-training program at the University of Tennessee and was presented at the Tennessee Foreign Language Teacher Association's Conference in the fall of 1985, is intended to help teachers establish goals and guidelines for assigning the “class participation” portion of a student's grade. The principal motive behind the workshop is to make teachers more aware of the need to set standards for oral proficiency in the classroom, to conduct their classes in such a way as to promote maximum oral participation by students, and to be as objective as possible in assigning class participation grades. It is not intended to solve the problems inherent in evaluating oral proficiency in the classroom setting, but merely to guide teachers in defining and formulating the standards by which students' performance is to be assessed.