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Applying the ILTA Guidelines to Classroom-based Assessment in a Japanese University
Myles Grogan 한국영어평가학회 2017 영어평가 Vol.12 No.1
Classroom-based assessment is taking an increasingly prominent place in the testing literature. Testing organizations such as ILTA are taking a lead in addressing issues arising from this shift, but there is a mismatch between some concepts and psychometric language used by assessment experts on the one hand, and the everyday experience of teaching on the other. The warrants and rebuttals of a classroom validity discussion need to be grounded within the specifics of a context. The goal of this presentation is to look at such a specific setting, with reference to how the ILTA Guidelines for Practice affect classroom assessment. Beginning with an overview of the Guidelines, including their goals and origins, the paper then introduces the Japanese educational context. Discussion of the Guidelines centres on EFL classes at a large private university in Japan, and how teachers of those classes may use such guidelines to construct grades, as well as how those grades may be interpreted. The discussion concludes with a reframing of the technical debates of validity and reliability, particularly looking at the issue of constructing language that can be used by both qualitative and quantitative perspectives. Following reflection on the strengths and shortcomings of the guidelines, it is hoped that readers will explore their own roles in the construction of grades, and what guidelines may be helpful in their own context.
Amateur vs Professional: Pluralistic Approaches to Literary Pedagogy
Myles Chilton 한국언어과학회 2020 한국언어과학회 학술대회 Vol.2020 No.10
The professionalization of reading literature is the child of the professionalization of the discipline of English literary studies. To become an academic discipline, English had to adopt the disinterested analytical stance of the sciences, lest it appear dilettante. The global spread of English and Anglophone literary studies forces us to address the validity of the overriding objective of literary pedagogy, which is to teach students to read literary texts in the same way as their professors do. ‘Success’ in the discipline requires students to mimic the thinking and behavior of an academic professional. The problem is that most students will not make a living by writing, reading or teaching literature, or as editors, journalists, publishers, or academics. Most will, at best, be content to remain ‘amateur’ readers – and I must be clear that by amateur I don’t mean inferior; I mean someone who reads for themselves, for pleasure and self-improvement, just as by professional I don’t mean ‘better’. Another problem is that literary programs in institutions of higher education face falling enrollments which threaten their very existence. It would make sense, therefore, for literary academics to turn their focus to the far greater numbers of ‘amateur’ readers. But here we face the complication registered in the idea of the academic professional. Pierre Bourdieu argues that by restricting access to academic knowledge, intellectuals increase the social value of their academic abilities. Professors increase the payoff – the cultural capital – of their intellectual activity by making it as difficult and exclusive as possible. English studies implicates itself in this effort by the global spread of an Anglo-American disciplinary professionalism, a mode of difficulty and exclusivity based on geo-historically specific ideologies, values, and pedagogical objectives. My presentation will critique this view in order to see it as a potential. The global spread opens up a space in which to examine how academic professionalism forms and is formed by its object, literature. The nature of literary study – indeed, of the humanities in general – requires a particular disposition to knowledge, and more so than the sciences involves personal taste and motivation in its modes of investigation. But why are English professors reluctant to ally the book club and Goodreads reader with their professional ways of reading? One reason is a kind of blindness to the classroom as the foundational place of higher education. Instead, teaching must respond to the fact that a literary text may not contain the kind of cultural value in one culture that it has in another. It is worth considering how English departments both inside and outside the Anglosphere could reframe their goals and pedagogies.
Myles Bassell,Sonia Lambert,Hershey H. Friedman 한국마케팅과학회 2019 마케팅과학연구 Vol.29 No.1
In this research study, students at a large urban university completed our questionnaire regarding leadership. The student’s opinions regarding leadership qualities are consistent with our literature review. Marketing leaders need to be creative, global thinkers, with integrity who can create innovative learning organizations, encourage diversity, and ensure employees are engaged in meaningful work that achieves sustainability and results in a competitive advantage.
At the Crossroads of Black Female Autonomy, or Digression as Resistance in Quicksand and The Street
Lynette D. Myles Ewha Institute of English and American Studies 2005 Journal of English and American studies Vol.4 No.-
This paper focuses on Nella Larsen's Quicksand(1928) and Ann Petry's The Street(1946) as representative works that show precisely women who realize their marginalized positions as black women are limited and that possibilities for change must take place in women-centered locations. These works portray as well the effect of hegemonic oppression on the female psyche of women who do not move to female-centered spaces for renewal. The problem for Helga Crane and Lutie Johnson is the course of action they take to realize their goals for change and self-autonomy. While Helga and Lutie at first move from oppressive places literally and figuratively, they do not realize complete black female transformation when they do not shift to Third Space or women-centered spaces. This paper argues that "flight" from the dominant order is essential in the process towards black female transformation and subjectivity. For an understanding of the significance of women-centered locations for change, this paper addresses: why it is necessary for Helga and Lutie to shift to Third Space and what prevents them from moving from oppressive locations. Moreover, the examination answers the questions: In what sense does safe space or location make a difference in articulating female autonomy? How important is it, and how should space and its supposed effects be understood differently for African American women than for other groups?
( Lynette D. Myles ),( Jai Young Park ) 대한영어영문학회 2006 영어영문학연구 Vol.32 No.1
In the summer of 2001, two doctoral students-an African American female of Hispanic ancestry and a Korean male-created an intriguing and challenging five-week course entitled “AFH 394: (Un)Ruly Voices of African American Women” at Arizona State University. During the second week of the course, when the instructors introduced such Western philosophies as those of Plato and Friedrich Nietzsche to help the students understand multiple discourses of a literary text, the students refuse to understand, claiming those theories as “the ideology of the dominance.” They also saw the instructors as cohorts with “the oppressor.” In the midst of the turmoil, they began to question the qualification of the instructors in terms of their race, gender, culture, and education. Scrutinizing the causes of this phenomenon, this essay frankly discusses the instructors’ missteps and in large reexamines racial and sexual conflicts in American society. Further, this essay offers possible suggestions to such cases which may happen in any American classroom where multi-ethnic personnel share the space of ideas. (Arizona State UniversityㆍChonbuk National University)
Indicators for Externalizing Behaviors of Adolescents with Asperger Syndrome
이효정,Myles, Brenda Smith,Tien, Kai-Chien 한국정서행동장애학회 2009 정서ㆍ행동장애연구 Vol.25 No.3
Externalizing behavior has been recognized as a problem area for individuals with Asperger Syndrome for several reasons, such as their poor social cognition and ability to adjust and regulate their responses to the environment. However, due to a lack of empirical studies and information about AS, our understanding of these challenges is still limited In this study, externalizing behavior, including aggression, hyperactivity, and conduct problems, was investigated in an effort to identify predictors for such behavior related to sensory processing, adaptive skills, bullying, gender, and age. Results of a multiple-regression analysis suggested that externalizing problems exhibited by adolescents with AS were influenced by one of the sensory processing patterns, Low Registration, and one of the bullying factors, Verbal Bullying.