Zaqs

I.       Course Objectives:

            As indicated by the title, this course examines language assessments in TESOL. Course contents is intended to provide a practical and comprehensive overview of the different phases and activities involved in developing and implementing sound, rational, and effective language assessment instruments and activities. Specifically, the initial segment of the course will emphasize an integrated approach to educating limited English proficiency (LEP) students, which encompasses social, cognitive, academic as well as linguistic dimensions and how to better assess the language instruction needs of ESL/EFL students.

            The second part of the course will focus on the practical applications of fundamental assessment principles, as well as development and evaluation of teacher-generated instruments for placement and diagnosis. The approach to this segment of the course will reflect the shift that has recently occurred in approaches to language testing in response to developments in language teaching, i.e., recognition of the importance of context, purposiveness, and realistic discourse in testing. Class time will focus on both integrative as well as communicative approaches by presenting various principles for guiding either practicing and prospective teachers through an assessment process mindful of standards-based instruction (e.g., dictation, cloze summary, oral interview, role-plays, portfolio assessment techniques) for 2L teaching at various levels.

            Topics to be examined during the course include: innovative means of assessing reading ability, standards and performance outcomes, evaluating writing, computers in assessment, as well as computer-based tests. Particular attention will be given to discussing the issue of placement, evaluation and research in TESOL.  The course content will cover an extensive range of practices and approaches, thorough treatment of the evaluating of the reliability and validity of measures, and a variety of techniques available that may fit a variety of measurement contexts.

            The main goal of this course is to assist practicing or prospective teachers to learn how to do a variety of testing types well. It has been noted in the literature on this subject that, ‘bad or mediocre testing is common,’ this is particularly so in the case of LEP students. Through this course we aim to provide a theoretical and practical foundation that will steer teachers away from the path leading to bad or mediocre decisions that eventually affect their students’ lives. Specific instructional objectives are:

1.         To demonstrate understanding of fundamental concepts (‘principles’) of 2L learning and assessment through daily class discussion and varied written assignments.

2.         To develop a comprehensive understanding of the theoretical, historical and empirical foundations of ESL assessment, particularly to serve as the basis for the development and selection of testing instruments sensitive to the learners’ language and content area needs and expectations.

3.         To read, become aware of, and critically review relevant research literature on areas pertinent to this topic while developing a clear understanding of the implications to be derived from sound, un-biased, valid assessments tailored to meet the specific needs of LEP children, including critically evaluating appropriate electronic resources.

4.         To be able to make inferences applicable to testing in the content areas as well as testing content through a second language and reflect on valid applications of 2L theory to assessment  options via completion of an activity journal.

5.         To acquire fundamental knowledge needed to make program-level decisions (e.g., admissions, proficiency, placement) as well as classroom-level decisions (e.g., diagnostic or achievement testing), including evaluating quantitatively/ qualitatively appropriate content area materials for a diverse classroom population as indicated through daily class participation, completion of written assignments, and a PowerPoint presentation.

6.         To develop and demonstrate sensitivity to the background, needs, and expectations of a culturally and linguistically diverse (or pluralistic) student population and take these into account in determining and developing suitable assessment alternatives as exemplified in field observation reports and a sample assessment.

7.         To identify, adapt, or create viable assessment instruments for ESL students in order to accurately determine students’ reading achievement, identify patterns of oral and reading comprehension and make recommendations for classroom and special services, and articulate sound support for selected evaluative choices in daily discussions, journal entries, written assignments, sample assessment, PowerPoint presentation.

8.         To examine and evaluate the English Proficiency Exam (e.g., IPT) and/or High School Proficiency Exam (among others) for the state of Maryland and consider some of the implications of such measure for LEP students and conduct Web searches to collect assessment data on schools.

9.             To aptly convey and manipulate assessment information through spreadsheets or databases in order to analyze student performance and make use of web searches and library research to explore topics, align assessment with curricular standards and locate specific information on ELL populations that can then be used in preparation, selection and administration of viable assessment alternatives addressed via class discussions, journal, etc.

10.          To write a reflective journal that includes a sample of their work in class plus a narrative that explains how it shows candidate mastery of one or more course objectives, how and why they can integrate some aspect of the course into their teaching practice, and to develop a rationale as to how their work meets national professional standards.