American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
SYLLABUS
Language Assessment
TESL 631  3 Credits  Fall 2015
Hurst Hall Room 104  Weds 5:30 – 8:00PM
INSTRUCTOR
Rebecca Wilner
 wilner@american.edu
 MGC 330G
When emailing me, please include “TESL 631” in the subject of the email and include your
name in your message so that your note will receive top priority.
OFFICE HOURS
Wednesdays after class, or by appointment
COURSE DESCRIPTION
This course focuses on the process of testing/assessing students' language proficiency with
respect to different language skills in the language classroom and the steps involved in this
process. A practical approach provides opportunities for evaluating existing tests and assessment
procedures, designing test/assessment instruments, and scoring/evaluating language tests.
COURSE ESSENTIAL QUESTIONS


When, how, and why can/should I use assessment in my language teaching?
How can effective assessment design and implementation help me be a better teacher and
help my students learn more efficiently?
COURSE LEARNING OUTCOMES
By the end of this course, students will be able to:
 Define and explain core assessment concepts including reliability, validity, practicality,
authenticity, fairness and washback.
 Find, read, analyze, and discuss scholarly writings in the field and establish a professional
and academic community of practice within and outside of our class.
 Evaluate assessment tools according to the 5+ principles of language assessment.
 Design their own valid, reliable, and appropriate assessments for specific learners and
contexts.
 Explain concrete ways in which assessment data is used to inform and modify lesson
planning, teaching strategies, and activity use in the classroom.
 Analyze and justify responses to a variety of assessment dilemmas inherent in any
educational setting.
REQUIRED COURSE READINGS AND MATERIALS
Brown, H.D. & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom
Practices. New York: Pearson Education. (In course schedule as B&A)
B&C – Bailey, K. M., & Curtis, A. (2015). Learning about Language Assessment: Dilemmas,
Decisions, and Directions, 2nd Edition. Boston: National Geographic Learning (Heinle
Cengage). (In course schedule as B&C)
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
Other required and optional readings for this course (from the reference list at the end of this
document) will be posted on Blackboard with appropriate lead-time for reading.
Materials & Supplies
 One 1” three-ring binder to be used as a portfolio for this course.
 All class handouts, readings, and other materials, as specified
 Something to take notes on, and something to take notes with
TECHNOLOGY AND COMPUTER ACCOUNTS
 We will use the course Blackboard site for students to post/comment on articles and receive
their grades, announcements, and any class content files.
 Students may acquire computer accounts providing access to the email system and campus
wide network at AU (Eaglenet) through Computer Accounts in the Office of Information
Technology. All students MUST read their AU email, and are strongly encouraged to
forward their AU email to the account they read most frequently. All AU email accounts are
issued free of charge and will expire when you graduate from AU (or shortly thereafter).
COURSE REQUIREMENTS / ASSESSMENTS
Needs Assessment – This 3-5 page document will give me and your classmates an introduction
to the teaching context with which you will be working during this course. Developing
assessments is much easier and more effective if you have a clear understanding of who your
students are, what their learning needs and goals are, and what stakeholder issues you must take
into account when assessing. Thus, this document will serve as the basis for most of the rest of
the assignments in this class. InTASC Standards: 1, 3, 4, 7, and 8.
Test Analysis – Shortly after we review the basics of assessment, you will be given a commonly
used language test and asked to evaluate it with respect to the five plus principles of assessment
and the way it is used to inform teaching. You will present your analysis in a short paper (3-5
pages). See forthcoming handout for further information. InTASC Standards: 4, 6, 9, and 10
Assessment Design Tasks – Throughout the course, you will develop 4 different assessments
and their corresponding grading tools, one in each of the following categories: Receptive Skills,
Productive Skills, Grammar and/or Vocabulary, and Alternative Assessment. You will begin
designing each of these assessments and keys/rubrics in class, and will continue at home. You
will then present your assessments to your classmates, and you will have a chance to modify or
edit them as a result of their feedback before you submit them to me for a grade. InTASC
Standards: 1-8
Assessment Portfolio – As you work through each of the previously mentioned Assessment
Tasks, you will compile them in a portfolio of your work in this course. After each task is
returned, you will pilot it, reflect on the data you collect, and include the original task, peer and
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
teacher feedback, the pilot results, and a summative reflection in your portfolio. You may also
revise the assessment, if you would like. This portfolio will be used instead of a final exam, and
will be graded using a rubric that will be provided at the beginning of the course. Depending on
your situation, it may be possible to complete an Assessment Plan as an alternative to the
portfolio. This option may be preferable to MAT students, but either option will satisfy your
SPA requirement for this course. If you are interested in the Assessment Plan option, please see
me after class or by appointment. InTASC Standards: 1-8.
Assessment in the Literature – Each class, one of you will be asked to find a journalistic
article, video, or audio piece related to assessment and post it to the discussion board
(Blackboard). In addition to the news article, you will also be responsible for finding a scholarly,
peer-reviewed article that deals with the same topic as your news article, and posing some
discussion questions for your classmates. They then will answer your questions on the discussion
board, and if necessary, follow up in class. The objective here is to start a discussion of current
assessment matters and issues, as well as to encourage you to find, read, and discuss relevant
scholarly articles (a skill which will be extremely helpful in your future careers). Whoever is
responsible for finding the articles will have to post them by class time on the assigned day and
give a short introduction to it in class. Then the other students will have until the next week at
5:00pm to post their comments. InTASC Standards: 1, 3, 4, 9, and 10.
Quizzes – Occasionally over the next fifteen weeks, I will check your comprehension of key
readings, concepts, and terminology using short in-class or online quizzes (via Blackboard).
Some of these are on the syllabus, but others may be a surprise. If/when assigned an online quiz,
you will have a 30-minute period in which to complete it. Any suspicion of cheating will be
thoroughly investigated, and if evidence is found, you will fail the quiz and be subject to
academic integrity policy violation charges. InTASC Standards: 3, 4, and 9
Attendance
Students who are more than 10 minutes late to or absent from the class will be marked as “Late,”
and will receive a deduction on their attendance and participation grade for that class. Four late
marks will count as one unexcused absence. Students who miss more than two (2) unexcused
class sessions will receive a one-half letter grade (i.e., A-  B+) deduction from their final
grade. Students who miss more than four (4) unexcused class sessions will receive a full letter
grade (i.e., A  B) deduction from their final grade. Students who miss more than six (6) class
sessions, excused or unexcused, will receive an “F” in the course. If you know you will have to
miss a class, please let me know in writing as soon as possible, and make arrangements to make
up any missed work. You are responsible for any material covered in your absence.
Only registered students can attend class. Non-registered students or family, children or guests of
registered students cannot attend class. Additionally, only registered students will get credit for
the course.
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
Late Assignments
Late assignments will be penalized 5% of the assignment grade per day it is late. That is, an
assignment submitted one day late will receive a maximum score of 95%, an assignment turned
in two days late will receive a maximum score of 90%, and so forth for a maximum of 7 days
(maximum score of 65%). Assignments more than one week late will not be accepted, and will
receive a score of 20% (F).
GRADING
Your grade in this course will be determined as follows:
10% Attendance and Participation
15% AitL DB (and Reflection)
5%
Needs Assessment
10% Quizzes (Terminology, Concepts, Issues, Stats)
5%
Test Analysis
40% Tasks (Receptive, Productive, Grammar/Vocab, Alternative)
15% Portfolio or Assessment Plan
Percent of Total Points available will be used to determine the class grade as follows:
A: 95% - 100%
B+: 87% - 89%
B-: 80% - 82%
C: 73% - 76%
D:66% - 69%
A-: 90% - 94%
B: 83% - 86%
C+: 77% - 79%
C-: 70% - 72%
F: 65% or less
Key to Readings in Course Schedule
B&A – Brown, H.D. & Abeywickrama, P. (2010). Language Assessment: Principles and
Classroom Practices. New York: Pearson Education.
B&C – Bailey, K. M., & Curtis, A. (2015). Learning about Language Assessment: Dilemmas,
Decisions, and Directions, 2nd Edition. Boston: National Geographic Learning (Heinle
Cengage).
Br&N – Brookhart, S.M. & Nitko, A. J. (2008). Assessment and Grading in Classrooms. Upper
Saddle River, NJ: Pearson Merrill Prentice Hall.
Fulcher, G. (2010). Practical Language Testing. London: Hodder Education.
O’M&V-P – O’Malley, J. M. & Valdez Pierce, L. (1996). Authentic Assessment for English
Language Learners: Practical Approaches for Teachers. Longman.
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
COURSE SCHEDULE
Date
9/2
9/9
9/16
9/23
9/30
10/7
10/14
10/21
10/28
11/4
11/11
11/18
11/25
12/2
12/14
Topic
Introduction to Course
Community Partners
Principles of Assessment
Assessment Issues and
Types
Uses and accountability
Receptive Skills
Reading / Listening
Writing test items
Receptive Skills
Formative/Summative
Scoring and Feedback
Productive Skills
Writing / Speaking
Rubric Design
Productive Skills
Formative/Summative
Grading and Feedback
Integrated Skills
Grammar and Vocab
Readings
B&A – Chs. 1 & 2 (pp. 1-51)
B&C – Chs. 1 & 2 (pp. 1-52)
Assignments
Procure the required texts
Get access to Blackboard
Read the 4 assigned chapters
B&C – Ch. 3 (pp. 53-76)
Br&N – Chs. 2 & 3 (pp. 23-64)
Fulcher – Ch. 4 (pp. 93-126)
Terminology Quiz
B&A – Chs. 7 & 9 (pp. 156-182, 224-258)
B&C – Chs. 4 & 5 (pp. 77-121)
Needs Assessment
AitL DB
B&A – Ch. 3 (pp. 52-84)
B&C – Ch. 9 (pp. 195-217)
Br.&N – Ch. 7 (pp. 129-150)
Receptive Skills Task
AitL DB
B&A – Chs. 8 & 10 (pp. 183-223, 259-291)
B&C – Chs. 7 & 8 (pp.152-194)
Test Analysis
AitL DB
Br&N – Chs. 8&10 (pp. 151-166, 187-210)
O’M&V-P – Chs. 4&6 (pp. 57-91, 135-161)
Productive Skills Task
AitL DB
B&A – Ch. 11 & 12 (pp. 292-340)
Fulcher – Chs. 5 & 6 (pp. 127-196)
Br&N – App. B (pp.261-266)
Butt – Ch8 (pp. 97-105)
S-F – Ch. 1 (pp. 3-21)
Cultural Issues
Tatum (2007)
This American Life – 3 Miles
Alternative Assessment B&A – Ch. 6 (pp. 122-155)
Task-based
B&C – Ch 10 (pp. 218-247)
Project-based
O’M&V-P – Chs. 1-3 (pp.1-56)
Alternative Assessment Br&N – Ch. 5 (pp. 91-114)
Portfolios
O’M&V-P – Ch. 8 (pp. 201-235)
B&C – TotT (pp. 37-50, 57-64, 89-95, 109116, 198-210)
Statistics
Fulcher – Ch. 2 (pp. 29-66)
Thorndike – Chs. 2 & 3 (pp.
B&A – Chs. 4 & 5 (pp. 85-121)
Standards and
Br&N – Ch. 12 (pp. 233-256)
Standardized Testing
Fulcher – Ch. 8 (pp. 225-252)
No class – Thanksgiving None – something to be thankful for!
B&C – Ch. 13 (pp. 307-332)
Self- and Peer
Br&N – Ch. 11 (pp. 211-232)
Assessment
Fulcher – Ch. 3 (pp. 67-92)
No Class
Final Exam Date
General Information for American University Courses
Information about the University
Midterm Assessment
AitL DB
Grammar / Vocab Task
AitL DB
Cultural Issues Quiz
AitL DB
Authentic Assessment Task
AitL DB
AitL DB
Statistics Problem Set
AitL DB
AitL DB
AitL DB Reflection
Portfolio / Assessment Plan
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
There are three University publications you will need to refer to for various academic issues:
The University Catalog
http://www.american.edu/provost/registrar/universitycatalog.cfm
The Academic Regulations
Undergraduate:
http://www.american.edu/provost/undergrad/undergrad-rules-and-regulations-toc.cfm
Graduate:
http://www.american.edu/provost/grad/grad-rules-and-regulations-toc.cfm
The Student Handbook
http://www.american.edu/ocl/studentguide/
Registration
Faculty members are expected to deny a place in the class to any person who has not
been formally registered, unless that student is attending a portion of a course for valid
academic reasons with the permission of the instructor and the dean or teaching unit
head. Discontinuation of attendance at class or notification to the instructor does not
constitute an official withdrawal. This means only formally registered students can attend
classes. Children and other family members of students are not permitted in class. Formal
registration can be verified through the "Academics" section on the student's
<myAU.american.edu> portal account. Class participation on Blackboard (without
formal enrollment in the course) does NOT equal formal registration.
Incomplete Grades - Undergraduate
http://www.american.edu/provost/undergrad/undergrad-rules-and-regulations.cfm#3.5
Incomplete Grades - Graduate
http://www.american.edu/provost/grad/grad-rules-and-regulations-toc.cfm
Academic Integrity Code
http://www.american.edu/academics/integrity/
Students are expected to conform to the regulations of the University in regard to academic
integrity, especially in regard to plagiarism, inappropriate collaboration, dishonesty in
examinations, dishonesty in papers, work for one course and submitted to another, deliberate
falsification of data, interference with other students' work, and copyright violation.
Services for Students with Disabilities
http://www.american.edu/ocl/sccrs/Services-for-Students-504.cfm
Appropriate modifications to academic requirements may be necessary on a case-by-case
basis to ensure educational opportunity for students with disabilities, and individual faculty
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
members may need to modify specific course requirements to permit equal participation by
students with disabilities.
Protection of Human Subjects
http://www.american.edu/irb
Any research involving interviewing, surveying, or observing human beings is subject to
review and approval by the University Institutional Review Board (IRB) and information
about he university’s IRB process is outlined at http://american.edu/irb The university IRB
liaison is Matthew Zembrzuski and his email is irb@american.edu
Using Appropriate Documentation Formats
The School of Education, Teaching & Health permits the use of two formats for research
citations, footnotes, list of references, and layout, and all written work must adhere to
those guidelines:
Publication Manual of the American Psychological Association, Sixth Edition,
Washington, D.C.: American Psychological Association, 2009. Online guide at
http://www.apastyle.org/manual/index.aspx
Failure to use the format selected appropriately and accurately will result in a grade penalty.
Out of courtesy to your colleagues, please turn off and put away your
cell phones during our time together so that you can fully commit to
the work before us. If you use laptops in class, it should be exclusively
for note-taking and other activities directly related to this course. Failure
to follow these guidelines may result in a penalty in that day’s
attendance and participation grade, and/or confiscation of your
device for the remainder of class.
ATTENTION GRADUATE STUDENTS
Academic Standing
Admission to a graduate program at American University signifies the University’s belief that
each student admitted has the ability to succeed academically and be awarded a graduate degree.
Each year, however, some students who appear to have the ability to succeed, encounter
academic problems which affect performance and lead to grades which do not meet minimum
university standards.
In the interest of candor and clarity, this is a succinct summary of the current Graduate
Regulations:
 Graduate students must maintain a minimum cumulative GPA of 3.0 for all courses taken
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures


If a graduate student’s cumulative GPA falls below 3.0, this results in the student being
placed on probation for the following semester.
If a graduate student remains on probation after one semester, that student will be
automatically dismissed from the university. There is virtually no possibility of
exceptions to this policy, or for appealing this decision.
Example
A graduate student who receives grades of B, B, and C+ in a semester will be placed on
Probation because the cumulative GPA is less than 3.0. Even if a student receives
grades of B, B, B in the following semester, the cumulative GPA will be less than 3.0,
and the student will be dismissed from the university.
A student cannot voluntarily withdraw from the university during a semester while on probation
in order to avoid dismissal. Dismissal from the university is permanent, and a dismissed student
cannot re-apply to AU.
Comprehensive Examinations
It is University policy that all master’s degree students must complete a comprehensive
examination. The term “comprehensive examination” is broad and can be satisfied in a variety of
ways such as a portfolio, oral or written examinations, a thesis or project, or completion of a
seminar or sequence of courses. Comprehensive examinations are based on the contents of the
entire program, with the content of specific courses demonstrated cumulatively in the particular
format used. Students should consult with the program director or the graduate student advisor
for details and timetables.
Faculty Expectations of Student Performance
SOE faculty members expect students to attend all classes, complete assigned readings before the
class period in which they are to be discussed, participate actively and thoughtfully in class
discussions, complete required writing assignments on time, submit completed work that is
proofread and free from error, treat class members and the faculty with respect, and comply with
University regulations.
Protection of Human Subjects
http://www.american.edu/irb
Any research involving interviewing, surveying, or observing human beings is subject to
review and approval by the University Institutional Review Board (IRB) and information
about he university’s IRB process is outlined at http://american.edu/irb The university IRB
liaison can be contacted at irb@american.edu.
Ethical Principles Related to Conducting Research
Students are expected to familiar with the guidelines and criteria that ensure all research
activities they undertake conform to ethical standards related to the protection human
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
subjects. Students are strongly encouraged to enroll in and complete the free tutorial,
Protecting Human Research Participants, offered by the National Institutes of Health
(NIH) Office of Extramural Research. In some courses, completing this training is
required.
The NIH online training program consists of seven modules addressing the principles
used to define ethical research using humans and the regulations, policies, and guidance
that describe the implementation of those principles. Four of these modules are followed
by a quiz. The online training program takes approximately 3 hours to complete. To
access the NIH website, go to: https://pphi.nihtraining.com
Websites of Interest (you may use these and others for your AitL DB posts)
Glenn Fulcher’s Language Testing Info website has numerous resources: articles, videos, and
links, among other things that may be of interest to you, and might help you with your
Assessment in the Literature posts, in addition to giving you more background or information on
a variety of topics. http://languagetesting.info/
National Council for Measurement in Education.
http://www.ncme.org/pubs/items.cfm
This is the major professional organization of assessment researchers and practitioners. It is also
a site for presenting some of the best work on assessment through: ITEMS: The Instructional
Topics in Educational Measurement Series. These modules are learner-oriented and consist of
an abstract, tutorial content, exercises, and annotated references. We will be using some of these
modules in class and you may want to consult them to enrich your understanding of the topics
we address.
Board of Testing and Assessment, National Research Council. This independent and
federally sponsored research board integrates and monitors cutting edge research on teaching and
learning in schools. This is a goal-standard organization that turns to the leading researchers in
the field for advice on the development and use of research-based assessment tools and
assessment policy. http://www7.nationalacademies.org/bota/
George Lucas Foundation: Edutopia
Edutopia is a great source of innovative ideas for teachers, demonstrating models of assessment
use and innovation through highly readable articles and easily viewed videos.
http://www.edutopia.org/assessment
The Nation’s Report Card
For over three decades, the National Center for Education Statistics (NCES) has been producing
“the nation’s report card” on the basis of the National Assessment of Educational Progress
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American University
College of Arts and Sciences
TESOL Program – Department of World Languages and Cultures
(NAEP) to monitor and report aggregate information about the progress of achievement in
American schools. Outstanding, objective, and detailed reports are available with historical
information and thorough analyses of each assessment.http://nces.ed.gov/nationsreportcard/
Program for International Student Assessment (PISA) is a system of international
assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and
science literacy. PISA has been conducted since 2000 by the Organization for Economic
Cooperation and Development (OECD), an intergovernmental organization of industrialized
countries, and implemented in the US by the National Center for Education Statistics.
http://nces.ed.gov/surveys/pisa/
Language Testing for Higher Education: A Language Testing Scenario for Group or
Individual Study is a collection of resources which may be helpful for you as you go through
this course, and into your professional field. Feel free to browse at:
http://languagetesting.info/whatis/scenarios/4hedu.php
TESOL International is the professional association for teacher of English to speakers of other
languages. Membership in the organization offers access to numerous listservs where interesting
topics are discussed by leading members of the field, in addition to other interested parties.
Furthermore, the website provides access to webinars and other training courses that can boost
your learning and keep you in step with the advances in the field of English teaching.
American Council on the Teaching of Foreign Languages (ACTFL) is the professional
association for teachers of foreign languages, including English, and their website has links to
numerous assessment resources and articles about how language assessment is conducted and
used around the world. http://www.actfl.org/
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TESOL Program – Department of World Languages and Cultures
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