DLE 553 Language Assessment & Development
Dual Language/Academic English Certificate Program
Instructor: Jill Kerper Mora
Email: jmora@mail.sdsu.edu
Office Hours: By appointment only via Blackboard Collaborate
I. Prerequisites & Requirements
This course is offered online, which offers the advantage of learning anyplace
and anytime. Despite the apparent flexibility of an online course, success in a
distance learning course has several requirements. To succeed in the online
learning environment, students should keep in mind the following requirements:
 A computer - PC or Macintosh- with a stable Internet connection. Higher
speed Internet connections (cable modem, DSL) are strongly
recommended.
 The most current version of the browser Firefox. Download Firefox
http://www.mozilla.org/en-US/firefox/new/
 Computer skills - email, surf the Internet, create basic word processor files,
use track changes feature in Word, upload and download documents.
 Microsoft Office 2010 or higher (Must include Word and PowerPoint).
 A reliable email address that will not change from the beginning until the
end of the semester.
 A "technology back-up" plan. Students should plan out an alternative
location to do assignments and quizzes in the event their computer or
Internet connection is not working!
 Time. Distance learning courses require as much time as traditional
(classroom) instruction. The primary difference is that online instruction
allows flexibility.
 Self-motivation. Online students must be "self-starters", and have the
ability to work with minimal supervision. Students who procrastinate are
rarely successful in distance learning courses.
Students are also required to:
 Make use of the online course materials available via Blackboard. Access
to these materials is available once you have registered for the course.
 Participate in asynchronous online discussions.
 Complete readings and assignments by the due dates indicated on the
syllabus.
 Check email on a daily basis.
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Check the course web site several times a week. Information may be
updated or changed due to developments in the field, or for other
academic reasons. The student is responsible for keeping up to date.
II. Course Description
Catalogue Course Description
DLE 553 Language Assessment & Evaluation (formerly PLC 553)
This course will consider the processes of teaching literacy for Common Core
across content areas and subject matter in grades k-12, informed by current
research, state and national standards (e.g. Common Core Standard). The
processes of language and literacy assessment will be analyzed, as well as the
examination of transfer skills from L1 to L2. Participants will complete case
studies of students to determine appropriate language for literacy instruction and
determine the best approach for English and non-English speaking students in
the classroom. Issues of oral and written language will be considered as well as
teacher assessments and more formal district and state mandated assessment
measures.
Extended Course Description
This course introduces Master of Arts level students and professionals who are
pursuing the Dual Language or English Language Development for Academic
Language Certificate to current language assessment theories and practices that
inform linguistically diverse and complex K-12 contexts. As such, our primary
focus of study is the assessment of language and language domains/functions
(listening, speaking, reading, and writing) as this impact the achievement of “dual
language learners” or “emergent bilinguals” in ESL or English Language
Development (ELD) programs, Dual Language Immersion, content-area
(bilingual/monolingual) classrooms, and/or World Language/Enrichment and
Heritage Language school programs.
Although the course facilitates engagement in the analysis and application of
general principles and strategies in formative and summative language
assessment and program evaluation, to the extent possible, readings, activities,
and assignments will be differentiated based on the participants’ academic and
professional goals and present teaching context or assignment. However, with
the guidance and support of the Instructor, it is important that each participant
identify and consider the relevance and usefulness of language assessment
theories and practices discussed for his/her particular needs given his/her
present or future context of professional practice. Collaboration and interaction to
support student-practitioners in completing assignments and projects is achieved
through on-line technology tools in Blackboard such as Turnitin and Turnitin
PeerMark. The use of and access to technology is clearly explained through
tutorials and video lectures on the course Blackboard. Students should contact
the Professor immediately for help with any technology use questions or issues.
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The goals of this course are as follows:
Goal 1: To apply to the student-practitioner’s context of professional practice a
deep understanding of theoretical principles of language assessment and the
relationship between language assessment, evaluation, instructional design to
create and maintain a coherent system of accountability for multilingual students’
language development and academic achievement.
Goal 2: To gain expertise in developing processes and instrumentation for
assessing and evaluating the language performance of diverse student
populations via the design and implementation of authentic, formative, and
differentiated performance-based assessments.
Goal 3: To develop paradigms of analysis and interpretation of language
assessment and academic achievement data in the aggregate and individually
for language program design and evaluation as well as for design of classroom
instruction to support multilingual students’ academic achievement.
III. Course Learning Objectives
1. Identify legal requirements and external vs. internal influences that impact
accountability and assessment of language development in and through the
student/practitioner’s language education services and programs in his/her
context of professional practice.
2. Design a system of performance-based language assessment instruments and
observation tools (BASIC Model) based on current strategies for assessing and
evaluating receptive and productive language skills to implement the Common
Core Standards; the CA 2012 English Language Development (ELD) Standards;
the WIDA Standards; or World Languages Standards applicable to the
student/practitioner’s context and/or school setting.
3. Complete a writing sample analysis based on a multilingual student’s Pivotal
Portfolio of a student’s literacy and language performance and production to
identify his/her level on a continuum of language development and to make
recommendations for differentiation of instruction to ensure progress in the case
study student’s short-term and long-term academic achievement.
IV. Required Texts & Materials
Gottlieb, M. & Nguyen, D. (2007). Assessment and Accountability in Language
Education Programs. Philadelphia, PA: Caslon Publishing.
DLE 553 Mora (2014) Electronic Course Reader available through Montezuma
Publishing.
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Registration at the MoraModules website available at moramodules.com
(1 year full access recommended).
V. Additional Readings
CA 2012 English Language Development (ELD) Standards
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
California Common Core Standards for English Language Arts
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Common Core en Español Standards (SDCOE)
http://commoncore-espanol.com/
VI. Instructional Modules
This course is organized into eight models around topics and activities, with
assigned readings and “deliverables” for each module according to the schedule
provided through the DLE 553 Blackboard. Each module is a two-week cycle with
the following learning activities and assignments:
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Assigned readings from the textbook, the MoraModules website and the
electronic course reader (E-Reader)
An on-line lecture or lectures
A midpoint survey of knowledge gleaned from the reading assignments
An interactive Discussion Board assignment or Turnitin PeerMark peer
review assignment
Assigned incremental drafts of the BASIC Model Plan on Turnitin
Pacing of your work in this course is vitally important. Do not get behind! Do not
wait until the last minute to work on assignments! The assignment due dates are
carefully calculated to give students adequate time to read and study the course
content and to prepare assignments. In addition, the Reading Assignment Survey
for Modules 1-7 are useful as a self-assessment of important points of
comprehension and learning from the readings. The surveys provide feedback to
the professor regarding students’ developing content knowledge and areas
where further elaboration may be needed. These surveys will not be graded for
each module but students will receive an overall score at the conclusion of the
course for completing the surveys in a timely and thorough manner.
Course assignments are thoroughly described through handouts available
through the Blackboard Assignments link. In addition, resources for completing
assignments are available on Blackboard or in the DLE 553 E-Reader, including
assessment instruments (inventories, checklists, CELDT released questions,
proficiency rating scales, rubrics, etc.) that are described or discussed in course
lectures and readings.
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Communication within the on-line learning community is vitally important. The
professor has provided a Q & A Forum available through the Discussion Board
where students are encouraged to post questions and answers about course
content and assignments. The professor will only respond to e-mail messages
from students that are of a personal or private nature such as factors effecting
students’ completion of course requirements or inquiries about the professor’s
rationale for the student’s earned grade and score on a completed assignment.
The professor will direct students to the source for answers to general questions
or concerns shared by all students through the Q & A Forum.
Modules Schedule
All assignments for each module are due on the last day of the module according
to this schedule for Fall 2014. Late assignments will receive reduced points.
Module #
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Module 8
Module Dates
8/25/14 through 9/7/14
9/8/14 through 9/21/14
9/22/14 through 10/4/14
10/6/14 through 10/19/14
10/20/14 through 11/2/14
11/3/14 through 11/16/14
11/17/14 through 11/30/14
12/1/14 through 12/17/14
Please consult the link titled Modules Schedule in Blackboard for a complete
description of each module and the due dates of all “deliverables” for each
module.
VII. Grading and Scoring
Assignments
Discussion Board Posts (5 assignments @ 2 points each)
Reading Assignment Surveys
BASIC Model Context Analysis Draft & PeerMark Review
Collaborative Mode Performance Draft & PeerMark Review
L2 Learner Mini-Pivotal Portfolio (Writing Sample)
BASIC Plan Reflection Draft & PeerMark Review
BASIC Model Plan
Total
5
Points
Possible
10
10
10
10
20
10
30
100
points
In order to successfully complete the course, you will need to accumulate a
minimum of 60 points (out of 100 possible points). Please see the table below for
the scoring scale:
100-90%
89-80%
79-70%
69-60%
Below 59%
Incomplete
Excellent
Above Average
Average
Marginal
Unsatisfactory
Did not complete
IX. Plagiarism
“Plagiarism is the act of using someone else's words, sentences, or ideas, and
passing them off as your own without giving credit by citing the original source.
You might be plagiarizing if you
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Submit someone else's work as your own.
Buy a paper from a papermill, website or other source.
Copy sentences, phrases, paragraphs, or ideas from someone else's
work, published or unpublished, without giving the original author credit.
Replace select words from a passage without giving the original author
credit.
Copy any type of multimedia (graphics, audio, video, internet streams),
computer programs, music compositions, graphs, or charts from someone
else's work without giving the original author credit.
Piece together phrases, ideas, and sentences from a variety of sources to
write an essay.
Build on someone else's idea or phrase to write your paper without giving
the original author credit.
Submit your own paper in more than one course.
Plagiarism is a serious academic offense. San Diego State University regards
plagiarism as academic dishonesty. Consequences of plagiarism may include
failing an assignment, receiving a lower course grade, and even failing a course.”
Read SDSU’s policy on Academic Dishonesty:
http://www.sa.sdsu.edu/srr/academics1.html
X. Americans with Disabilities Act (ADA) Accommodation
The University is committed to providing reasonable academic accommodation to
students with disabilities. The Student Disability Services Office provides
university academic support services and specialized assistance to students with
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disabilities. Individuals with physical, perceptual, or learning disabilities as
addressed by the Americans with Disabilities Act should contact Student
Disability Services for information regarding accommodations. Please notify your
instructor so that reasonable efforts can be made to accommodate you. If you
expect accommodation through the Act, contact the Student Disability Services
Office at (619) 594-6473. Website http://www.sa.sdsu.edu/sds/sdsmain/prospective-general-info.html
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