LSLS6064
Course Name/Number: LSLS6064 Evaluation and Assessment for TESL
Description: This course is designed to equip candidates with the knowledge and skills to
effectively assess and evaluate limited English proficient students’ performance in
English. It addresses current trends in assessment, cultural and linguistic issues and biases
in measurement, understanding of concepts in assessment as well as formative and
summative assessments. It also discusses a way to evaluate curriculum and materials
within a framework for determining the effectiveness and appropriate uses for evaluations
and assessments, including norm-referenced, curriculum-based, performance-based, and
alternative assessments
Credit Hours: 3
Required or Elective: Required
Faculty Members who Teach the course: Hye Pae, Ph.D.
Prerequisites: None
Textbook(s):
Herrera, S. G., Murry, K. G., & Cabral, R. M. (2007). Assessment accommodations for
classroom teachers of culturally and linguistically diverse students. New York: Allyn &
Bacon. [ISBN: 0-205-49271-1]
Brantley, D. K. (2007). Instructional assessment of English language learners in the K-8
classroom. New York: Allyn & Bacon. [ISBN: 0-205-45599-9]
Resource Materials:
Lecture Notes
Exam
Web Resources
Ohio and national TESOL standards
Marker Assignments:
Exam
Online Discussion & Reflection
Term-Paper
Lesson Plan
Learning Outcomes:
Upon completion of this course, the student will be able to:
Students will be able to explain the purposes of assessment
as they relate to ESOL learners and use results appropriately.
How is this outcome
assessed?
Online Discussion
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LSLS6064
Students will be able to use a variety of assessment
procedures for ESOL students.
Reflection
Students will be able to list the key indicators of good
assessment instruments.
Exam
Students will be able to describe the advantages and
limitations of assessments, including accommodations for
ESOL students.
Term Paper
Students will be able to distinguish among ESOL students’
language differences, giftness and special education needs.
Term Paper
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students whose home language
is other than English by preparing educators who recognize the moral imperative to meet
the needs of each student. We will prepare educators who are committed to each student,
caring about each individual, and competent in evidence-based and data driven
instruction. Themes addressed:
 Theme: Helping candidates come to terms with unintentional barriers and bias.
 Theme: Implementing a reliable and valid Teacher Performance Assessment to
improve the consistency and quality of teacher effectiveness.
 Theme: Implementation of research-based strategies.
 Theme: Academic language development
 Theme: Reflection.
Alignment with Conceptual Framework:
Candidates of the University of Cincinnati are committed, caring, competent educators

with foundation knowledge, including knowledge of how each individual learns
and develops within a unique developmental context.

with content knowledge, able to articulate the central concepts, tools of
inquiry, and the structures of their discipline.

who successfully collaborate, demonstrate leadership, and engage in positive
systems change.

who demonstrate the moral imperative to teach all students and address the
responsibility to teach all students with tenacity.

able to address issues of diversity with equity and posses skills unique to urban
education including culturally responsive practice.

able to use technology to support their practice.

who use assessment and research to inform their efforts and improve student
outcomes.

who demonstrate pedagogical content knowledge, grounded in evidencebased practices, and maximizing the opportunity for learning, and
professionalism.
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LSLS6064
Alignment with Specialized Program Association:
This course aligns with the Ohio Standards for TESOL Endorsement in these ways:
Standard 5: Candidates know and demonstrate knowledge of and skills in the assessment
of second (new) language learners.
5.1. Candidates design and use varied age-appropriate assessment procedures and
instruments to obtain information about students’ general and content area English
Proficiency.
5.2. Candidates interpret formal and informal assessment data, including statewide
proficiency tests, to make instructional decisions.
5.3. Candidates demonstrate the ability to provide assessment results and interpretations
to students, parents, and others.
5.4. Candidates assist students to use assessment results to make decisions about their
learning.
Alignment with Ohio Standards for the Teaching Profession:
Ohio Teacher Standard 1: Teachers understand student learning and development and
respect the diversity of the students they teach.
Ohio Teacher Standard 2: Teachers know and understand the content area for which they
have instructional responsibility.
Ohio Teacher Standard 3: Teachers understand and use varied assessments to inform
instruction, evaluate and ensure student learning.
Ohio Teacher Standard 5: Teachers create learning environments that promote high levels
of learning and achievement for all students.
Alignment with State Requirements: TESOL Endorsement program
 The candidate masters the necessary content knowledge of the foundations of
TESOL.
 The candidate has knowledge of instructional strategies as he/she relates to
TESOL.
 The candidate can plan his/her teaching or fulfill other professional education
responsibilities.
 The candidate applies his/her knowledge in learning environments.
 The candidate focuses on student learning.
Attendance Policies: Asynchronous attendance for this class is required. Lack of
participation in online discussion will negatively affect the candidate’s final grade in the
course. For class preparation, the candidate is expected to complete the reading, prepare
answers to the questions in preparation of the online discussion, complete assignments,
and participate in lively class discussion.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
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LSLS6064
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Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
Grading Scale
A =
94 - 100
A- =
90 – 93.9
B+ =
87 – 89.9
B =
84 – 86.9
B- =
80 – 83.9
C+ =
77 – 77.9
C =
74 – 76.9
C- =
70 – 73.9
F =
<69.9
Topics:
Week
1
2
3
4
5
6
7
Exam
Week
Assessment and Evaluation
norm-referenced tests vs. criterion-referenced tests
Classroom Assessment amidst Cultural and Linguistic Diversity
Authentic Assessment
Pre-Instructional and Post-Instructional Assessment and the CLD Student
Assessment of Language Proficiency
Assessment of Content-Area Learning
Special Education Issues in the Assessment of CLD Students
Term-Paper Submission
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
LSLS6064
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"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).