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CURRINS 503: Assessment Issues in Language Education
University of Wisconsin-Milwaukee
Spring 2011
Instructor: May Vang
E-mail: vang46@uwm.edu
Office Hours: by appointment only
Wednesdays 4:30 pm -7:10 pm
January 24, 2011 – May 12, 2011
Course Description:
Students will examine issues of bilingualism/multilingualism, the nature of assessments found within bilingual/multilingual contexts, and the sociopolitical context of language education.
Individuals will critically analyze existing conceptualizations of evaluation and assessment with particular focus on assessment of language students; specifically Wisconsin’s ACCESS and the impact of NCLB on the assessment of language minority students.
Goals and Objectives:
Students successfully completing this course will demonstrate knowledge of:
 past and current trends, issues, and instruments in language proficiency assessment in school contexts;
 basic psychometric principles in testing;
 the implications of bilingualism and assessment;
 the major theoretical bases for language assessment;
 the relationships between language, culture, and testing;
 issues of cultural and linguistic bias in testing;
 general issues regarding the assessment of language and ethnic minority students;
 tools for alternative, classroom-based assessment;
 testing provisions of the “No Child Left Behind” act and their implication for language minority students.
Required Textbooks and Reading Selections:
Boals, T. (2005). Understanding the ACCESS for ELLs test. Retrievable from: www.wida.us
Brown, H., and Abeywickrama, P. (2010). Language assessment: Principles and classroom practice.
Second edition. New York: Pearson.
Gottlieb, M. (2009). Interpretive guide for score reports. Retrieve from: www.wida.us
.

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Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests.
Longman: New York.
The two books as well as the course reading packet will be available exclusively from Panther
Books on Downer Avenue.
Recommended texts:
Gottlieb, M. (2006). Assessing English language learners: Bridges from proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
O’Malley, M. and Valdez Pierce, L. (1996). Authentic assessment for English language learners.
New York: Addison Wesley.
Course reading packet to contain selections from the following:
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society.
Ontario, CA: California Association for Bilingual Education.
Menken, K. (2008). English learners left behind. Standardized testing as language policy.
Clevedon, UK: Multilingual Matters.
Course Expectations and Assignments
Attendance is required and students are advised to manage their time wisely in order to complete the required readings and coursework. Readings will be discussed following the course outline.
Late work will NOT be accepted without prior permission and will be subject to a late penalty, if accepted. Review the UWM Catalogue for policy guidelines regarding withdrawals, incompletes, and plagiarism.
Visit http://www.uwm.edu/IMT/ePanther/email/ to find out information about your assigned
UWM email account. You are required to use a working e-mail for this course. The instructor may periodically communicate course information through email. As such, you are responsible for any course information sent.
All cell phones and/or pagers MUST BE TURNED OFF and put away during class so as not to distract the learning of others. Laptops and any other nonessential electronic devices may not be used during class time.

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Assignments
Participation and attendance (10 points):
You are expected to attend all class sessions. You cannot participate if you are not present. Due to the interactive nature of this course, any student who misses more than two class session will be unable to receive an A, any student who misses more than three class sessions will be unable to receive either an A or a B, and any student who misses more than four class sessions will be unable to receive a passing grade. Tardy arrivals will be compiled into missed class sessions.
However, more than your physical presence is required. Each student is expected to regularly participate in class discussions and evidence knowledge of the readings by making pertinent contributions which draw upon course readings. All students are expected to read assignments and to be prepared to discuss them . It is imperative that all readings be completed before class, as they form the basis for our class discussions.
Article Discussion ( 20 points):
This assignment is designed to provide students with practice in learning how to abstract, critique, and engage other students in discussions on scholarly articles. You will locate a peerreviewed article which pertains to the course content, not included in our course readings. You will write up an analysis on this article, according to the guidelines below, as well as do a brief presentation. Adherence to formal guidelines is an essential element of the assignment. Provide copies of the handout for the entire class (including instructor), and a clean copy of your article for the instructor. Students not prepared to present at their scheduled time will have their grade reduced. If there is insufficient class time resulting in the rescheduling of a presentation then no late penalty will be incurred.
Formal guidelines: five to six pages (not including a reference bibliography), double spaced, and typed, 1” margins.
1. Abstract (1 page): The abstract concisely summarizes the selection (in one page regardless of the length of the piece). DO NOT copy the abstract found at the beginning of the article.
2. Relevance to the Literature (1 page): The relevance to the literature section locates the work within the field and relates it to other literature (include citations and references in a bibliography –not counted as part of the three pages). This section answers the question:
What contribution (or lack thereof) does this work make to the study of language assessment and/or the assessment of language minority students? What have other researchers in this area said regarding this similar topic? How does this work relate to the literature from this course?

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3. Evaluation (1-2 pages): The evaluation heading answers the questions: Is this work important? Why or why not? Would you recommend it? Why or why not? For what audience(s) is it appropriate? You must establish the criteria for these judgments.
4. Personal reaction (1-2 pages): The personal reflection section addresses a personal and professional response to the reading selection, i.e., what insights or personal relevance you see in it, or what critiques you offer. What does this article fail to include or consider, if anything? Are there any concerns about the article?
5. Issues for class discussion (1 page). The Issues for class discussion section poses implications or issues for the class to consider in a brief discussion or an activity which addresses the issue(s). DO NOT just list questions for discussion.
Spotlight Issue Project (30 points): The issue spotlight combines policy and practice on assessment. You will do this assignment in a small group of approximately four people. You will gather information “from the ground.” You will begin by interviewing 5-6 people about a question related to language proficiency, language proficiency assessment, or other relevant assessment practices of interest to you (check with instructor if in doubt about your topic). You will develop one question (with relevant sub questions, as necessary) that you will ask 5-6 people such as a student, school administrator, teacher, student-teacher, parent, school board member, politician, policy maker community member, or co-worker. The aim is to present various perspectives on the question. You should not only seek out experts, but rather solicit various perspectives from the groups identified above. You may also look at a variety of internet sources to search for position statements of organizations or groups of various types.
From an assessment perspective, there are many different potential topics. Any of the provisions of NCLB, PRAXIS and other testing for teachers, current Arizona provisions, high stakes standardized testing vs. classroom based assessment, whether ELLs should be given tests in a language that they have not yet mastered, development and assessment of world languages for
“mainstream” citizens, etc.
You will choose the format for presenting the spotlight issue to the class and the format of the actual project. This is not a traditional assignment. Consider for example a homepage, graphic representation, video, newspaper, “teacher tube” or “YouTube” type format, or other. Be as original as you wish; however, construction of your project must evidence careful analysis and workmanship. Essentially in your project you will include excerpts from the responses of those you interview followed by your informed analysis of the issue; relate your analysis with relevant readings from the course. How do your findings support topics or issues we’ve discussed in class? Do your findings align with what you’ve learned so far? Why or why not? What surprised you about your findings?
You choose how best to present your responses and how in depth your commentary needs to be for a coherent explanation. Be sure that your question and topic are clearly communicated. The
Issue Spotlight will be assessed for quality of conceptualization, diverse perspectives presented,

Vang, CURRINS 503 (5) quality of the question posed (assessment policy, curriculum oriented, etc.), analysis of responses, and presentation quality. By February 23, 2011 you will have decided your topics and reported them to the instructor. You will be given the class period of April 13, 2011 to meet as a group and work on your project and presentation. You may meet at any location convenient for your group. Group presentations of approximately 15 minutes will take place on Wednesday,
April 27 th
and May 4 th
. You must hand in one group project and your individual written analysis of the issue.
Take home “examination”
(40 points): There will be one take home examination on required readings and class discussions. The exam will not be simple paraphrasing and summarizing, but will also have an applied section requiring analysis of problems as well as an analysis of a language proficiency instrument currently used in the public schools. There will be three questions. The examination questions will be distributed Wednesday, May 4 th
and be due at the beginning of class on May 11 th
.
*Graduate Students : Students taking this course for graduate credit will complete an extra paper, critically evaluating a language proficiency assessment instrument. This assignment will be worth 30 points; Graduate students will be assigned letter grades based on a scale of 130 total points. This assignment will be due by midnight on Friday, May 13 th
.
Graduate Assignment: Profile of a language proficiency assessment instrument (30 points).
Choose a language proficiency assessment instrument, or another assessment instrument administered to language minority students, with which you are somewhat familiar. Concentrate on answering the following questions: What areas of “proficiency” does this instrument attempt to measure? What are the underlying assumptions about what constitutes “language proficiency?” How has this instrument been “normed,” if at all? What are the utility or potential problems with this instrument? What is the sociopolitical context in which this test is administered? What is your overall analysis of this assessment instrument? The assignment should include the following headers/issues:
 introduction
 test background
 description of the test
 administration
 scoring
 interpretation of the scores
 validity
 reliability
 studies on the psychometric properties of the instrument (if available)
 evaluation of test materials
 conclusions and recommendations

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The assignment requires you to evaluate this instrument from many different angles. As such, you should concentrate on who it affects—who benefits and who loses—i.e. the social and political weight of this instrument. You should also explore, in the test background section, the history of test development. Why was it designed? As a response to a political mandate? As a screening instrument? What does the actual content of the test look like? What does is purport to test? What are the consequences for the test taker?
Evaluation criteria for all assignments:
1) communicate in an organized and informative manner;
2) evidence depth of understanding and insight regarding salient and subtle issues;
3) demonstrate a critical stance toward material;
4) maintain clarity and explicitness throughout the discussion;
5) pose questions/issues that stimulate critical discussion;
6) adhere to formal guidelines.
CRITERIA FOR ASSIGNMENT OF LETTER GRADES: (total: 100 points)
Point value
Take-home examination:
Issue spotlight assignment:
Discussion leading paper:
Attendance and participation:
Graduate assignment
40 points
30 points
20 points
10 points
30 points
Due dates
May 11 th
April 27 th
or May 4 th various ongoing
May 13 th
Assignment of letter grades according to the following schedule:
A 94-100
B 86-83
C
D
77-75
68-66
A- 93-90
B- 82-80
C- 74-72
F 65 and below
B+ 89-87
C+ 79-78
D+ 71-69

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Course Outline
Date
January
26 th
-
February
2 nd
February
9 th
Unit
Introduction to
Assessment,
Overview
Uses of Language
Tests and Societal
Contexts
Course Reading
Cummins, J. (1996). The two faces of language proficiency
(packet).
Brown & Abeywickrama (2010, Ch. 1). Assessment concepts and issues.
Brown & Abeywickrama (2010, Ch. 2). Principles of language assessment.
Menken (2008). Language policy, federal education legislation and English language learners in the United States (packet).
Shohamy (2001; Ch. 1). Use-oriented testing.
Shohamy (2001; Ch. 2). Voices of test takers.
February
16 th
23 rd
February
Power of Tests Shohamy (2001; Ch. 3). Powerful uses of tests.
Shohamy (2001; Ch. 4). Features of power.
Shohamy (2001; Ch. 5). Emergence of tests as power tools.
Societal Contexts Shohamy (2001; Ch. 6). Temptations.
Shohamy (2001; Ch. 7). Domains of inquiry
Shohamy (2001; Ch. 8). A reading comprehension test.
*Discussion Leader Session
March 2 nd
Language Testing
Cases
Shohamy (2001; Ch. 9). An Arabic test.
Shohamy (2001; Ch. 10). An English test.
Shohamy (2001; Ch. 11). Cases of the use of tests.
Shohamy (2001; Ch. 12). Conclusions.
*Discussion Leader Session
March
9th
Assessing with
Tests and Beyond
March
16 th
Assessing the
“Skills”:
Classroom Based
Techniques
March 23 No Class
Brown & Abeywickrama (2010, Ch. 3). Designing classroom language tests.
Brown & Abeywickrama (2010, Ch. 4). Standards based assessments.
Brown & Abeywickrama (2010, Ch. 6). Beyond tests: alternatives in assessment.
*Discussion Leader Session
Brown & Abeywickrama (2010, Ch. 7). Assessing listening.
Brown & Abeywickrama (2010, Ch. 8). Assessing speaking.
Brown & Abeywickrama (2010, Ch. 9). Assessing reading.
Brown & Abeywickrama (2010, Ch. 10). Assessing writing.
*Discussion Leader Session
Spring Break

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March
30 th
April 6
April 13
April 20 th
Spotlight Issue th
Standardized
Testing and
English Language
Learners
April 27 th Assessment Effects and Society
May 4 th
Assessment Effects and Society
May 11 th th
Evaluating
Evaluating
Instruments;
Testing the Tests
Instruments
Evaluating
Assessment
Practices
Boals (2005). Understanding the ACCESS for ELLs test.
Download and bring to class www. wida.us/assessment/understanding_access.document.
From WIDA website.
Gottlieb, M. (2010). Interpretive guide for score reports. www.wida.us
. Download and bring to class.
*Discussion Leader Session
Shohamy (2001; Ch. 13). Process of exercising power.
Shohamy (2001; Ch. 14). Consequences.
Shohamy (2001; Ch. 15). Symbols and ideologies.
Shohamy (2001, Ch. 16). Critical language testing.
*Discussion Leader Session
Group Work Session for Spotlight Issue Project
Brown & Abeywickrama (2010, Ch. 5). Standardized testing.
Menken, K. (2008). Tongue-tied: The linguistic challenges that standardized tests pose for English language learners
(packet).
*Discussion Leader Session
Shohamy (2001, Ch. 17). Collaborative approaches to assessment.
Shohamy (2001, Ch. 18). Responsibilities of testers.
Shohamy (2001, Ch. 19). Rights of test takers.
Shohamy (2001, Ch. 20). Epilogue.
*Spotlight Presentations
California Association for Bilingual Education (2007).
Position paper on NCLB (packet).
Aronson, R. (2010). TESOL recommendations for reauthorization of the ESEA (packet).
Crawford, J. (2004). No child left behind: Misguided approach to school accountability for English language learners. NABE position paper. (packet).
*Spotlight Presentations
*Distribute Final Exam
Roundtable Discussions
*Take Home Exam Due
**Graduate Paper Due May 13 th
Midnight (email)