Assessment

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CSU, Chico • The School of Education
The CSU, Chico School of Education aspires to be a recognized leader in preparing
professional educators to meet the needs of a diverse society through innovation,
collaboration, and service.
EFFECTIVE • REFLECTIVE • ENGAGED
EDSL 636 FOREIGN/SECOND LANGUAGE EDUCATION:
TESTING AND ASSESSMENT PRACTICES
Course Number 4330 • Section 01 • Spring Semester 2014
Instructor: Dr. Hilda Hernández
Office: Tehama 255 Office Hours: W 10:00 am–12 noon; 1– 3:30 pm
Phone: 898-6258
E-mail: [email protected]
Credit: 3 units
Course Description:
This course focuses on testing, assessment and evaluation from the perspective of foreign
and second language education. More specifically, this encompasses
• Principles of language assessment and the assessment process;
• World language and ESL/ELD standards, state and national;
• Evaluation of overall language proficiency;
• Assessment tasks and techniques for listening, speaking, reading, and writing;
• Test design and evaluation;
• Integrated Performance Assessment (IPA)
• Language assessment from political, social, and cultural contexts: fairness and equity.
In this course, assessment principles and processes are addressed within the context of
high-quality language instruction. Students are active learners, engaged in
• Examining assessment practices (classroom, program, and school);
• Critically analyzing a variety of assessment instruments and techniques (formal and
informal); and
• Developing a repertoire of strategies for use in classroom settings.
Students examine a variety of assessment tasks and formats, looking at features such as
language use (artificial  authentic), degree of contextualization (unrelated sentences or
phrases  sequential, naturalistic discourse) and degree of specificity
(convergent/discrete-point  global/divergent). New skills are applied in the
development of assessment tasks that emphasize use of authentic and meaningful
language in natural contexts.
Course Rationale:
In order to provide high-quality instruction and meaningful learning experiences for
students, teachers and instructors need the professional and pedagogical knowledge and
skills required to teach and assess effectively. They need to know what language learners
should know and be able to do as a result of high-quality foreign/second language
instruction. This course addresses areas in the professional knowledge base related to the
assessment and evaluation of language learning and performance.
Course Objectives:
This course is intended to enable teachers/instructors to develop competencies in and
demonstrate knowledge of assessment, testing and evaluation. This includes but is not
limited to:
1. Assessment literacy
—Basic concepts
—Language assessment principles
—The assessment process
2. Standards
—World Language/Foreign language
—ESL/ELD, TESOL
—Proficiency-guidelines, such as the Classroom Oral Competency Interview (COCI) and Classroom
Written Competency Assessment (CWCA)
—Managing the assessment process
3. Standardized testing
—Basic terms and concepts
—Interpretation of test scores
—Washback
3. Classroom testing and assessment practices
—Selection, scoring and evaluation of formal and informal test instruments
—Techniques and tasks for assessing language proficiency: listening, speaking, reading and writing
—Writing assessment tasks
—Context and authenticity
—Accuracy
—Checking for understanding (formative assessment)
—Feedback
—Grading and student evaluation
—Mistakes and correction
—Integrated Performance Assessment (IPA) and alternative assessment
4. Language learning strategies
—Direct and indirect language learning strategies
—Assessing and teaching language learning strategies
5. Identification, assessment and language reclassification of English language learners
6. Political, social, and cultural contexts in assessment
—Language assessment within broader political, social, and cultural contexts
—Achieving greater fairness and equity
Course Requirements:
In selecting and organizing course content and activities, an effort has been made to
balance theory and research with practice and application. This will be reflected in
classroom discussions, assignments, and readings. Each student will be expected to do
the following:
a. Attend and actively participate in all discussions and activities.
b. Attendance will be taken. More than one absence is considered excessive and will
result in lowering of the final grade. Two absences may result in no credit. (Refer
to the School of Education attendance policy.) Additional assignments may
be required to make up for absences. Perfect attendance will be rewarded in the
attendance and participation portion of the grade.
c. Read and discuss assigned readings according to schedule.
d. Complete all assignments according to schedule. Specific information for each
assignment will be provided when appropriate.
e. Demonstrate mastery of theory and practice related to testing and assessment on
the final exam.
Course Grading & Evaluation:
Grades for the course will be based upon performance in each of the following areas:
10% Attendance and class participation
15% Classroom assessment: Principles and process
15% Test critique–Individual/small group presentation and individual written critique
15% Assessment Tasks
15% Integrated Performance Assessment (IPA)
10% Language learning strategies
20% Final Exam
Specific information, suggestions and examples regarding presentations, assignments,
and exams will be provided in class. It is the student’s responsibility to complete all
requirements on or before the due date given, and to contact the instructor as soon as
possible if problems arise. Late work will not receive full credit unless prior
arrangements have been made. In the event that changes in the syllabus are required, the
instructor will inform students accordingly.
The instructor will determine which graded assignments may revised and resubmitted for
a change in grade. When this is an option, students will have no more than two weeks in
which to return both the original and revised versions of graded papers.
Ideas and text drawn directly from readings and other sources must be appropriately cited
and referenced in all written assignments and exams in accordance with University
guidelines. Failure to do so may constitute plagiarism (refer to the University catalog for
further clarification). If there is evidence of involvement in any form of academic
dishonesty, you will receive an “F” grade for the course, and a report will be provided to
Student Judicial Affairs for further action.
Requests for incompletes will be honored on an individual basis for compelling reasons
only. A student unable to finish at least 60-70% of the course work is advised to
withdraw from the course as soon as it becomes evident that all requirements will not be
completed. A student must have a passing grade at the time an incomplete is requested;
incompletes are not granted simply because a student is unable or unwilling to keep pace
with course requirements. Incompletes are assigned at the instructor’s discretion, and
students may or may not qualify. If an incomplete is granted, the student is to complete
all remaining course work the following semester, if at all possible.
Be advised that students must adhere to all university and institutional (school,
community college, university) requirements in completing any assignment involving
human subjects (e.g., assessment practices, test evaluation, language learning strategies).
This includes making it clear to administrators, teachers, students, parents or other
individuals that they work with that their participation is strictly voluntary. Make sure
that you indicate that the assignment is part of a university class and that information will
only be reported within the course. Observe all policies and procedures at school, college
and university sites, and in reporting information orally and in writing. Let the instructor
know if you have any questions. Use the oral consent form with consultants over 18
years of age.
ASSIGNMENT #1: Classroom Assessment (15%)
DUE DATE: February 11
ASSIGNMENT #2: Test Critique (Oral & Written 15%) DUE DATE: March 4
ASSIGNMENT #3: Assessment Tasks (15%)
DUE DATE: March 11 (L)
March 25 (S)
April 1 (R)
ASSIGNMENT #4: Integrated Performance (15%)
Assessment (IPA)
DUE DATE: April 15
ASSIGNMENT #5: Language Learning Strategies (10%) DUE DATE: April 29
FINAL EXAM:
Synthesis and principles (20%)
DUE DATE: May 13
Readings:
Adair-Hauck, Bonnie, Glisan, Eileen W., Koda, Keiko, Swender, Elvira B., & Sandrock,
Paul. (2006). “The Integrated Performance Assessment (IPA): Connecting
Assessment to Instruction and Learning,” Foreign Language Annals, Vol. 39, No. 3,
pp. 359-382. (Available as a pdf online.)
Anderson, Neil J. (2005). “L2 Learning Strategies.” In Eli Hinkel (Ed.), Handbook of
Research in Second Language Teaching and Learning, 757-771. Mahwah, NJ:
Lawrence Erlbaum Associates. (Available as Class Reading online.)
Bracey, Gerald W. (2002). Put to the Test: An Educator’s and Consumer’s Guide to
Standardized Testing (Revised Edition). Bloomington, IN: Center for Professional
Development & Services, Phi Delta Kappa International. (Chapters 4-7–One
chapter per student for jigsaw activity. (Available as Class Reading online.)
Brown, H. Douglas & Priyanvada Abeywickrama. (2010). Language assessment:
Principles and classroom practices, 2nd ed. White Plains, NY: Longman.
Cheng, Liying & Curtis, Andy. (2004). “Washback or Backwash: A Review of the
Impact of Testing on Teaching and Learning.” In Liying Cheng & Yoshinori
Watanabe with Andy Curtis (Eds.), Washback in Language Testing: Research
Contexts and Methods, Mahwah, 3-17. NJ: Lawrence Erlbaum. (Available as
Class Reading online.)
Cohen, Andrew D. (2011). “Second Language Learner Strategies.” In Eli Hinkel (Ed.),
Handbook of Research in Second Language Teaching and Learning, Vol. II, 681698. New York, NY: Routledge. (Available as Class Reading online.)
Kunnan, Antony John. (2005). “Language Assessment From a Wider Context.” In Eli
Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning,
779-794. Mahwah, NJ: Lawrence Erlbaum Associates. (Available as Class
Reading online.)
Ross, Steven J. (2011). “The Social and Political Tensions of Language Assessment.”
In Eli Hinkel (Ed.), Handbook of Research in Second Language Teaching and
Learning, Vol. II, 786-797. New York, NY: Routledge. (Available as Class
Reading online.)
Sandrock, Paul. (Seattle, November 5, 2008). “Integrated Performance Assessment,”
1-9. (Available as a pdf online.)
Watanabe, Yoshinori. (2004). “Methodology in Washback Studies.” In Liying Cheng &
Yoshinori Watanabe with Andy Curtis (Eds.), Washback in Language Testing:
Research Contexts and Methods, 19-22. Mahwah, NJ: Lawrence Erlbaum.
(Available as Class Reading online.)
Additional readings (articles or chapters) may be required or substituted as needed.
Recommended reading:
Hadley, Alice Omaggio. (2000). “Classroom Testing.” In Teaching Language in
Context, (3rd ed.), Chapter 9, 390-455. Boston, MA: Heinle & Heinle. (Available
under Class Readings online)
Email Accounts and Internet Access:
The School of Education requires that students have an Email account and avail
themselves of Internet access. Information about student Email accounts can be found at
http://portal.csuchico.edu.
Student Needs and Responsibilities:
• Students are responsible for completing all requirements on or before the due date
given, and contacting the instructor as soon as possible if problems arise. Late work will
not receive full credit unless prior arrangements have been made. A missed assignment
or exam will result in no grade unless prior arrangements have been made with the
instructor, or there is evidence of a serious and compelling reason.
• Resubmissions will be allowed at the instructor’s discretion. However, to the extent
that they are allowed, they will be accepted on the first three assignments. (This
excludes the last two assignments and final exam.) For Assignment #1 Classroom
Assessment, Assignment #2 Test Critique, and Assignment #3 Assessment Tasks,
resubmissions must be turned in no later than three weeks after the graded assignments
are returned.
• Students are asked to make and keep a copy of all assignments and papers submitted to
the instructor.
• Student work will be submitted to Turnitin periodically. Students will be asked to
maintain a CD disk with their written work and provide it as requested. The instructor
may also ask students to run their own work through Turnitin.
• Students have one week in which to request a review of their grade if they feel that the
instructor has made an error in grading. A written request in which the student identifies
the error, provides supporting evidence, and suggests correction should be attached to the
original assignment and submitted to the instructor for consideration.
• Consistent with University guidelines, the student is responsible for handling the
necessary paperwork for adding, dropping or withdrawing from this class. If a student
does not withdraw, and does not attend class or complete required work, an “F” grade
will be reported. The instructor may drop a student or issue a “W” for failure to attend
the first two sessions. However, students should not assume that the instructor
automatically drops students from the class roster. A WU may be assigned if the student
stops attending class, but fails to withdraw.
• Students who have a documented disability that requires reasonable accommodations
are asked to contact Disability Support Services (DSS) at 898-5959 V>TTY for
coordination of academic accommodations. The DSS website is at
http://www.csuchico.edu/dss/.
• Students with other special needs or concerns are invited to meet with the instructor
early in the semester to discuss possible accommodations.
• The standards set in the Code of Students’ Rights and Responsibilities (EM 96-38) are
adhered to in this course. Students are subject to disciplinary action for code violations.
This includes but is not limited to disruptive and disrespectful behavior toward faculty,
staff, and other students.
Important Deadlines and Procedures to Add or Drop Classes Spring 2014:
Dec. 30–Jan. 31
Course Add/Drop Period—Use this period for late registration
and to add or drop classes. You must have paid fees or have
sufficient anticipated financial aid to pay fees to add classes. Use
the Change of Program (COP) process to add courses which
require permission to register or follow department procedures.
All other courses may be added or dropped using the Web.
Feb. 3–14
Limited Add/Drop Period—You must use the COP process to
add, drop, or change grade option during this time, and the
approval signature of the instructor is required.
Feb. 17–Apr. 25
Restricted Add/Drop Period—You need a serious and
compelling reason to add or drop classes at this time. You must
use the COP process, and the approval signatures of the instructor,
department chair, and college dean are required. To formally
withdraw from the University, contact the Student Records &
Registration Office.
Apr. 28 – May 16
Final Course Drop Period—You need a serious, compelling, and
verified reason due to accident or illness to drop classes at this
time. Requests for withdrawal must be received in the Academic
Advising Office no later than 5 p.m. on the Thursday prior to finals
week.
Schedule: The following is a tentative schedule and may be subject to change.
January 21
TOPICS: Assessment Literacy
Testing, Assessing, and Teaching
READING FOR NEXT WEEK:
Brown, Language Assessment
Chapter 1 Assessment, Concepts and Issues, 1-24
Chapter 2 Principles of Language Assessment, 25-51
January 28
TOPICS: Principles of Language Assessment
Checking for Understanding (Formative assessment)
READINGS FOR NEXT WEEK:
Brown, Language Assessment
Chapter 3 Designing Classroom Language Tests, 52-84
Chapter 4 Standards-Based Assessment, 85-102
Cheng & Curtis, “Washback or Backwash: A Review of the Impact of
Testing on Teaching and Learning,” 3-17. (Available as a Class
Reading on Blackboard.)
Watanabe, “Methodology in Washback Studies,” 19-22. (Available as a
Class Reading on Blackboard.)
February 4
TOPICS: Designing Multiple-Choice Items
Washback: Testing’s Impact on Teaching and Learning
Standards-Based Assessment
READING FOR NEXT WEEK:
Brown, Language Assessment, Chapter 5 Standardized Testing,
103-121
February 11 TOPIC: Standardized Testing
READINGS FOR NEXT WEEK:
Brown, Language Assessment, Chapter 6, Beyond Tests: Alternatives in
Assessment, 122-155
Related module online (EDSL 636).
Bracey, Put to the Test, Chapters 4-7 (One chapter for Jigsaw activity—
Available on Blackboard)
Assignment #1 is due today!
February 18 TOPICS: Beyond Tests: Alternatives in Assessment
Jigsaw Activity (Chapters from Bracey’s Put to the Test
READING FOR NEXT WEEK
Brown, Language Assessment, Chapter 7 Assessing Listening, 156-182
Adair-Hauck et al., The Integrated Performance Assessment (IPA) (pdf
online)
Sandrock, Integrated Performance Assessment (pdf online)
February 25 TOPICS: Integrated Performance Assessment (IPA)
Assessing Listening
READING FOR NEXT WEEK:
Brown, Language Assessment, Chapter 8 Assessing Speaking, 183-223
March 4
TOPICS: Assessing Speaking
Evaluating Commercial Tests (Presentations)
Assignment #2 is due today!
March 11
TOPICS: Assessing Speaking
Evaluating Commercial Tests (Presentations)
Assignment #3 Listening task is due today!
READINGS FOR NEXT WEEK:
Brown, Language Assessment, Chapter 9, Assessing Reading, 224-258
SPRING BREAK IS MARCH 17-21 — NO CLASS TODAY!
March 25
TOPICS: Assessing Reading
READING FOR NEXT WEEK:
Brown, Language Assessment, Chapter 10 Assessing Writing, 259-291
Assignment #3 Speaking task is due today!
April 1
TOPIC: Assessing Writing
READING FOR NEXT WEEK:
Brown, Language Assessment, Chapter 11, Assessing Grammar and
Vocabulary, 292-317
Assignment # 3 Reading task is due today!
April 8
TOPIC: Assessing Grammar and Vocabulary
IPA Critiques (Small groups)
READING FOR NEXT WEEK:
Anderson, “L2 Learning Strategies,” 757-771.
Cohen, “Second Language Learner Strategies,” 681-698.
(Both are available on Blackboard as Class Readings.)
April 15
TOPICS: Language Learning Strategies
Assignment #4 is due today!
April 22
TOPIC: Language Learning Strategies in Assessment
READINGS FOR NEXT WEEK:
Ross, “The Social and Political Tensions of Language Assessment,” 786797. (Available as a Class Reading online.)
Kunnan, “Language Assessment From a Wider Context,” 779-794.
(Available as Class Reading online.)
April 29
TOPICS: Language Assessment From a Wider Context
The Social and Political Tensions of Language Assessment
READINGS FOR NEXT WEEK:
Brown, Language Assessment, Chapter 12 Grading and Student
Evaluation, 318-340
Edge, Mistakes and Correction (Class Notes)
Assignment #5 is due today!
May 6
TOPICS: Grading and Student Evaluation
Mistakes and Correction
Synthesis: Principles for Assessment, Testing, and Evaluation
May 13
FINAL EXAM IS DUE TODAY! Class meets from 4:00-6:00 p.m.
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