Meeting 18 • 04 March 2010

Version:
3/9/10

Today • my deadline page

numbers in ( ) = minutes planned for activity/ topic
√ = topic / activity that was adequately dealt with during the class
+ = topic needs more attention & will be resumed at next / subsequent meeting(s)
- = a topic / activity that was proposed but not carried out (but will be taken up later)
Struckthrough text like this = a topic / activity that was proposed but not included / is not going to be taken up after all
Italic text like this = comments after the meeting
Main topic(s): Rubrics; Teaching and Testing Writing

√

(10) assessment in the news! The Oregonian, March 4, 2010 (today!): "State tests to move to 11th grade next year"; Economist magazine: increase in reading after 1980s; both applied to "after assessment, what??" (that is: testing [or whatever] >> asssessment >> ??)

√

(20) Portland Public School standards (0010a [1999], 0010b [2006]); mention of Oregon Common Assessment of speaking
+

(20) Assignment: create a scoring guide for a language activity, with reflection; the "BIMP" as topic for panel discussion instead of final exam

-

(20) Assessing listening and reading: introduction (see below, Lisking-Gasparro and James; also Hughes, Chapters 11, 12, 13

-

(20) Textbook, course, curriculum, program assessment: an introduction (Organizing Principle quick assessments of classroom & materials)
Upcoming class meetings

09 & 11 March.: more about the BIMP; more about assessing courses, curricula, programs (including details of research); selected topics from EU standards, on-line testing, assessment of language teacher training programs, assessment of own progress in language pedagogy (see reading selections immediately below)
Upcoming assignment(s)

This section offers a PREVIEW, not activated assignments. Assignments are made, with announcement of their deadlines, both in class and on the "schedule" page.
Reading for upcoming topics:

assessing reading & listening:

0161 Liskin-Gasparro, "Practical Considerations in Receptive Skills Testing" (FLA 17.4 (1984): 369-73; 0162 James, "Are You Listening: the Practical Components of Listening Comprehension" (FLA 17.2 (1984); Hughes, Chapters 11, 12, 13;

assessing instructional materials:

0144 "Choosing and Adapting Materials", Higgs, Organizing Principle, p. 190

0186 "Sometimes you need to knowmore than how to conjugate a verb" (ad for textbook); 0227 Walz, Joel, "Is Oral Proficiency Possible with Today's French Textbooks?" MLJ 70:i(1986): 13-20; 0704a / 0704b text book evaluation guide form U Arizona French course

assessing courses & programs

0699 ACTFL "Blueprint for Action on Language Education (2005); Donato, et al, "Literary Discussions and Advanced Speaking Functions: Researching the (Dis)Connection" (FLA 37.2, 183-9; here 0104abs the abstract); 0171 Calvin, Lisa M., and N. Ann Rider, "Not Your Parents' Language Class: Curriculum Revision to Support UniversityLanguage Requirements" (FLA 37.1: 26-36; here 0171abs the abstract); Mandell, Paul B., "On the Background and Motivation of Students in a Beginning Spanish Program" (FLA 35.5: 530-42; here 0319abs the abstract);

••more to come (Weber state dept assessment; WBF assessment of EWU; Schalock; old Oregon standards); 0147 Ryder
Announcements

••
Misc.

••EU standards?
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