Meeting 02 • 31 March 2011

Version:
5/18/11
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)
N = a topic / activity that was proposed but not included / is not going to be taken up after all
Red italic text like this = comments after the meeting
Main topic(s): Introduction to Assessment; the FL and AL Cultures

√

(5) Review of previous meeting: main points; thoughts in the meantime? Was not necessarily with the group in 2011 spring.

√

(20) Left over from 29 March: How do non-specialists talk about tests? How do they express their estimates of language skills?
Media clips showing popular notions of language assessment (from my language-related media collection and conference presentation [January 2011]): proficiency as native-sounding accent (Kaye - Jester); proficiency as indicated by residence in the culture (Hassan - Spiegel); proficiency as claimed by self-assessment (Assault-border); proficiency as recitation of vocabulary (Henry - French lesson)

√

(20) Group discussion(s): The targets of assessing language (and _whatever else it is that we should assess___?); the difficulties of assessment (practical, personal, theoretical??)

√

(20) Hughes Preface & Chapter 1: summary and critique (backwash; teaching <> testing; multiple-choice testing; NPR report about testing and scoring (5'09") - can we add to our list of difficulties?; reliability (consistency, scoring; interrater, intrarater); our own experiences of tests (including subjects / skills other than language) - see Reader Activities, p. 6
√

(10) the situation with AppLing, TOEFL, and other testing "over there"

√

(10) Demographic survey: participants' previous coursework and work experience; language inventory

-

(10) backgrounds and professional interests of instructor; embarrassing example of one of his old tests (0347), for which he pleads the excuses of youth and lack of training

+

(10) Assignments (subject to modification):

1) written assignment #1: all set? Look at the Scoring Guide. 2) upcoming reading (see "see schedule & assignments". 3) any comments about 0384 Allen article?

-

(10) Announcements (WBF schedule - IAC, Street Scene), debriefing and summation
Upcoming class meetings

5 April: discussion of Hughes reading; broader discussion of assessment and grading in the course; initial discussion of ACTFL Guidelines

7 April: start of multi-meeting focus on pseudo-OPI training
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. The next topic (week 2, 5 & 7 April) is "Language 'gold standards'": ACTFL Guidelines, the standards and test instruments of the European Union and ••?? and the TOEFL Test. Also information about where to find other widely-circulated tests. The FL participants will get an assignment that emphasizes ACTFL Guidelines; ••?? the AL participants will get one that focuses on the TOEFL. All participants will rate themselves (or someone else) on the ACTFL scale, by comparison to its profiles. ••?? All participants will examine items from the TOEFL test.
Announcements

••
Misc.

••
top of page