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Meeting # & Date
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Preparation for Meeting/ Assignments Activated at That Meeting (due as specified below & on my deadline page)
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| Week 1: Introduction to Assessment; the FL and AL Cultures |
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01 • 05 Jan.
handout |
Assignment 1: Written reflection on article, "Washington's proposed math rules to be released Tuesday" (due 12 Jan.)
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02 • 07 Jan.
handout |
read Hughes: Preface, Chapters 1-3, maybe 13; those who haven't taken an intro language pedagogy course: read supplementary materials as assigned individually
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| Week 2: Language Standards and Widely-Used Assessment Instruments |
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03 • 12 Jan.
handout |
ACTFL Proficiency Guidelines [?& the TOEFL]: the "organizing principles" of testing and teaching; are there TESL equivalents of the ACTFL Guidelines, and FL equivalents of the TOEFL?; reliability, validity, backwash; more about major projects and ?class observations
read ACTFL Guidelines for speaking and writing & Hughes chapters 4, 5 and (if not read earlier) 13; Assignment 1 is DUE TODAY; Assignment 2: Rate your own proficiency (due 21 Jan.)
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04 • 14 Jan.
handout |
Pseudo-OPI training; preview of Assignment 3 (conduct a pseudo-OPI )
reading: Hughes 7 (everybody); Lynch-Davidson 1994 (optional); ??begin Stevens & Levi, Introduction to Rubrics (FL required, AL optional)
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| Week 3: a) the inner workings of the OPI; b) validity, reliability, accuracy, precision |
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05 • 19 Jan.
handout |
Pseudo-OPI training
reading: Hughes chapters 6, 8, and Stevens & Levi or Lynch & Davidson as above will be modified - main thing right now is to get several chapters into Hughes
Assignment 2 (evaluate your own speaking proficiency) is DUE TODAY - 21 January
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06 • 21 Jan.
handout |
Pseudo-OPI training; preview of Assignment 3 (not due for several weeks)
language-specific ACTFL Guidelines
Assignment 2 (evaluate your own speaking proficiency) is DUE TODAY - 26 January
reading: Hughes chapter 9, 10, and Stevens & Levi or Lynch & Davidson as above will be modified
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| Week 4: continuation of week 3; rubrics |
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07 • 26 Jan.
handout |
Hughes chapter 9; Stevens (more for FL); optional article (0009 Marva Barnett): an example about how informed assessment leads to informed response to student writing in second languages; formal activation of Assignment 3 for FL participants (version for AL participants was activated in stages that began earlier)
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08 • 28 Jan.
handout |
Still more OPI activity; more about rubrics and grades; about testing writing (and teaching it too)
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| Week 5: continuation of week 4; testing writing, listening and reading |
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09 • 02 Feb.
handout |
reading: Hughes chapters 11, 12;
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10 • 04 Feb
handout |
reading: Hughes Appendix 2
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| Week 6: rubrics; teaching & testing writing, listening, reading |
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11 • 09 Feb.
handout |
more about rubrics; examination of work samples; new assignment (create a scoring guide)
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12 • 11 Feb.
handout |
continuation of previous topics; brief discussion of "Big Idea for Major Project"
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| Week 7: assessing & teaching writing (reading? listening?); state & district standards and assessment tools |
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13 • 16 Feb.
handout |
testing/ teaching writing (cont'd); large-scale standards and "teaching to the test"; quick overview of kinds of K-8 language programs;
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14 • 18 Feb.
handout |
more abut ACTFL writing standards; Oregon and PPS second/world language standards
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| Week 8: continuation of week 7 |
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15 • 23 Feb.
handout |
see #14, 18 February
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16 • 25 Feb.
handout |
continuation of #15; discussion of "BIMP"
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| Week 9: testing reading & listening (maybe); assessing textbooks & other resources, courses, curricula, programs (including details of research) |
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17 • 02 Mar.
handout |
Oregon standards; about the Big Idea for a Major Project; short readings about what it means to learn a language and how fast/slow it can happen
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18 • 04 Mar.
handout |
PPS standards; Oregon Common Assessment; reflections about assignments; assessing listening & reading (fast look); intro to larger dimensions of assessment (textbooks, etc.)
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| Week 10: ??portfolio assessment; EU standards; technology-supported (-undermined?) assessment |
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19 • 09 Mar.
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20 • 11 Mar.
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| BEYOND HERE: 2008 version of course |
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(introduction, with AL/FL breakout sessions at next meeting); testing (and teaching?) listening and reading; computer-assisted testing (WebCAPE placement test as example); European Union standards and DIALANG test;
reading: Hughes chapters 9, 11, 12; maybe background of NCLB |
| Week 8: self-assessment as professional; textbook evaluation; computer-based testing; placement issues |
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15 • 23 Feb.
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visitor: Danelle Stevens (institutional assessment; author of rubrics book); language standards of the European Union; if time (probably not): assessing textbooks and other learning materials
what about the major textbooks and their Quia exercises?; Huges 11, 12
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16 • 25 Feb.
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followup about institutional assessment; the "G" topic; report about AL job candidates; assessment of learning materials
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| Week 9: the "G" topic; breakout sessions for special topics |
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17 • 01 Mar.
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report about AL job candidates; continuation of "G" topic; about grants
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18 • 03 Mar.
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breakout sessions: AL (regular room) for classroom assessment; FL for testing reading & listening (meet in main FLL office, 393 NH, for further deployment)
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| Week 10: technology-supported assessment tools; research & grants to support assessment; assessment of professional development |
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19 • 08 Mar.
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in NH 437 (Computer classroom) for on-line language tests (WebCAPE, DIALANG)
reading: WebCAPE Manual (0179); Hughes, Chapter 16 "Test Administration", Appendix 1 "Statistical Analysis" (go lightly!), and Appendix 2 "Item Banking"
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20 • 10 Mar.
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Assessment-related grants; assessing own professional development
reading: documents linked on the outline for the meeting; "Reaching for PASS" document (0056) about what characterizes a well-prepared language teacher. NOTE please that the project was funded and designed to address FLL teacher ed. In class we will discuss its extension and alteration to fit TESL.
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| Finals Week: Culminating discussion: assessment of professional development |
| 21 • 15 Mar. |
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List of Main Course Assignments (not necessarily in final order), with estimate in () of hours of outside-class time needed:
• (2) Written reflection on newspaper article (see above, Assignment 1)
• (3 + 3) Further reading and written reflections: WebCAPE or DIALANG; learning materials (textbook, on-line resources, etc.) replaced with self-starting informal reflections of your own, which you are welcome to discuss with us or bring up in class
• (2) Evaluate your own language proficiency (Assignment 2)
• (3) Write a scoring guide (rubric) for a language learning activity (Assignment 4)
• (5) Evaluate own professional development and start teacher portfolio (may become part of panel discussion at meeting during final-exam time)
• (5) Search and annotate professional literature in preparation for major project (will be done as part of Major Project)
• (5) Classroom observations & reflection
• (10) Pseudo OPI (FL, primarily) / create test specs & items (AL, primarily) (Assignment 3)
• (20) Big Idea for a Major Project
Total: 55 hours, some of which is done as regular class preparation time
Small assignments (reflections, etc.) will usually be due ONE WEEK from when they are activated. Larger ones will have longer lead times. For the really big ones, like the major project, we will introduce them fairly early and check progress along the way.
There are no formal tests. We reserve the write to add short in-class reflections as "pop" quizzes.
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