Designing and Implementing TESOL Assessment (new)

Course Description
This course seeks to enable students to develop a theoretical and practical foundation in learner-centered and performance-based approaches to assessment. Students will examine a variety of assessment models and gain practical experience in developing reading, writing, speaking, and listening assessments.

Course Learning Goals and Objectives

TESOL Standards Addressed

• Standard 2 – Culture:
  • 2.4: Devises and implements methods to understand each ELL’s academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices.
• Standard 4 – Assessment:
  • 4.1: Applies knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests, to make informed instructional decisions that support language learning.
  • 4.2: Utilizes assessment in the identification, placement, and exit from language-support programs.
  • 4.3: Designs classroom-based formative, summative, and diagnostic assessments based on language and content learning goals that are scaffolded for both English language and content assessment.
  • 4.4: Demonstrates knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate for ELLs for standardized assessments.
  • 4.5: Utilizes strategies for communicating assessment data to English learners and their parents/guardians.
  • 4.6: Advocates for ELLs who may be eligible for special education and/or gifted and talented services, providing feedback on assessment data.
• Standard 5 – Professionalism:
  • 5.4: Differentiates between disabilities and typical language proficiency development.
  • 5.5: Uses various strategies for consulting and communicating with ELL parents/guardians about each student’s progress and needs.

Texts and Materials

• Required Text: Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Educational.

Key Assignments and Activities

1. Test Critique and Presentation

• Objective: Develop critical evaluation skills by analyzing a standardized language proficiency test.
• Description:
  • Choose one section of the TOEFL iBT (Reading, Listening, Speaking, or Writing).
  • Analyze its purpose, structure, and effectiveness in assessing the respective skill.
  • Present your critique in class, discussing its strengths, limitations, and potential improvements.

2. Article Review and Presentation

• Objective: Explore contemporary research and issues in second language assessment.
• Description:
  • Select an academic article related to ELL assessment.
  • Summarize its main points, evaluate its relevance, and present your insights to the class.
  • Connect the findings to practical assessment design.

3. Assessment Design Projects

• Assessment Design 1: Receptive Skills (Listening or Reading):
  • Objective: Design an assessment task for evaluating ELLs’ comprehension of listening or reading materials.
  • Description: Create original tasks and materials, such as audio recordings, reading passages, or comprehension questions. Provide theoretical justification for your design choices.
• Assessment Design 2: Productive Skills (Writing or Speaking):
  • Objective: Develop an assessment task for evaluating ELLs’ writing or speaking skills.
  • Description: Create prompts, rubrics, and scoring criteria tailored to the skill and proficiency level. Justify your approach with research-based principles.

4. Research Paper

• Objective: Conduct in-depth research on a current issue in second language assessment.
• Description:
  • Write a 5-8 page argumentative essay on a topic such as validity in standardized testing, challenges in assessing productive skills, or the role of technology in assessment.
  • Use academic sources to support your analysis and propose practical implications.

5. Practice Tests and Midterm Exam

• Objective: Assess knowledge of core concepts and theories in second language assessment.
• Description:
  • Complete a midterm exam consisting of free-response and multiple-choice questions.
  • Demonstrate comprehension of TESOL-aligned strategies and principles discussed in class.

Who Should Enroll in This Course

This course is designed for:

• TESOL Educators: Those seeking to enhance their ability to assess English language learners effectively and equitably.
• Classroom Teachers: Educators who want to design and implement formative, summative, and diagnostic assessments for ELLs.
• School Administrators: Leaders responsible for evaluating assessment tools and supporting ELL programs.
• Educational Consultants: Professionals developing or refining language assessment practices and resources.
• Graduate Students: Individuals pursuing advanced degrees in linguistics, applied linguistics, education, or related fields.
• International Educators: Teachers and professionals working in global contexts, including international schools, language training centers, and adult education programs.
• Anyone Interested in Language Assessment: Those aiming to design data-driven, learner-centered assessments to improve language learning outcomes.