EDCI 520 - Section 001 Assessment of Language Learners FALL 2005 Tuesdays, 7:20 p.m. - 10 p.m. Enterprise Hall , Room 274 Professor Dr. Lorraine Valdez Pierce Coordinator, ESOL Teacher Licensure & M.Ed. Program Ph.D., Georgetown University, Applied Linguistics 13 years at GMU, Tenured 1998 Mailing Address Graduate School of Education, CEHD, MSN 4B3 George Mason University, Fairfax, VA 22030-4444 Office Location Robinson Hall A, 3rd floor, Room 319 Office Hours Tues., 5:30 – 6:30 p.m., Thurs., 7:30 – 8:15 p.m. Alternate Saturdays, 3:30 – 4:15 p.m., and by appointment URGENT/Same Day Messages TEL: (703) 993-2050 NON-Urgent Messages Email: [email protected] FAX: (703) 993-3336 Course Prerequisites Candidates admitted to the CISL, CIFL, and CIMM degree programs are required to have completed at least EDCI 516 and EDCI 519. If you are not in any of these programs, please let me know. Course Description This graduate course provides an introduction to basic principles and current and innovative approaches to classroom-based assessment of language learning students in ESL, bilingual education, foreign language, and grade-level classrooms in Grades PreK-12, Adult Education, and University programs. The principles introduced in this course are also applicable to native speakers of English in general education classrooms. Among the topics addressed are: applying research on language acquisition and teaching to instruction and assessment; embedding assessment of oral language, reading, and writing in daily instruction to monitor student progress; setting assessment purpose; ensuring reliability and validity; scaffolding assessments in the content areas; designing and using portfolios; using assessment as feedback for learning; developing scoring rubrics and other performance-based assessments; engaging students in peer and self-assessment; improving grading practices; reviewing language proficiency tests; writing multiple-choice tests; using criterion-referenced vs. norm-referenced testing; and preparing students to take standardized tests.Graduate students will have opportunities to both critically examine assessment tools used in current practice and to develop their own. This course is required for both ESL and Foreign Language teacher licensure as well as for the endorsement of teachers who are already licensed. It meets or exceeds NCATE, TESOL and ACTFL Standards for Teacher Preparation in assessment. Course Objectives* Teachers/graduate students completing EDCI 520 will be able to: 1. Link assessment to instruction by designing a variety of assessments that are embedded within instructional activities; 2. Critically examine and develop assessment procedures and tools for (a) the four language skills (listening, speaking, reading, and writing) and (b) the content areas; 3. Add scaffolding to assessment and instruction for language learners and at- risk learners; 4. State the importance of feedback for language learning and provide feedback to students that promotes language learning; 5. Draft clear and objective performance criteria for language learning; 6. Design a student assessment portfolio and involve learners in self-assessment; 7. Critically review language proficiency assessment measures for validity, reliability, and cultural bias, and make recommendations for use with English and foreign language learning students (and native speakers of English); 8. Prepare language learning students to take standardized tests and high-stakes statewide assessments. 9. Compare purposes, advantages, and limitations of standardized achievement tests to those of alternative assessments and compare purposes, advantages, and limitations of standardized achievement tests to those of alternative assessments; and 10. Define concepts and terminology used in traditional assessment and evaluation and in innovative approaches to assessment. *Students will be asked to use a personal computer for preparing course requirements and for engaging in dialogue with the instructor and classmates through email.Instructional approaches include: Whole class mini-lectures and demonstrations, workshops, small group and peer feedback sessions, field projects, videos, and homework assignments for applying principles discussed in texts and class. Interacting in meaningful ways with other grad students/teachers during each class session is essential for success in this course. Student reports and projects will be evaluated using performance-based, criterion-referenced scoring rubrics. ****************************************************************************************************** GSE Syllabus Statements of Expectations/Behaviors/Attitudes The Graduate School of Education (GSE) expects that all students abide by the following principles: 1. Students are expected to exhibit professional behavior and dispositions. See http://gse.gmu.edu for a listing of these dispositions. 2. Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code. 3. Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen. 4. Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC. Inclement Weather/Emergency Policy In case of snow, hurricanes, other bad weather, or security emergencies, call 993-1000 or go to www.gmu.edu for information on class cancellations and university closings.Course Requirements* 1. Scaffolding Project 30% Add scaffolding to assessment tools (due Week 5) 2. Field Project ** 35% Design & pilot-test an assessment tool; analyze current practice & make recommendations; administer & critique a standardized test (due Week 10) 3. Final Project** 35% Draft a new or revised assessment prototype (due Week 15) * If you need access to students in a classroom setting to conduct your Field Project, you can either join a teacher in this class or see me to make arrangements no later than the third week of class. **Either the