MASON EDCI 520 - Syllabus (9 pages)

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Syllabus



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Syllabus

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Lecture Notes


Pages:
9
School:
George Mason University
Course:
Edci 520 - Assessment of Language Learners
Assessment of Language Learners Documents

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EDCI 520 Assessment Fall 2004 L Valdez Pierce Course Syllabus EDCI 520 Section 001 Assessment of Language Learners NEW Name FALL 2004 Tuesdays 7 20 10 p m Robinson Hall A Room 243 Professor Dr Lorraine Valdez Pierce Coordinator ESOL Teacher Licensure Program Ph D Georgetown University Applied Linguistics 12 years in GSE Tenured 1998 Mailing Address Graduate School of Education MSN 4B3 George Mason University Fairfax VA 22030 4444 Office NEW Robinson Hall A Room 319 Office Hours Tues 5 6 00 p m Thurs 7 30 8 30 p m And by appointment URGENT Phone Messages NON Urgent Messages TEL 703 993 3688 FAX 703 993 3336 Email lpierce gmu edu Prerequisites CISL ESL and CIFL Foreign Language candidates in the Initial Licensure program must have completed all licensure courses including EDCI 790 Teaching Internship prior to taking this course CIMM candidates are required to have completed at least EDCI 516 and EDCI 519 If you do not meet these criteria please talk to me after class 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 EDCI 520 Assessment Fall 2004 L Valdez Pierce Course Syllabus 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



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