EDCI 520- Assessment L. Valdez Pierce Fall 2004 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 TEL: (703) 993-3688 FAX: (703) 993-3336 NON-Urgent Messages Email: [email protected] 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; settingEDCI 520- Assessment L. Valdez Pierce Fall 2004 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; 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 ESL endorsement of teachers who are already licensed and for the M.Ed. component for licensure candidates. 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; . 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 inEDCI 520- Assessment L. Valdez Pierce Fall 2004 Course Syllabus 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 **NEW** The Graduate School of Education (GSE) expects that all students abide by the following: Students are expected to exhibit professional behavior and dispositions. See gse.gmu.edu for a listing of these dispositions. Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code. 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. 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.EDCI 520- Assessment L. Valdez Pierce Fall 2004 Course Syllabus 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 [**NEW**] (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