Investigation of basic theories, concepts, procedures and instruments for testing English language skills of public school students for whom English is a second language.

The purposes of this course are consistent with the university's mission, "by teaching we learn;" the Center's mission, "facilitating learning for a diverse world;" Teacher Education Program department's mission, "ensuring graduates are prepared to be outstanding educational leaders who demonstrate the knowledge and skills necessary to educate and work withing a diverse school population." The course uses a critical-constructive approach which allows students to explore issues of importance and examine how these issues relate to larger social constructs. This course is designed to assist students in developing appropriate assessment techniques, as specified in the TESOL Association Standards for grades K-12 (Domain 4). This course meets the Bilingual Education (K-12)and English as a Second Language endorsement requirements WAC 180-79A-326(4) and WAC 180-79A-352(5). This course also meets the requirements for Standard 3 of the National Association for Bilingual Education (NABE).

1. Demonstrate knowledge of issues and theories involved in the assessment of ESL students;
2. Demonstrate ability to create appropriate assessment tools for various purposes;
3. Demonstrate ability to administer and evaluate different assessment tools and procedures;
4. Demonstrate how assessment informs instruction.

Del Vechio, Ann & Guerrero, Michael (1995). Handbook of English Language Proficiency Tests. Albuquerque, NM: Evaluation Assistance Center-Western Region. (http://www.ncbe.gwu.edu/miscpubs/eacwest/elptests.htm)

Lachat, Mary Ann (1999). Standards, Equity, and Cultural Diversity. Providence, RI: LAB. (http://www.lab.brown.edu/public/pubs/standards/StEqDiv.pdf)

2. Weekly Assignments: (30%) You will have a small weekly assignments when no other assignments are due. You will be given the assignment on Monday.

3. Assessment Portfolio: (50%) Students will create an assessment portfolio composed of formal and informal assessment procedures they would use in their school setting. Each portfolio will include assessment procedures used for identification and placement, reclassification, and academic information relating to all areas of language proficiency.