Evaluation in Second Language Classrooms

ANG 584 (3 credits) Fall 2011

Universit de Sherbrooke Facult des lettres et sciences humaines Dpartement des lettres et communications

Professor: Dr. Glen Poupore Email: glen.poupore@usherbrooke.ca Office and Phone : A3-227 ; 821-8000 (ext. 66112) Time and Location: Tuesday 1:00 3:45 PM: A3-004 Office Hours: I am in my office every day during the week so simply contact me in class, by email, or by phone to make an appointment (same day appointments possible).

Required Textbooks and Materials:

- Brown, H. D. (2010). Language assessment: Principles and classroom practices. (2nd ed.). White Plains, NY: Pearson Longman. [available at the CO-OP) - Course Student Booklet (photocopy pack) [available at the photocopy center A4-151]

General Description and Principal Objectives

Welcome to the Evaluation in Second Language Classrooms course. Its a pleasure to meet you and I look forward to teaching you. The general aims of this course are to give you a broad overview of different approaches to assessment in L2 education including both traditional testing and authentic or alternative forms of assessment such as the use of portfolios, self-assessments, observations, conferences, and reflective journals. A particularly strong emphasis will also be placed on performance-based and competencybased assessment which forms a strong part of Quebec Education Program and the MELS guidelines for evaluation. While teacher lectures will form part of the course structure, students will be actively involved throughout the course by participating in interactive pair and group work activities and by performing oral presentations. As a teacher, my objective is to always create an enjoyable, pleasant, and motivating atmosphere for my students. I will try my best and I hope that you will enjoy the course.

Content & Course Goals: What will I do, learn, and gain by taking this course?
- You will develop an understanding of and gain practice in developing various types of assessments such as tests, portfolios, self-assessments, conferencing, journals, and performancebased/competency-based assessments. - You will evaluate different types of assessment instruments by applying your knowledge of assessment principles represented in practicality, reliability, validity, authenticity, and washback. - You will develop a basic knowledge of statistics and apply such knowledge to various issues related to assessment. - You will become familiar with the ESL evaluation guidelines specified by the Ministre de lducation, du loisir, et du sport (MELS) and apply such knowledge to the development of various performance-based/competency-based assessments. - You will participate in a guest lecture/workshop lead by an experienced ESL teacher who will share her evaluation experiences and tips about how to evaluate based on a performancebased/competency-based system of evaluation. - You will receive practice in how to construct different performance-based assessment instruments such as rubrics, rating scales, and checklists. - You will compare and evaluate the use of two different speaking assessment instruments by assessing the speaking performance of two learners performing an interactive task. - You will perform an oral presentation in small groups by defining a specific type of assessment instrument, by outlining its strengths and weaknesses, and by demonstrating examples. - You will develop your English communicative and interactive skills and improve your overall English ability. - You will enjoy the course and develop an enthusiasm for teaching English as a second language.

Evaluation:
1. Homework and Active Participation (30%) 2. Assessment Instrument Oral Presentation [in groups of 3 or 4] (25%) 3. Assessing Interactive Speaking Mini-research Assignment [in pairs] (15%) 4. Final Exam (30%)

Letter Grade
A+ A AB+ B BC+ C CD+ D E

Number Grade Per Cent

92% + 88-91% 85-87% 82-84% 78-81% 75-77% 72-74% 68-71% 65-67% 62-64% 60-61% 0-59%

Grade Point Average

4.3 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0

Workload
There will be required reading for most weeks during the semester. Some of these will also involve the completion of written homework. Although the workload for the course will differ depending on the week, you should save on average between 2-4 hours of out-of-class time to prepare for each class.

Attendance Policy
Attending classes and being on time assumes a great importance for this course because:
- It is an essential requirement that will help you to successfully pass the course. - As future educators and/or teachers, it is important for you to be responsible and therefore for you to be punctual and to be consistent in class attendance. - Arriving late disrupts the class and prevents other learners from learning. - You will learn many things and you will enjoy the classes.

* If you are going to be absent:

(1) inform the instructor by email beforehand if the absence is anticipated (if you miss a class unexpectedly due to illness, please contact the instructor as soon as possible after the absence) (2) make sure that you still hand in your homework on time (late penalties will apply see below) (3) get a classmate to tell you what we did in class and what your homework is and to collect any materials that were given (do not ask your teacher about such matters it is your responsibility to get a classmate to do this for you)

* Excessive absences will likely result in failure for the course.

Late Submissions
For all homework and assignments late penalties will be applied based on the following guidelines: * 5% penalty for same day lateness (until midnight of the same day) * 20% for next day lateness * not accepted after the next day

Homework and Active Participation (30%)

Written Homework (20%): Homework during the semester will be divided into two types: (1) reading homework and (2) written homework. For reading homework there will be no written homework to complete; you just do the reading and become familiar with the material to help you prepare for in-class discussions (usually based on guiding questions which are outlined in the student booklet and on Moodle). Occasionally, meanwhile, you will be asked to complete written homework and these will count for 20% of your overall grade. You will either be given some questions to answer based on a reading or you will be given some type of written task. These are outlined in the student booklet and are also available for download on the course website (Moodle). You will also need to upload your answer sheet on Moodle before the scheduled class begins. In addition, you must bring at least one typed physical copy of your completed homework to class (this will be useful for your own reference during class discussions). Your typed physical copy will be collected by Glen during class time and will also count towards your overall participation grade. It is your responsibility to learn how to use the Moodle system for uploading your assignments. If under the rare case of a technological failure, simply bring an extra physical copy to class and give to your instructor as proof of completion (but you will still need to upload the assignment on moodle after class if the uploaded version is different from the original copy given in class only the original will be used for evaluation). Written homework will be evaluated based on the following scale:
Not Completed (0 points) Partially Completed (1 point) Fully Completed (2 points)

fully completed = answering all questions, fully answering each question, and if applicable answering in your own words and expressing personal voice partially completed = not answering some questions; not fully answering the questions; overly brief answers, and if applicable not answering in own words or expressing personal voice * See academic honesty section outlined at the end of the syllabus to avoid the problem of plagiarism and a possible F grade for the assignment and/or for the course.

Active Participation (10%): In order to create a positive, motivating, respectful, and trusting environment, your active participation will be important. This is based on:
- Being well-prepared for class discussions by completing your written homework and bringing a physical copy. - Being well-prepared for class discussions by demonstrating a good knowledge of the reading homework. - Being alert in class and listening attentively and respectfully to the professor and to other classmates. - Not chatting amongst yourselves when the instructor or a fellow student is addressing the class. - Turning off your cell phone before entering class and not using or looking at it during class time. - Using your laptop and/or other electronic devices for educational purposes only. - Bringing your student booklet (photocopy pack) to class.

* In order to become familiar with self-assessment as an assessment tool, you will also fill out a self-assessment reflection form on your level of class participation in week 5 of the semester that will count towards your written homework grade (also based on the completed scale). The form will be available on Moodle and it is also at the back of the student booklet.

Assessment Instrument Oral Presentation (25%)

In order to gain knowledge and experience in developing assessment instruments you will, in small groups of 3 or 4, be responsible for preparing a 25-minute oral presentation about one of the following 9 types of assessments: 1- Selected response tests (multiple choice, true-false, matching) 2- Constructed response tests (fill-in/gap-fill, cloze, c-tests, transformation, dictation, short answer) 3- Portfolios 4- Self-assessments 5- Conferences 6- Performance-based speaking tasks (Monologic description, story retelling, oral presentation) 7- Performance-based speaking tasks (Interactive interview, role play, interactive task) 8- Performance-based writing tasks (compositions) 9- Journals Students will form their own groups. In Class 3 (September 13th), students will inform Glen about the composition of their groups and will then be assigned one of the 9 assessment instruments through a lottery. Groups will then prepare their presentation through helpful readings and through conferences with Glen. The presentations will be spread out over the semester. For more detailed information about this assignment, including specific dates, the content to be included, helpful guidelines, and evaluation criteria, see the end of the student booklet.

Evaluating Interactive Speaking Mini-Research Assignment (15%)

In order to gain practice in evaluating interactive speaking and in order to compare different types of speaking assessment instruments you will first, by working in pairs, video record two ESL learners performing a picture gap task. The ESL learners you choose cannot be native-speakers of English (nor fluently bilingual) and can be anybody that is convenient for you to locate including friends and family and including adults, adolescents, or children (keep in mind, however, that the picture gap task works better with adolescents and adults if having children as your participants is very important to you then an alternate picture-gap task can be given to you). You and your partner will then each evaluate the learners based on two different speaking assessment instruments (one provided by Glen and one created by you). You will then write a short report comparing your evaluations and the two speaking assessment instruments. For more detailed information about this assignment, including due date, the content to be included, helpful guidelines, and evaluation criteria, see the end of the student booklet.

Final Exam (30%)

Your final exam will be a take home exam and will consist of designing an assessment plan based on a thematic unit/chapter from a MELS-approved textbook for Cycle 3 Elementary school (a copy of the chapter will be given to you in class a few weeks before the end of class). You will incorporate in your plan some of the assessment types that we have learned about in the course. You can choose to work alone, in pairs, or in a group of three. The final exam, including its content, requirements, and evaluation it outlined and explained in detail at the back of the student booklet.

Academic Honesty:
While most students pursue their academic work in an honest fashion, it is important to be aware that academic dishonesty is a serious offence and that luniversit de Sherbrooke has a strict policy on plagiarism (leading to an F grade for the assignment and/or for the course). Academic dishonesty includes the following offences:
Taking language from the internet, a book, a classmate, a previous student, or other source and claiming it to be your own language and idea for an answer to a homework or assignment question (any language or idea taken from another source must be put in double quotation marks and referenced using APA style see below for an example of referencing). Turning in homework and assignments with answers to questions that use the exact same words and ideas as another classmate who did the same homework/assignment (at least for questions which ask for your own thoughts and ideas). Turning in the same written assignment, even in a different version, for two different courses without the permission of both professors involved.

Example of referencing: Brown believes that intrinsic motivation is more powerful than extrinsic motivation because the behavior stems from needs, wants, or desires within oneself, the behavior itself is self-rewarding and no externally administered reward is necessary (2007, p. 68). End of paper list of references: Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). White Plains: Longman.

Evaluative Feedback
Students will be provided with written feedback for all the major assignments and for most of the written homework (usually within a week after the due date). Following evaluation of the last major assignment (take home final exam), students will also be provided with a breakdown of their final grade. Feedback will be communicated individually via the Moodle site.

Powerpoint Files:
Important powerpoint slides used during lectures will be posted on Moodle following each class. Powerpoint files and other materials used by students for their oral presentations will also be posted on Moodle (by Glen) after the presentations for class sharing.

Development of Professional Competencies

Competencies
Competency 1: To act as a professional inheritor, critic, and interpreter of knowledge.

Key Features
- Situates the disciplines basic points of understanding and concepts in order to facilitate significant and in-depth learning. - Communicates ideas concisely using precise vocabulary and correct grammar. - Is able to support his or her ideas and argue his or her subject matter in a consistent, effective, and respectful manner during discussions. -Uses appropriate language when speaking to peers.

Application within the Course

- Reading/writing homework - Assessment Instrument Oral Presentation - Final exam

Competency 2: To communicate clearly in the language of instruction, both orally and in writing.

- Active participation - Reading/writing homework - Assessment Instrument Oral Presentation - Assessing speaking mini-research - Final exam

Competency 3: To develop teaching/learning situations.

- Bases the selection and content of teaching elements on data drawn from recent pedagogical research. - Plans learning situations that provide opportunities to apply competencies. - Anticipates obstacles to learning posed by the content to be taught.

- Assessment instrument oral presentation - Final exam

Competency 4: To pilot and practice teaching/learning situations.

- Creates conditions in which students can engage in meaningful tasks or projects. - Guides students in interpreting and understanding the requirements of a task or project.

- Assessing speaking mini-research - Final exam

Competency 5: To evaluate student progress in learning the subject content and mastering the related competencies. Competency 8: To integrate information and communications technology (ICT) in the preparation and delivery of teaching/learning activities and for professional development purposes. Competency 10: To cooperate with members of the teaching team in carrying out tasks.

- Designs or uses tools to evaluate student progress and mastery of competencies.

- Reading/writing homework - Assessment Instrument Oral Presentation - Assessing speaking mini-research - Final exam - Assessment Instrument Oral Presentation - Final exam

- Communicates using various multimedia resources. - Uses ICT effectively to search for, interpret and communicate information. - Cooperates in an active and ongoing manner.

- Active participation - Assessment Instrument Oral Presentation - Assessing speaking mini-research - Final exam - Active participation - Reading/writing homework - Assessment Instrument Oral Presentation - Assessing speaking mini-research - Final exam

Competency 11: To engage in professional development individually and with others.

- Reflects on his or her practice. - Involves peers in research.

Books/Websites on Language Assessment and Testing:

Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessment (2nd ed.). Upper Saddle River, NJ: McGraw-Hill. Coombe, C., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. Ann Arbor: The University of Michigan Press. Genesee, F., & Upshur, J. H. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press. Law, B., & Eckes, M. (2007). Assessment and ESL: An alternative approach. Winnipeg, Manitoba: Portage and Main Press. O'Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. White Plains, NY: Addison-Wesley. Valdez-Pierce, L. (2003). Assessing English language learners. Washington: National Education Association. http://languagetesting.info/

Course Schedule:
The course schedule, reading material, and homework assignments are subject to change. Changes will be announced in class and on the course website; therefore, students are responsible for noting any possible changes. Except for MELS documents (available on Moodle), all of the reading material will be either in the Brown book or in the student booklet. Copies of the homework assignments are available in the student booklet and on the course website.

Class/Topics
Class 1 (August 30): - Getting to know each other - Getting to know the course - Basic assessment concepts Class 2 (September 6): - Assessment terminology - Types of tests - Approaches to assessment

Reading Material/Homework/Assignments

Course Syllabus H.D. Brown chap. 1 (p. 1-24) Bailey reading (p. 74-84) * Syllabus Quiz * Reading homework

Class 3 (September 13): - Approaches to assessment (contd) - Assessment Principles

* practicality * reliability * validity * authenticity * washback

H.D. Brown chap. 2 (p. 25-51) H.D. Brown chap. 6 (p. 123-126) * Written homework based on readings * Inform Glen about group members for oral presentations

Class 4 (September 20): - Assessment/test items

No required reading

Class 5 (September 27): - Assessment/test items (continued)

No Required Reading * Self-assessment class participation

Class 6 (October 4): - Basic statistical concepts

J.D. Brown and Rodgers reading (25 pages) * Written homework based on reading * Selected response tests oral presentation

Class 7 (October 11): - Using statistics for assessment

Bailey reading * Reading homework * Constructed response tests oral presentation

Class 8 (October 18): - Alternative assessment

* portfolios * journals * conferences * observations * self-assessment * performance-based/competency-based assessment

H.D. Brown chap. 6 (p. 122-155) * Reading homework

No Class October 25 - Reading Week Collection of Rubrics section of the student booklet MELS Documents Frameworks for Evaluation (in booklet) * Written homework based on reading * Portfolios oral presentation * Self-assessment oral presentation

Class 9 (November 1): - Performance-based and competencybased assessment

* rubrics * rating scales * checklists

- MELS guidelines

Class 10 (November 8): - Performance-based and competencybased assessment (continued) - MELS guidelines

Collection of MELS documents (on Moodle) * Written homework based on the MELS documents * Conferences oral presentation

Class 11 (November 15): - Performance-based and competencybased assessment (continued) - ESL teacher guest lecture

No required reading * Assessing interactive speaking mini-research assignment Guest Lecture: Marie-France Lger (LES Presentation)

Class 12 (November 22): - Assessing speaking

No required reading * Monologic speaking tasks oral presentation * Interactive speaking tasks oral presentation Harmer Correcting (p. 108-124) / Journal writing (p. 125-133) * Written homework based on reading * Assessing writing oral presentation * Journal writing oral presentation

Class 13 (November 29): - Assessing writing - Journal writing

Class 14 (December 6): - Assessing writing/journals (contd) - Take home final exam

No required reading In class, students can meet with Glen to share their ideas about their take home final exam.

Final exam period (December 12-22)

* Take home final exam due Tuesday December 20th 5:00 PM