More information and handouts at http://larc.sdsu.edu/webinar-volker/

Presentation Description:

While the use technology in language teaching classrooms has become increasingly more common, fewer teachers are comfortable using technology as they assess leaner progress. In this webinar on assessing language using computer technology, I will outline ways in which technology can be used to help inform the assessment of language learners.

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More information and handouts at http://larc.sdsu.edu/webinar-brown/

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More information and handouts at http://larc.sdsu.edu/webinar-clementi/

Presentation Description:

Backward Design principles require that teachers begin unit planning by describing what they want students to know and be able to do by the end of the instructional unit. Teachers must describe how students will demonstrate that they can apply the grammar and vocabulary and cultural knowledge presented in the unit to real life situations. This webinar will outline a step-by-step process to create a standards-based performance assessment unit.

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More information and handouts at http://larc.sdsu.edu/webinar-brantmeier/

Description

Foreign/Second language (FL) reading is an outward manifestation of an inward process that cannot be observed, and it is also an ability that some language programs take for granted. This presentation will begin with a brief review of models that treat FL reading, and it will highlight the research that determines specific cognitive, linguistic, and affective contributions to FL reading capabilities. With this foundation, the presentation will move to a discussion about the assessment of FL reading. To date, research has not revealed the perfect test to measure reading comprehension, and consequently a variety of assessment tasks (recall, sentence completion, multiple choice, etc.) are utilized in order to capture a true depiction of the reading process. An explanation of the research on the merits and shortcomings of different assessment tests frequently used to measure reading skills and comprehension will be offered with corresponding suggestions for instructional practice. The presentation will conclude with findings and practical implications of two different studies that utilize self-assessment inventories and metacognitive questionnaires to diagnose strengths and weaknesses.

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What’s it About?

This webinar is about assessing second language speaking. At the start of the webinar I’ll talk a little bit about why we assess speaking – because it hasn’t always been the case – and cover some history of assessing speaking in the United States. Even though I’m from the other side of the pond, I’ve dug around quite a bit in developments in the US. We’ll quickly move on to talk about what we assess, particularly looking at “constructs” and “skills”. Clearly we can’t assess everything in one assessment or test, so we have to select what is most important for our students. Next we’ll look at how we can elicit the evidence we need to make judgments about the quality of learner talk, and this will involve looking at task types that we can use, and there are a small number of samples on a hand-out that we can discuss. When learners talk during a task, we have to be able to summarize the quality of the speech. To do that, we need to be able to “rate” or “score” the performance, using rubrics or rating scales – depending which side of the Atlantic you’re on! So we’ll look at different ways of doing that, and you’ll have the opportunity to evaluate and vote on the kind of rubrics you prefer. We’ll finish up by looking at the processes involved in designing assessment systems, and putting them into practice.

Who’s it For?

There is no assumption of prior knowledge of assessing speaking, although classroom experience would make the webinar much more useful! Nor is it aimed at people who design large-scale summative tests, as the ideas are as relevant to local formative assessment practices as well as summative assessment. At some points we’ll also be questioning some current practice that we find in standardized testing that just isn’t relevant to classroom learning. So it’s definitely for teachers, although people who work for assessment agencies would also find the overview interesting. It’s also for students studying for MA or PhD degrees, and I will be mentioning research that informs practice; but clearly, in just one hour it is impossible to get into research in detail.

To download the handouts visit http://larc.sdsu.edu/webinar-glenn-fulcher/

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October 27, 2011

Description:

In the era of No Child Left Behind, assessment is often associated with standardized testing. While there is an appropriate role for testing, it is important to develop balanced assessment systems that support, rather than just audit, learning (Stiggins, 2008). Timely and relevant feedback to students can significantly improve learning outcomes (Black and Wiliam, 1998) as well as informing instruction. This webinar will introduce an approach to language teaching and assessment built around CanDo statements and supported by an online formative assessment tool called LinguaFolio Online. This online tool allows learners to set goals, monitor progress towards those goals, and upload evidence to demonstrate that goals have been met. The result is a rich record of student work organized according to nationally recognized outcomes. The webinar will also include input from LinguaFolio users who will share their practical experiences and strategies for successful use in the classroom.

Carl Falsgraf is director of the Center for Applied Second Language Studies (CASLS) and the Oregon Chinese Flagship. His interests include assessment, community-based professional development, and online learning.

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Description:

The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.

Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.

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Audio in Arabic

Audio in Arabic

Audio in Arabic