EDLI 604: Second Language Assessment Principles
Prerequisite: EDLI 603 or permission of instructor
Credit Hours: (3)
Analysis of current testing methods for the second language classroom.
Detailed Description of Content of Course
This course allows students to utilize current second language testing practices. An emphasis is placed on the measurement
of specified course objectives. Contextualized testing is examined.
The following topics discussed:
1. Compare and contrast classroom and standardized assessments.
2. Identify and reduce language and cultural bias in classroom tests.
3. Develop a practical alternative assessment for content material.
4. Develop a rubric for evaluating student work.
5. Develop personal guidelines for grading ESOL students in mainstream Classrooms.
Goals and Objectives of the Course
The following instructional strategies will be utilized to meet course goals and objectives:
1. Learning to Read. Identify instructional strategies to teach ELL students.
2. Language Acquisition. Understand the principles, similarities, and differences of first and second language acquisition.
3. Culture. Provide participants with a multi-cultural perspective, knowledge about cultural groups, and opportunity to reflect on the role of students’ home cultures.
4. Writing. Consider writing activities with respect to the needs of ELLs.
5. Math. Learn how to assist ELLS in developing language skills through mathematics instruction.
6. Integrated Instruction. Integrate academic language development into content area lessons and connect lessons to other learning and to students’ lives and cultures.
By the end of the semester, a student in this course should be able to:
1. Identify feelings about taking tests
2. Compare and contrast classroom and standardized assessments
3. Identify sources of bias and how to reduce them.
4. Consider actions that will provide a more accurate measure of ELL
student leaning on tests and assessments.
5. Learn and practice rubric development with a focus on the needs of ELLs.
The course grade will be based on class participation, a test design project, peer critiques of tests, a midterm examination, and a final examination.
Other Course Information
Suggested texts for this course:
Faltis, C.(2006). Teaching English language learners in elementary school communities: A joinfostering approach. 4th edition. Upper Saddle River, NJ: Pearson.
Flynn, K. M., & Hill, J. D. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association of Supervision and Curriculum Instruction.
Grognet, A., Jameson, J., Franco, L., & Derrick-Mescua, M. (2000). Enhancing Enlish language learning in elementary classrooms. Washington, DC: Center for Applied Linguistics and Delta Publishing.
Rothenberg, C. & Fisher, C. (2007). Teaching English language learners: A differentiated approach. Columbus, OH: Pearson
Richard-Amato, P. A., & Snow, M. (2005). Academic success for English language learners: Strategies for K-12 mainstream teachers. White Plains, NY: Pearson.
Review and Approval