Formal or informal

Diagnostic, formative, or summative

Classroom-based, common, or large-scale

Low-stakes, medium-stakes, high-stakes (how important tests are)

Teacher-made, published, standardized (how reliable materials are)

Criterion-referenced or norm-referenced (standard-based, comparing averages of students such as TOEFL, how related your score are in your countries)

Performance assessment, knowledge test, skill test

Test (WIDA, TOEFL, IELTS, TOEIC)

Survey

Interview protocol

Observation protocol

Performance

Rating scale, rubric

Checklist

Curriculum-related tests: Admission test, Placement test, Progress test, Achievement test

Non-curricular tests: Screening test, Proficiency test

Discreet-point test

Integrated test (Speaking, writing, listening, reading)

Selected response (multiple-choice, matching, true-false)

Limited production (fill-in-the-blank, sentence combining)

Deletion-based (close test, C-test)

※C-test: a tool to assess general language skills in different languages

Translation

Extended production (I've never experienced in Japan)

Need to compare these assessment tools to what is used in Japan

What types of tests are provided in Japanese school or college?

Define assessment

Identify and define the principles of assessment

Analyze rubric for assessing speaking skills.

Plan speaking assessment tasks.

Roles of speaking assessment:

Training staff to use the rubric and coaching teachers how to use it for instructing English learners, designing learning tasks, and differentiating content assessment for them.

Placement testing (determining the academic skills of entering students)

Diagnostic assessment (a pre-assessment that helps teachers identify students' strengths, weaknesses, knowledge, and skills before teaching)

Exit evaluation

Achievement assessment (SAT-Standards Admissions Test, ACT- American College Test)

Proficiency assessment (IELTS, TOEFL, TOEIC)

Practice feedback strategies.

Practice teacher talk moves.

Try out quick assessment activities.

Strategies: recast, request clarification, elicit self-correction, gesture for self-correction, explicitly correction

Lauren and I did feedback presentation for request of clarification and elicit self-correction using a gesture or sign. Here is what we did:

• Lauren: "what is necessary for the good friend?"

• Me: *"They must honest, they must kind, and they should friendly."

• Lauren: "Say that again?" (Request of Clarification)

• Me: "They must be honest, they must be kind, and they should be friendly."

Lauren was a role of a teacher and I did a student. In the first feedback way, Lauren said, "Say that again?" to correct what the student (me) answered. Another feedback she did was to use a gesture of finger snap. It means that the student missed something to say. Through the finger snap, he realized that he skipped be-verb after modal verbs.

Strategies: Revoice, connect, elaborate meaning, model, echo model, reformulate in academic language, embed definitions, unpack idioms and figurative language

On an activity, our pair was trying to use two strategies which were revoice and connect. But there was no chance to present.

Our pair: Reading prompts

Reading prompts: see the file

These prompts help students understand the topic and what the reading says before reading the whole. In general, each paragraph has the main sentence that has important information. Even if you don't read the whole reading word by word, you can know what the passage says. Also, it helps students relate their knowledge to the topic the reading says. Readability is also necessary to find how much they will need help to read or how many unknown words there are.

Each prompt is necessary to know and use in class.

Realize how these prompts help students.

Speaking to an assessor

Speaking to an interlocutor in the presence of an assessor

Speaking to another learner

Speaking to a group

Warm-up before an interview is necessary.

Start with general topic such as name, country, and age.

Praising is another strategy.

Do not give too much scaffolding.

No rush to ask questions.

Do not interpret what students say.

Assess students' communication skills.

It is like a doctor!

Plan writing assessment tasks

Articulate principles for feedback on student writing

In charge of planning a writing placement assessment.

Giving a diagnostic assessment in your writing class.

Responsible for planning an exit portfolio for your EL students.

Developing a system to give useful feedback to students on their writing.

Developing instruction to support student success on high-stakes, standardized writing assessment (TOEFL, IELTS).

Clarity: Brief, succinct directions; easy to get started writing

Validity: Writers on every ability level can respond confortably

Reliability: Multiple raters scoring independently can agree on score

Interest: The writers can engage writing with genuine concerns/ideas

Hobby

Classroom topic

Customs and traditions back home

Who is your favorite person?

Definitely not political/sexual things/private

It is easy to focus on errors.

• Errors are salient.

It is a mistake to focus on errors.

• Students are easily discouraged and demotivated.

Teachers need to a broader approach to responding to student writing productively.

Analyze tools for assessing reading subskills.

Evaluate the readability of texts.

Discuss characteristics of portfolios and describe the ways you use or would like to use them in your class.

Create a self-assessment tool.

Portfolios are learners centered.

They should represent what students are doing to learn.

Their purpose is to depict a multi-dimensional perspective on student growth over time.

They give students an opportunity to take responsibility of their learning and to monitor their progress towards achieving their learning goals.

Showcase (best work)

Collections (all work)

Assessment (reflections of learning goals with student work, self-assessment, teacher assessment)

Seesaw: like Facebook for kids

Book Creator (for older students): to write any language to depict classes

Flipgrid: to make a video and get comments from classmates

Google Classroom

Google Slides

Holistic

Analytic

Task Specific

Interpret scenarios that reveal key issues in assessment.

Apply the principles of assessment to high-stakes testing.

EOC (End-of-course exams)

ACT, SAT, GRE

MAP testing, annual subject testing

TOEFL, IELTS

Validity

Reliability

Practicality

Washback

Equivalency

Fairness

The process of planning, gathering, analyzing, and interpreting data for decision making

"A combination of all formal and informal judgements and findings that occur inside and outside a classroom"

Tests are a form of assessment.

Assessment as learning: most personalized as it recognizes students as an important data source. It occurs when students are their own assessors when they monitor their own learning, ask Qs, and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

Lau Plan

English Language Proficiency

Screener

Holistic Scale

Identification

Designed English Language Development

Notification

Placement

IAP: Individualized Academic Plan

LIEP: Language Instruction Educational Program

Formative Assessment

The Civil Rights Act of 1964. Title VI

Equal Educational Opportunities Act (amended 1974)

Every Student Succeeds Act of 2015

Lau v. Nichols (1974)

• A unanimous decision that upheld children's right to have access to basic English skills instruction.

Plyler v. Doe (1982)

The December 3, 1985 Memorandum of the Department of Education Office for Civil Rights - Castaneda Rule

Dear Colleague Letter of the U.S. Department of Justice and the U.S> Department of Education, 2015