Read The Following Chapters And Answer The Questions

Read The Following Chapterspages And Answer the Following Questions

Read the following chapters/pages and answer the following questions. 1. Brown, H. D. 2010. Principles of Language assessment, pp. 25-51. Consider what you read about the ‘principles of assessment.’ Then answer the following question: What are TWO (2) major considerations raised by the author regarding evaluation in the ESL classroom? How important is identifying the ‘critical questions’ for tests in the successful assessment of ESL students? Why are the notions of reliability and validity so important in assessment? Can you venture any insights as to some of the problems ESL students typically face with tests? What is ‘washback’ and why is it said to be so important (yet often overlooked)? Why are ‘objectives’ a fundamental consideration when constructing tests (p. 56-58)? 2. Villamil Tinajero, J & Hurley, S. R. 2001. Assessing progress in second-language acquisition, in Hurley & Villamil Tinajero, pp. 27-42. What were two (2) major ideas that you identified in the chapter by Villamil and Hurley? Consider Figure 2.2 (p. 36). Go to either Maryland’s School Curriculum (Common Core) or TESOL K-12 Standards (links found at Course Information, see “Assignments/ Activity Descriptions,” or simply Google it) and select one (1) standard (your choice) and briefly discuss the “what” and the “how” applicable to determine students’ progress in that standard. Explain how assessment of student’s second language acquisition can be integrated with instruction? Why would you say it is important that students develop native language literacy as they are acquiring English as a second language? 3. Flippo, R. F. 2014. Understanding standardized tests and quantitative data, pp. 15-40. Identify what you think are some major points made by the author in this chapter (1-3?). Briefly discuss any apparent connection to what you have been reading in the main texts. How is the chapter content relevant to you own practice when teaching/assessing ELLs? How would you address/ apply what you have read in your own present/ future praxis? At the end of each chapter you will find a section titled “Questions for reflection and response. †Choose any two (2) questions from this section to address. 4. * Gottlieb, M. 2006. Standards and assessment, pp. 23-39. Take time to write a reaction/ reflection to what the author says. What are some of the major concepts presented? Anything that was of particular interest to you? How so? What do you think about some of these ideas? Do you agree/ disagree with what the author states? Why? Elaborated briefly on your response. Could you identify any connections to what the authors in the other texts are saying? Any inferences or conclusions that you can draw based on your reading of this chapter? 5. Make a list of five (5) new terms you learned from your assigned readings. Write about two sentences defining each of these terms/ concepts.

Paper For Above instruction

The evaluation of English as a Second Language (ESL) students within classroom settings is a critical component of effective language teaching and learning. In her 2010 work, Brown emphasizes the importance of establishing clear principles of assessment, among which reliability and validity are paramount. Reliability refers to the consistency of assessment results over time, ensuring that tests produce stable and reproducible outcomes. Validity, on the other hand, pertains to the extent to which assessments accurately measure what they intend to measure, directly affecting the credibility of test scores (Brown, 2010). These notions are essential because they underpin the fairness and effectiveness of assessments, influencing instructional decisions and student progress evaluations.

Brown also discusses the significance of framing assessments with well-defined objectives. Clear objectives guide the construction of tests, ensuring alignment with learning goals and enabling accurate interpretation of results (Brown, 2010). Failure to specify objectives can lead to assessments that do not effectively measure desired skills or knowledge, thereby compromising the assessment’s purpose. Besides, the author highlights the concept of washback—the effect of testing on teaching and learning—in which assessments influence instructional behavior and student motivation. Washback is often overlooked, yet it is highly significant because it shapes classroom practices and learner attitudes, reinforcing or hindering language development (Brown, 2010).

Furthermore, Brown emphasizes that critical questions need to be identified when designing tests. These questions focus on the test’s purpose, the tested skills, and the appropriateness for the students’ context, which ensures the assessment's relevance and fairness. Inadequate consideration of these questions can result in assessments that do not accurately reflect student abilities or that are culturally biased. Additionally, students often encounter challenges in tests due to language barriers, unfamiliar test formats, and cultural differences, highlighting the need for assessments tailored to their linguistic and cultural backgrounds (Brown, 2010).

In the chapter by Villamil and Hurley (2001), there is an emphasis on tracking progress in second-language acquisition through formative assessment practices. They highlight the importance of integrating assessment seamlessly within instruction, allowing teachers to make informed decisions that directly influence teaching approaches. For example, in the context of a particular curriculum standard—such as the Common Core Standard for language—instruction and assessment must be connected, with formative assessments providing ongoing feedback regarding student understanding and growth (Villamil & Hurley, 2001). By aligning assessments with instructional goals, educators can better monitor and support students’ language development.

Another key idea discussed by Villamil and Hurley concerns the development of native language literacy alongside English acquisition. Maintaining and encouraging native language skills supports cognitive development, cultural identity, and facilitates the transfer of literacy skills to English learning (Villamil & Hurley, 2001). This bi-literacy approach enriches students’ overall language competence and provides a solid foundation for academic success.

Flippo (2014) addresses the importance of understanding standardized testing and interpreting quantitative data, highlighting the necessity of assessing the statistical reliability and validity of test scores. Major points include that standardized tests serve as tools for measuring student achievement across large populations and that understanding scoring, norms, and data interpretation is crucial for educators making informed decisions (Flippo, 2014). The connection to previous readings lies in the shared emphasis on appropriate assessment design and interpretation, as well as the importance of aligning tests with instructional objectives to support learning outcomes.

In practice, this understanding influences how teachers design, administer, and interpret assessments of English language learners. For example, recognizing the limitations of standardized tests allows teachers to supplement data with formative assessments and contextualized evaluations to form a comprehensive picture of student progress. Applying this knowledge involves critically analyzing test results and considering cultural and linguistic factors that may influence scores.

Gottlieb (2006) discusses the role of standards and assessment, highlighting the need for assessments to align with established standards to ensure consistency and clarity in educational goals. His major concepts include the importance of developing curriculum-embedded assessments that reflect standards and the influence of assessments on instructional practices. The chapter emphasizes that effective assessment is not just about measurement but also about shaping instruction and supporting student learning (Gottlieb, 2006).

Reaction to Gottlieb’s chapter reveals an appreciation for the integration of standards with assessment practices. It underscores the importance of continuous alignment between what is taught, what is assessed, and the standards set at various educational levels. Personal agreement exists with the view that assessments should serve as formative tools, guiding instruction rather than merely measuring outcomes. Connections can be made with Brown’s emphasis on objectives and validity, as well as Villamil and Hurley’s advocacy for ongoing assessment in instruction.

Finally, the new terminology I encountered includes:

1. Reliability: The degree to which an assessment produces consistent and stable results over repeated administrations or different contexts.
2. Validity: The extent to which an assessment accurately measures the intended skills or knowledge.
3. Washback: The influence that assessments have on teaching practices and student learning behaviors, often shaping classroom activities and curriculum focus.
4. Formative Assessment: A variety of assessment procedures used by teachers during instruction to provide feedback and guide ongoing teaching and learning.
5. Standards-based Assessment: Evaluation aligned with predetermined educational standards to ensure consistency and relevance to curricular goals.

References

• Brown, H. D. (2010). Principles of Language Assessment. Oxford University Press.
• Villamil Tinajero, J., & Hurley, S. R. (2001). Assessing Progress in Second-Language Acquisition. In Hurley & Villamil Tinajero, pp. 27-42.
• Flippo, R. F. (2014). Understanding Standardized Tests and Quantitative Data. Pearson.
• Gottlieb, M. (2006). Standards and Assessment. Lawrence Erlbaum Associates.
• American Educational Research Association. (2014). Standards for Educational and Psychological Testing.
• Popham, W. J. (2017). Classroom assessment: What teachers need to know. Pearson.
• Harlen, W., & Miller, J. (2009). Teachers’ formative assessment knowledge. Improving Schools, 12(2), 173-189.
• Council of Chief State School Officers. (2013). Common Core State Standards. CCSSO.
• TESOL International Association. (2017). TESOL K-12 Standards for English Language Learners.
• Luoma, J. (2004). Assessing Speaking. Cambridge University Press.