This report summarizes and further develops ideas discussed at a national working session held on May 23, 2014, to examine issues and options associated with initially classifying English learners (ELs). It is the third in a series of guidance papers intended to support states in large-scale assessment consortia that are expected to move toward a…

This study investigates the validity of assessing L2 pragmatics in interaction using mixed methods, focusing on the evaluation inference. Open role-plays that are meaningful and relevant to the stakeholders in an English for Academic Purposes context were developed for classroom assessment. For meaningful score interpretations and accurate…

This paper, fundamentally a procedural paper, outlines pedagogical practices which others may want to adapt for their own purposes. We demonstrate how a strong form of task-based language learning and teaching (TBLT), classroom implementation of the CEFR, cyclical learning, and assessment fulfilling roles, such as informing the next learning…

Proficiency in English language and how it is measured have become central issues in higher education research as the English language is increasingly used as a medium of instruction and a criterion for admission to education. This study evaluated the English language assessment in the foundation Programme at the Colleges of Applied sciences in…

This study investigated the effectiveness of assessing young children's meta-cognition in different contexts (i.e., individual learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural meta-cognition in IL and PAL, TOM and language ability on children's cognitive performance…

The "Framework for High-Quality English Language Proficiency Standards and Assessments" (Framework) was conceived as a critical tool in states' efforts to ensure that their English learner (EL) students achieve English language proficiency (ELP) and, also, achieve at high levels academically. Building on the best knowledge from relevant research…

In textbooks, foreign (second) language reading proficiency is often evaluated through comprehension questions. In case, authentic texts are used as reading material, such questions should be prepared by teachers. However, preparing appropriate questions may be a very demanding task for teachers. This paper introduces a method for automatically…

Through example, shows that the accuracy of the assessment of language competence, performance, and dominance of the potentially bilingual student may be seriously impaired by inappropriate conditions of observation and lack of knowledge by the assessor. (TO)

This guide is intended to assist individual bilingual vocational training projects improve their approach to program evaluation. The guide presents an overall framework to be used by local project staff and evaluators to establish the scope of evaluation and give direction in meeting local evaluation needs. The guide does not provide a…

This paper examined the assessment of second-language proficiency in 157 research articles published in 5 language journals from 1988 through 1992, finding 4 major conventions for the assessment of language proficiency: (1) impressionistic judgment; (2) institutional status; (3) in-house measures; and (4) standardized test scores. (64 references)…

Discussion of media education focuses on a study conducted in Western Australian schools that assessed the level of understanding of the media among 15 year olds who had studied a formal media education syllabus. Highlights include gender differences, language differences, and correlation between television viewing hours and academic performance.…

Discusses factors pertinent to evaluating various language performances of elementary school children. (SW)

This participant's handbook for a workshop on selecting evaluation designs for bilingual programs presents group activities to facilitate learning about the selection process. The objectives of the workshop are to (1) identify the implied comparisons associated with frequently encountered evaluation questions, (2) select the most appropriate…

Areas of process evaluation which are crucial but often overlooked in determining exemplary bilingual education programs are presented. The process evaluation components discussed are: (1) needs assessment; (2) program planning; (3) commitment and competencies of staff; (4) nature and appropriateness of instruction and curriculum; (5) pupil…