1. Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that reflects way in which it was taught. Focus on what students can do instead of what they can’t do. Focus on what students can do instead of what they can’t do. Capture creative use of language by students. Capture creative use of language by students.

2. Summative vs. Formative Assessments Summative – tends to occur at the end of a course or end of a period of instruction. Summative – tends to occur at the end of a course or end of a period of instruction.  Final exam  Unit exam Formative – is ongoing; designed to provide regular feedback about students’ progress. Formative – is ongoing; designed to provide regular feedback about students’ progress.  Quizzes  Classroom activities

3. Characteristics of Standards-Based Authentic Assessment It is contextualized. It is contextualized. It mirrors the tasks and challenges faced by individuals in the real world. It mirrors the tasks and challenges faced by individuals in the real world. It engages students in meaningful communication. It engages students in meaningful communication. It requires a performance of some type. It requires a performance of some type.

4. Characteristics of Standards-Based Authentic Assessment It encourages divergent responses and creativity. It encourages divergent responses and creativity. It can be adapted to serve as either formative or summative assessments. It can be adapted to serve as either formative or summative assessments. It addresses at least one mode of communication (interpersonal, interpretive, or presentational). It addresses at least one mode of communication (interpersonal, interpretive, or presentational). It can be used or adapted to address goal areas and standards. It can be used or adapted to address goal areas and standards.

5. Interactive Model for Testing Tests should assess the students’ ability to: Apply the structures of the language in a meaningful context. Apply the structures of the language in a meaningful context. Use one’s comprehension of the text to produce something or express one’s self. Use one’s comprehension of the text to produce something or express one’s self. Express meaning in one’s own words. Express meaning in one’s own words.

6. Proficiency How well one is able to use the language meaningfully and with fluency when presented with a communicative situation.

7. Mastery (Achievement) How well one has learned a body of materials that was taught. How well one has learned a body of materials that was taught. Standardized tests tend to test an individual’s mastery of a body of information. Standardized tests tend to test an individual’s mastery of a body of information.

8. Prochievement Format Format that combines knowledge of grammatical structure (achievement) with proficiency along a continuum. Format that combines knowledge of grammatical structure (achievement) with proficiency along a continuum. Students are allowed some creativity in responding, but are provided some vocabulary to use while paying attention to grammatical structures. Students are allowed some creativity in responding, but are provided some vocabulary to use while paying attention to grammatical structures.

9. Prochievement Format May be oral or written. May be oral or written. Usually focus on a specific grammar point. Usually focus on a specific grammar point. Formats include: Formats include: –Role plays –Paired interviewed –Picture descriptions Focus on structure and limited creativity with the language. Focus on structure and limited creativity with the language. Examples can be found in Figures 11.4 and 11.5. Examples can be found in Figures 11.4 and 11.5.

10. Performance-Based Format This format requires students to demonstrate their level of competence by creating a product or a response, either individually or with others. This format requires students to demonstrate their level of competence by creating a product or a response, either individually or with others. Uses prompts that can be questions or scenarios that require the student to find relationships among concepts. Uses prompts that can be questions or scenarios that require the student to find relationships among concepts. Used for assessing global (holistic) communication. Used for assessing global (holistic) communication. May be oral or written. May be oral or written.

11. Performance-Based Format Does not specify L2 words to use in the response. Does not specify L2 words to use in the response. There is much more flexibility in response than with prochievement test items. There is much more flexibility in response than with prochievement test items. There can be more than one right answer. There can be more than one right answer. Examples: Figure 11.6, Figure 11.7, PALS Project on pp. 336 and 367 of text, Task- Based instruction activities in Chapter 8 and 9 of text. Examples: Figure 11.6, Figure 11.7, PALS Project on pp. 336 and 367 of text, Task- Based instruction activities in Chapter 8 and 9 of text.

12. Interactive Model for Assessing Interpretive Communication This strategy assesses interpretive reading, listening, and viewing. This strategy assesses interpretive reading, listening, and viewing. Learners demonstrate literal comprehension of key information in the text, develop inferences, and share their personal points of view. Learners demonstrate literal comprehension of key information in the text, develop inferences, and share their personal points of view. This format can test learners on their interpretive listening/reading/viewing abilities; grammatical, lexical, and cultural knowledge; ability to interact with the text; and presentational writing, all within the framework of a real context. This format can test learners on their interpretive listening/reading/viewing abilities; grammatical, lexical, and cultural knowledge; ability to interact with the text; and presentational writing, all within the framework of a real context.

13. Interactive Model for Assessing Interpretive Communication A text-based test item requires the students to find factual answers to specific questions using information from the text. A text-based test item requires the students to find factual answers to specific questions using information from the text. An item that focuses on reader-based processing will requires the student to make inferences, formulate main ideas, or to evaluate the text. An item that focuses on reader-based processing will requires the student to make inferences, formulate main ideas, or to evaluate the text. The above items can also be modified when using video or audio clips. The above items can also be modified when using video or audio clips. Examples: Bottom of p. 369 and top of 370 of text; Interactive Text Item from German test. Examples: Bottom of p. 369 and top of 370 of text; Interactive Text Item from German test.

14. Authentic and Standards-Based Assessment Tests the learner’s knowledge and abilities in real- world situations. Tests the learner’s knowledge and abilities in real- world situations. Requires judgment and creativity. Requires judgment and creativity. Provides the greatest amount of creativity and proficiency in the language. Provides the greatest amount of creativity and proficiency in the language. Asks the student to perform rather than recite information. Asks the student to perform rather than recite information. Simulates the contexts in which adults are “tested” in the workplace so that students address an actual audience. The teacher is not the only audience. Simulates the contexts in which adults are “tested” in the workplace so that students address an actual audience. The teacher is not the only audience.

15. Authentic and Standards-Based Assessment Authentic tests are like performance-based tests except that they have the additional dimension of a real-life context and audience. Authentic tests are like performance-based tests except that they have the additional dimension of a real-life context and audience. Authentic tasks require students to create their product with a specific audience in mind. Authentic tasks require students to create their product with a specific audience in mind. Authentic tasks reflect real-life challenges. Authentic tasks reflect real-life challenges. Example: Figure 11.10 on p. 372. Example: Figure 11.10 on p. 372.

16. Portfolios Research has indicated that the instructional value of portfolios comes from the process of the students assembling and maintaining a personal portfolio. Research has indicated that the instructional value of portfolios comes from the process of the students assembling and maintaining a personal portfolio. Ideally, portfolios encourage students to critically think about what has and is being learned. Ideally, portfolios encourage students to critically think about what has and is being learned.

17. Guidelines for Using Portfolios Content should reflect course objectives. Content should reflect course objectives. Students should date everything that goes into their portfolio. Students should date everything that goes into their portfolio. Determine what materials are to be included and criteria for inclusion and promptly share that information with the students. Determine what materials are to be included and criteria for inclusion and promptly share that information with the students. Give students the responsibility for portfolio maintenance. Give students the responsibility for portfolio maintenance.

18. How to Test Students Orally Test only part of the class orally on each chapter or unit, ensuring that at the end of the grading period every student has been tested the same number of times. Test only part of the class orally on each chapter or unit, ensuring that at the end of the grading period every student has been tested the same number of times. Conduct oral testing over several days. Conduct oral testing over several days. While conducting oral testing, have the rest of the class complete a reading or writing activity. While conducting oral testing, have the rest of the class complete a reading or writing activity.

19. How to Grade Oral Tests Decide what you are going to test (grammatical accuracy, communication of meaning, fluency, etc.). Decide what you are going to test (grammatical accuracy, communication of meaning, fluency, etc.). Develop a rubric. Develop a rubric. Inform students of the criteria ahead of time. Inform students of the criteria ahead of time. Inform students of the purpose of the testing situation and describe what they will be expected to do with the L2. Inform students of the purpose of the testing situation and describe what they will be expected to do with the L2.