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Why assess? And what will I do with the results? This book examines classroom assessment (not standardized assessment) through the lenses of three ESL teachers from across the United States.
The teachers face a number of challenges particular to their individual situations, and other challenges common to all U.S. public school teachers. Most important, this book views teachers as the people best able to make their students successful. The decisions they make about assessments in the areas of literacy, oral language, and content-specific language development result in actionable information. Short reflections, jargon sidebars, and chapter activities make this an enjoyable, user-friendly resource for teachers in any classroom.
About the author
Timothy L. Farnsworth began his career as an English teacher in South Korea, at Kyung Hee University, and later taught English in a wide range of situations in Kyoto, Japan and Los Angeles, California. He holds a PhD in Applied Linguistics from the University of California, Los Angeles. During this time, he also did research for the UCLA branch of the Center for the Study of Evaluation, coauthoring several papers on the assessment of younger students. His research interests focus on the assessment of oral language ability, performance assessment, and the relationships between mathematics and science knowledge and young learners' developing language abilities. He is currently Assistant Professor of TESOL at CUNY Hunter College in New York City, where he teaches language assessment and other teacher preparation courses at the graduate level.
Margaret E. Malone is Senior Testing Associate at the Center for Applied Linguistics and directs projects related to language test development and research. Her current areas of interest include oral proficiency assessment and program evaluation as well as improving understanding of language testing by educators. Her current projects include a research study of user beliefs about the Internet-based TOEFL, development of online courses to increase educators' knowledge of language assessment and development of the multimedia rater training program for Arabic. Dr. Malone received her Ph.D. from Georgetown University and has directed language testing for Peace Corps-Worldwide and taught language testing and teaching methods at American University and Georgetown University. From 1995-2001, she was a member of the TESOL Standards and Assessment Committee that developed Scenarios for ESL Standards-Based Assessment.
Summary
Why assess? And what will I do with the results? This book examines classroom assessment through the lenses of three ESL teachers from across the US. The teachers face a number of challenges particular to their individual situations, and other challenges common to all US public school teachers.
