Project language assessment meeting 7
STANDARDS BASED ASSESSMENT
In the previous chapter, you Saw that aku standards test is an assessment instrument for which there are uniform procedure for administration, design, scoring, and reporting. It is also a procedure that, through repeated administration and Ongoing research, demonstrates criterion and construct validity. But a third, andpehaps the most important, elemeant of standardized Testing is the presuppositions of an accepted set of standards on which to base the procedure.
.
ELD STANDARDS
The process of designing and conducting appropriate periodic reviews of ELD standards involves dozens of Curriculum and assessment specialist, teachers, and researchers (Field, 2000; Kuhlam, 2001). In Creating such benchmark for accountability ( O'Malley & Valdez Pierce, I996), there is a tremendous responsibility to carry out a Comprehensive study of a number of Domains
a. Literally thousand of categories of language ranging from Phonology at one end of a continuum to discourse, pragmatics, functional, and sosiolinguistic element at the other end;
b. Specification of what ELD student need are, at thirteen different grade levels, for succeeding in their academic and social development;
c. a consideration of what is a realistic number and scope of standards to be included within a given curriculum.
d. a separate set of standards (qualifications, expertise, training) for teachers to teach ELL) student successfully in their classroom ; and
e. a through analysis of the means available to assess student attainment of those standards.
ELD ASSESSMENT
The development of standards obviously implies the responsibility for correctly assesing their attainment. As standards based education became more accepted in the 1990s. School system across the united States found that the standards test of past decades were not in line with newly developed standards.
CASAS AND SCANS
at the higher level of education ( Colleges, community colleges, adult school language a school, and workplace setting), standards based assessment system have also had an enormous impact. The Comprehensive aduit student assessment system ( CASAS), for example, is a program designed to provide broadly based assessment of ESL curricula across the United States.
. TEACHER STANDARDS
In addition to the movement to create standards for learning an equally strong movement has emerged to design standards for teaching . Cloud (2001, p. 3) noted that a student perfomance [on assessment] depends on the quality of the instrutional program provided, which depends on the quality of profesional development. Kuhlman (2001) emphasized the importance of teacher standards in there domains:
a. Linguistic and language development
b. Culture and the interrelationship between language and culture
c. Planning and managing instruction.
THE CONSEQUENCES OF STANDARDS BASED AND STANDARDIZED TESTING
A couple of decades ago I had the pleasure and challenge of serving on the TOEFL Research committee. Among other things, it was a good opportunity to hear son of the inside stories about the TOEFL. One those stories as told by Russel Webster (personal Communication), illustrates the high stakes nature of global marketed standardized test.
1. Test Biass
It is no secret that standardized test involve a number of types of tes bias. That bias comes in many form; language, culture, race, gander, and learning styles ( Medina & Neill, 1990).
2. Test Driven Learning and teaching
Yet another consequence of standardized testing is the danger of test driven learning and teaching. When student and other test takers know that one single measure of perfomance will determine, their lives, they are less likely to take a possitive attitude toward learning.
ETHICAL ISSUES: CRITACAL LANGUAGE TESTING
One of the by Products of a rapidly growing testing industry is the danger of an abuse of power. In a special report on fallout from the testing explosion, Medina and Neill ( 1990, p. 36) noted:
Unfortunately, too many policymakers and educators have igmored the complexities of testing issues and the obvious limitations they should place on standardized test use. Instead, they have been seduced by the promise of simplicity and objectivity. The price which has been paid by our school and our children for their Infatuation with test is high.
Reference
Kohn,Alfie. 2000. The case against standardized testing. Westport, CT: Heinemann.
Hamp-Lyons, liz. (2001). Ethics, fairness(es), and developments in.Janguage testing. In Catherine Elder (Ed.), Experimenting with uncertainty: Essays in honour of Alan Davies (pp. 222-227). (Studies in Language Testing #11). Cambridge: Cambridge University Press.
In the previous chapter, you Saw that aku standards test is an assessment instrument for which there are uniform procedure for administration, design, scoring, and reporting. It is also a procedure that, through repeated administration and Ongoing research, demonstrates criterion and construct validity. But a third, andpehaps the most important, elemeant of standardized Testing is the presuppositions of an accepted set of standards on which to base the procedure.
.
ELD STANDARDS
The process of designing and conducting appropriate periodic reviews of ELD standards involves dozens of Curriculum and assessment specialist, teachers, and researchers (Field, 2000; Kuhlam, 2001). In Creating such benchmark for accountability ( O'Malley & Valdez Pierce, I996), there is a tremendous responsibility to carry out a Comprehensive study of a number of Domains
a. Literally thousand of categories of language ranging from Phonology at one end of a continuum to discourse, pragmatics, functional, and sosiolinguistic element at the other end;
b. Specification of what ELD student need are, at thirteen different grade levels, for succeeding in their academic and social development;
c. a consideration of what is a realistic number and scope of standards to be included within a given curriculum.
d. a separate set of standards (qualifications, expertise, training) for teachers to teach ELL) student successfully in their classroom ; and
e. a through analysis of the means available to assess student attainment of those standards.
ELD ASSESSMENT
The development of standards obviously implies the responsibility for correctly assesing their attainment. As standards based education became more accepted in the 1990s. School system across the united States found that the standards test of past decades were not in line with newly developed standards.
CASAS AND SCANS
at the higher level of education ( Colleges, community colleges, adult school language a school, and workplace setting), standards based assessment system have also had an enormous impact. The Comprehensive aduit student assessment system ( CASAS), for example, is a program designed to provide broadly based assessment of ESL curricula across the United States.
. TEACHER STANDARDS
In addition to the movement to create standards for learning an equally strong movement has emerged to design standards for teaching . Cloud (2001, p. 3) noted that a student perfomance [on assessment] depends on the quality of the instrutional program provided, which depends on the quality of profesional development. Kuhlman (2001) emphasized the importance of teacher standards in there domains:
a. Linguistic and language development
b. Culture and the interrelationship between language and culture
c. Planning and managing instruction.
THE CONSEQUENCES OF STANDARDS BASED AND STANDARDIZED TESTING
A couple of decades ago I had the pleasure and challenge of serving on the TOEFL Research committee. Among other things, it was a good opportunity to hear son of the inside stories about the TOEFL. One those stories as told by Russel Webster (personal Communication), illustrates the high stakes nature of global marketed standardized test.
1. Test Biass
It is no secret that standardized test involve a number of types of tes bias. That bias comes in many form; language, culture, race, gander, and learning styles ( Medina & Neill, 1990).
2. Test Driven Learning and teaching
Yet another consequence of standardized testing is the danger of test driven learning and teaching. When student and other test takers know that one single measure of perfomance will determine, their lives, they are less likely to take a possitive attitude toward learning.
ETHICAL ISSUES: CRITACAL LANGUAGE TESTING
One of the by Products of a rapidly growing testing industry is the danger of an abuse of power. In a special report on fallout from the testing explosion, Medina and Neill ( 1990, p. 36) noted:
Unfortunately, too many policymakers and educators have igmored the complexities of testing issues and the obvious limitations they should place on standardized test use. Instead, they have been seduced by the promise of simplicity and objectivity. The price which has been paid by our school and our children for their Infatuation with test is high.
Reference
Kohn,Alfie. 2000. The case against standardized testing. Westport, CT: Heinemann.
Hamp-Lyons, liz. (2001). Ethics, fairness(es), and developments in.Janguage testing. In Catherine Elder (Ed.), Experimenting with uncertainty: Essays in honour of Alan Davies (pp. 222-227). (Studies in Language Testing #11). Cambridge: Cambridge University Press.
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