Bassoff, Tobey. \"A Time Effective

Bassoff, Tobey. "A Time Effective Approach to Assessing ELL/ESL Students." Teachers Network.Org. n.d. .

The need to develop adequate assessment strategies is addressed by Bassoff in this simple yet engaging piece. The author notes that assessment of ESL students is a necessary feature of life but as often happens it is difficult for the teacher to provide adequate evidence for the assessment that was made. To address this imbalance the author suggests three approaches that will provide the teacher with useful tools to manage recall and fact for the purpose of assessment. The suggestions include taking snapshots for each student on paper, using visual grids and engaging a student self-assessment graph. While the style of the article was simple, it provides a rich approach to a practical problem. The work was directed towards teachers and identified practical solutions to an ongoing nuisance. If the article could be faulted, it would be for the failure to identify any empirical support for the approaches suggested.

Burt, Miriam and Fran Keenan. "Adult ESL Learner Assessment: Purposes and Tools." ERIC Digest. n.d. .

The examination of assessment approaches to ESL was the major thrust of this article. The authors noted that a problem existed with assessment and that the problem was an ongoing issue. Commercially available assessment instruments or tests were identified as possible solutions to the problem. The test were described and examined for their usefulness as described by the authors. There was a clear thought that while the commercial tests have the benefit of some empirical testing, they also have weaknesses. The major weakness being that they lack reliability, thus they do not always measure what they purport to measure. Alternatives to the commercial tests were discussed. These approaches were considered to be more learner directed and therefore be more valuable as an assessment tool. This article was written for the ear of the teacher of ESL. The piece is lively and engaging in style; with a definite attention to providing details about available options. The authors unnecessarily included a paragraph on other measures of a program's success, on which they did not elaborate. This was essentially an unnecessary inclusion in an otherwise helpful work.

Curtis, Mary E. And Ann Marie Longo. "Evaluating and Communicating Progress." When Adolescents Can't Read: Methods and Materials That Work. Series: From Reading Research to Practice: A Series for Teachers. Vol. 1. Ed. Jeanne S. Chall. Newton, MA: Brookline. 2001. 43-47.

The reading problems of adolescents are explored in this dynamic and engaging compilation. The work commences with a narrative that is designed to provide the background to understanding the articles in the compilation. The premise is that there are many adolescents who attend school; but are not literate. The reader is reminded of the disadvantages teenagers who are unable to read suffer and the types of approaches that can be used to reduce this growing problem. The authors use a developmental approach to understanding the problems adolescents have with reading. The reader is provided with the components of an effective reading program, the journey is terminated with a consideration of classroom management. This is factored into the equation because of the additional problems that are created by poor classroom management. The teacher or interested administrator who reads this work will find it a treasure trove of resources and ideas. While not dealing directly with ESL the work is very useful as it suggests techniques that can be used that have been successful with adolescents. The challenge here is that the specificity of the work means that some of the conceptual pillars may not apply when dealing with persons from a different cultural orientation. The developmental approach is useful and thus this work finds a place primarily for the developmental approach to reading.

Einhorn, Kama. Easy and Engaging ESL Activities and Mini-Books for Every Classroom: Terrific Teaching Tips, Games, Mini-Books and More to Help New Students from Every Nation Build Basic English Vocabulary and Feel Welcome.

Scholastic: New York. 2001.

Ekbatani, Glayol and Herbert Pierson, ed. Learner-Directed Assessment in ESL. Erlbaum: Mahwah, NJ. 2000.

The concept of learner centered ESL curriculum is used as the basis to champion the need for more learner directed assessment. Using the work of other researchers the author advances a position that while there is a lot of talk about engaging learners in the development of assessment measures this activity remains largely the province of teachers. Thus this work focuses on the relationship between the learner and actual "language assessment processes" the work involves many of the key leaders in the discipline to address concerns such as identifying ways to advance self and teacher assessment, exploring mechanisms and mechanics of self-assessment and the concept of "self-repair" or personal correction. The remainder of the work focuses on the business of assessment with portfolios. This work is an excellent academic work and provides a more comprehensive evaluation and assessment of the issue of using portfolios. The one impediment may be that the engagement of the learner in the process appears to be limited to the use of portfolio assessment. The reader may leave without being complete convinced as to the veracity of this evaluation process. The work however provides excellent cover for the addition of some form of learner directed assessment to the process and does advance the debate positively.

Er, Eleanor. "Text Analysis and Diagnostic Assessment." Analysing English in a Global Context: A Reader. NYC: Routledge. 2001. 229-39.

Drawing on the work of the Australian Adult Migration Program (AAMP) the author identifies discourse analysis as an appropriate tool in the teaching of writing to persons who do not have an English base. The authors demonstrate how the teacher can analyze the learner's text and from that analysis identify the areas of weakness and strength. The author uses some text written by a student in the program and demonstrates in an active manner how this text should be explored. Elements such as thematic development of the work and logical relations are used to highlight components that are imperative to the assessment. A reference system is used to keep an account of "participants" throughout the work. The author concludes with a reminder that work that may be considered excellent in a ESL context, might be lacking in the wider educational community. This work is written with teachers and learners in mind. The language is simple yet it captures the critical elements of what should be said. The examination of a very different type of assessment makes this very important in the overall landscape of the literature.

"ESL and Assessment." Shambles: The Education Project Asia (TEPA). Webkeeper: Chris Smith. n.d. .

The shambles site contains a host of ESL assessment tools and activities for teachers and students. These tools include language assessment reading scales that are available in English or Spanish. The Maculaitis (MAC II) test of English language proficiency provides testing for students in the K-12 these test also include an assessment of national norms. Additional resources include an internet picture library, online practice tests and links to multiple databases that provide additional support to both teachers and students. The site offers a comprehensive array of tools and resources. The challenge is that the organization of the tools in a categorical manner appears not to be completely intuitive and there could be additional support material. The somewhat casual style may be a put off for some persons.

Freeman, David E. And Yvonne S. Freeman. "Assessing Reading." Teaching Reading in Multilingual Classrooms. Portsmouth, NH: Heinemann. 2000. 83-95.

Reading is a very contemporary concern in today's classroom. The approach suggested by the Freemans provides a dynamic and innovate posturing of new techniques juxtaposed with proven traditions. The work is aimed at providing teachers with essential principles for teaching reading. The material is presented as a conclusive checklist that is supported with clear theoretical principles. The intent is that teachers will engage the checklist in the preparation of reading plans. Additionally the teachers will be able to engage in introspective work as they can self-assess what they are doing and do personal critiques. The highlighting of exemplary teachers and the manner in which they have successfully approached this task adds greater validity and usability to the work. The authors also take time to explore some of the knotty issues that plague reading from the perspective of parents, teachers, and administrators. This work was a refreshing and enlightening piece. It provides adequately for regular teachers and specialist teachers. Perhaps the most engaging component of the work is the highly practical approaches to getting the job done.

Forte, Imogene and Mary Ann Pangle. ESL: Games, Puzzles and Inventive Exercises. Incentive: Nashville, TN. 2001.

This work contains multiple exercises that are designed to build the language skills of non-English speakers. There are guides that assist in learning the language as well as practice exercises. The purpose of these exercises is to ensure that an array of foundational language skills is mastered by the student. Because the work is geared to the teacher accompanying each activity is a checklist of material and preparation information to ensure success. Of great benefit is the accompanying activity sheets that can be easily copied for use in the classroom setting. The work also goes even further by informing users through a presentation of the most important language skills to be learnt. This is supported by an excellent bibliography and answers to the questions. This book is an excellent resource for teachers and may even be used by some students based on their level of language competence. The work however could be more explicit in some areas as some of the directions are at times confusing. Additionally, there should be greater usage of online-based resources.

Frost, Richard. "Testing and Assessment." Teaching English: British Council, BBC. n.d. .

Frost draws on his personal experiences to demonstrate why testing does not work and what can be done to improve the assessment process. Testing becomes a problem because students may become nervous and other challenges. Testing is particularly problematic in ESL because students who cram to pass the test may not acquire the necessary language skills to be successful beyond the course. The author identifies multiple reasons for testing, many of which are very salient and show that testing will be around for a long time. Following this exposition on testing the reader is given a number of alternatives to testing from continuous assessment to teacher based assessment. The article strives for coverage of the subject rather than depth. The author appears to be focused on teachers mainly. The work however appears weak as a piece that could convince the reader of the need to relinquish testing. More support is given to testing than the alternatives to testing. The usefulness of the work is provided by its ability to give the reader a quick summary of the main contentions in the debate.

Gottlieb, Margo. Assessing English Language Learners: Bridges From Language Proficiency to Academic Achievement. Thousand Oaks, CA: Corwin. 2006.

This work is an engaging and dynamic scholarly work that draws the reader easily into the debate by presenting the variant positions with ease of style and clarity of thought. Gottlieb explores the contemporary situation by engaging the rival paradigms in the arena of educational assessment. The author also skillfully identifies and describes the linkages that must be created between those paradigms that must be produced if educators are to be successful. Of particular interest is the concentration on the changes that are occurring in both theory and practice and the necessary symbiosis that must occur between the two. Excellent coverage is done through a consideration of ELLs and the challenge of second language acquisition. The attention given to the documentation and the interpretation of the results of testing was well received. The interpretation of standardized testing provided the necessary conditions for further consideration. This work was directed toward teachers and administrators. The only weakness may be the inadequate assessment of standardized testing coupled with a hidden assumption that seemed to change subtly the role of the teacher in the teacher student relationship. However, this work is an excellent piece and is a good fit for the literature on assessment.

Grognet, Allene Guss and Judith Jameson. LifePrints 2: Assessment Tests and Tools for Measuring Achievement. New Readers: Syracuse, NY. 1995.

Hill, L.A. "Examinations in English." Selected Articles on the Teaching of English as a Foreign Language. London: Oxford UP. 1974. 125-33.

Law, Barbara and Mary Eckes. Assessment and ESL: On the Yellow Big Road to the Withered of Oz. Winnipeg, Manitoba, Canada: Peguis. 1995.

Assessment is asserted to be an integral part of the learning process for Law and Eckes. In their focused work the authors present a compelling case for the assessment of ESL students. The work was shaped by the personal experiences of the authors and is directed toward teachers, parents, students, and school administrators. The reader is taken on a journey through the context of assessment and also on the type of assessment to be used. The authors present a balanced view of testing vs. other types of assessment. The chapter on oral assessment is of particular interest here as it provides a facet that has been absent in some of the other works reviewed. Of special note is the reminder of the emerging nature of literacy so that literacy is much more than words and meaning it is immersion in the culture and understanding of a people. This work finds a place of primacy amongst the other works in this compilation particularly because of the depth and insightfulness of the authors. If there is any weakness of the work it is the continuous shadow of the personal experiences of the authors that seem to be ever present throughout the work. Additionally some chapters seem to be in need of further expansion to provide greater clarity.

Leonard, John Paul. The Use of Practice Exercises in the Teaching of Capitalization and Punctuation. 1930. NY: AMS P. 1972

The study presented in the work of Leonard examined whether practice exercises improve the students ability to create compositions free from specific kinds of errors, in particular punctuation errors. The researchers identified three specific areas of focus for the study. Firstly, the study examined the effectiveness of teaching using practice examples on student achievement in capitalization and punctuation. The second objective was to determine how permanent any improvement actually was and finally the measurement of the validity and reliability of a test to measure student's ability in the respective area. The research sample included 98 students from the 8th and 9th grades who were examined at regular intervals. The research showed that the exercises were beneficial to the students and that the benefit was lasting. This work provided an empirical assessment of the problem that adds to the body of information on the subject. One concern with the work is the amount of time allowed to elapse between the testing since maturation effects may have developed. While this may be a concern, it does not seriously imperil the study.

Lowenberg, Peter H. "Testing English as a World Language: Issues in Assessing Non-Native Proficiency." The Other Tongue: English Across Cultures. 2nd ed. Ed. Braj B. Kachru. Urbana, IL: U. Of IL P. 1992. 108-24.

The question of the role of linguistic norms is considered by Lowenberg in this article. The author posits that while there have been improvements in the testing of English language generally little attention has been given to the variability in norms for English. The concept of a benchmark for norms then appears to be a fallacy. The work identifies the role of non-English nationals in the development of English in English speaking countries. Using Malaysian English as a template the author demonstrates the development of normative elements within the English that may not be consistent with American English but are still valid constructions. The work is directed toward teachers and anyone who may have an interest understanding the development of English across the world. It is interesting to note that an underlying theme within the article is the development of alternative English forms by non-English speaking countries. The article seems to suggest that there is no such thing as correct English based on the variability in the normative elements; this point appears to be invalid. Even though English is changing, there is still a "correct form of the language."

Mayer, John S., Nancy Lester, and Gordon M. Pradl. "Responding and Evaluating." Learning to Write. Upper Montclair, NJ: Boyton. 1983. 121-43.

Managing the Assessment Process: A Framework for Measuring Student Attainment of the ESL Standards. Alexandria, VA: TESOL. 1998

The function of assessment tools that are anchored in specific standards are explored in this work. The authors explicate not only the role but also the role within specific contexts. The context involves students in an ESL program. This guide is constructed to assist users of the "ESL standards for Pre-K-12 students." The support provided by this document allows students and teachers to be informed on the requirements for students to become knowledgeable in English. The work is divided into multiple sections the first giving theoretical assessment models inclusive of descriptors and identifiers of the tiers of the process. This is followed by the rationale for assessment and how stakeholders may become involved in the complete process. The third section unveils the variant approaches to assessment from criterion referenced to indirect performance. The work ends with an exposition on basic uses for assessment. One of the http://www.coe.sdsu.edu/people/jmora/WritingRubrics most useful features of this work is the presentation of the various approaches to assessment. While the writing is at time labored and meanders, the work is very useful for this project as it fills in a critical gap in the knowledge base.

Mora, Jill Kerpa. "Using Rubrics to Assess L2 Writing." San Diego: San Diego SU. 1999. < / >.( No longer available)

Moya, Sharon S. And Michael O'Malley. "A Portfolio Assessment Model for ESL." The Journal of Educational Issues of Language Minority Students, 13 (Spring 1994): 13-36. .

The migration toward student centered communicative processes while consistent with recent theoretical approaches to learning English as a second language has many assessment challenges linked to it. Consequently, this process oriented approach runs across the grain of the traditional approaches to assessment. One of the ways to reduce the friction between the practical and theoretical positions is the use of portfolio evaluation. There is vigorous debate within the academic community as to the feasibility of replacing standardized testing with portfolio evaluation. The authors take great pains to define the portfolio assessment process and they present an ideal type or model; portfolio evaluation process. Supporting this direction is an elaborate defense of the portfolio process showing the immediate and distal benefits of using such a process. The work targets teachers and educators engaged in the ESL program. While the authors make a passionate plea for the use of the portfolio process they are aware of the limitations. They however did not provide an equally clear presentation of the limitations of the approach. Additionally the consideration of implementation challenges was sparse and needed further development. The work however does treat the issue with sufficient depth to allow for a comprehensive consideration of the portfolio process.