This syllabus, course calendar, and other attending documents are subject to change during the semester in the event of extenuating circumstances.

I. COURSE DESCRIPTION:

This course provides knowledge and application of TESOL theories, principles, and current research in the selection, development, and adaptation of assessment instruments/evaluation materials appropriate for TESOL students, including study of standardized TESOL instruments. There is a minimum of 20 structured hours of field experience required. This course is required for Florida Add-on TESOL Endorsement. (3 hr. lecture)

II. COURSE OBJECTIVES

Competency 1:

The students will consider current trends and issues related to the testing of linguistically and culturally diverse students when using testing instruments and techniques by: a). Identifying cultural biases in commercialized tests; b). Recognizing available TESOL entry/exit tests; and, c). Identifying suitable assessment instruments that assist in complying with legal obligations of districts serving TESOL students.

Competency 2:

The student will administer tests and interpret test results, applying basic measurement concepts by: a) constructing TESOL listening, speaking, reading, and writing test items/ exams; b) designing appropriate tests for determining placement and assessing progress and achievement of TESOL students; and, c). Adapting content-area tests to EOSL levels appropriate to TESOL students.

Competency 3:

The students will use formal and alternative methods of assessment/testing of TESOL students, including measurement of language, literacy, and academic content instruction by: a) identifying levels of English proficiency to place students appropriately for TESOL instruction; and, b) interpreting TESOL student assessment data related to placement, progress, and exiting from programs.

Competency 4:

The student will recognize indicators of learning exceptionalities, especially hearing and language impairment, and limited English proficiency by: a) identifying language acquisition characteristics of TESOL students such as gifted, SLD, EMH, and hearing impaired; and, b) differentiating characteristics of second language acquisition from other factors.

III. REQUIRED TEXTBOOK(S). RESOURCES AND MATERIALS

Bailey, Kathleen M. (1998).Learning about Language Assessment. Heinle and Heinle, Boston, Massachusetts.

IV. METHODS OF INSTRUCTION

Instruction will consist of: lecture, class discussion, role-play methods, and peer assessment.

V. COURSE Requirements & EXPECTATIONS

A. ATTENDANCE & WITHDRAWAL POLICY

Students are required to attend class. Up to the date of the last day to change to withdraw, (date), a student may be dropped because of excessive absences with four (4) or more hours of absences. After this last drop date, (date), no "W" grade will be given. Due to the participatory nature of this course, attendance is essential.

B. ASSIGNMENTS

Work is expected to be of college quality. Papers are to be electronically processed, with pages stapled together and a cover sheet or electronically e-mailed or put in course assignment drop box. Since prospective teachers will eventually serve as role models for their own students, written work will be evaluated on the basis of the proper grammar, spelling and usage, content, etc. Assignments are due the class period for which they art required.

C. EXAMS

Exams will include information from class lectures, class activities and the course text(s) and supplemental materials. Class lectures will not always review information from the students' reading assignments. It is the responsibility of School of Education student to read the text, ask questions, and take notes during lectures and group presentations. Students who miss chapter tests, previously announced quizzes, or other major assignments on scheduled dates mayor may not be permitted to make them up.

D. GRADING SCALE

The grading scale for the School of Education is:

A grade of (incomplete) can be assigned only under the following conditions.

1. The student requests the grade of incomplete.

2. The student has completed all exams up to that time with the possible exception of the last unit exam and/or the final exam.

3. The student has completed all assignments up to that time.

4. The student has at least a C average up to that time.

5. The circumstances that prevent the student from completing the course by the end of the term must be extenuating and documented.

6. The student must agree to make up the missing work by a date specified by the instructor or by the end of the next major term, whichever is earlier. This agreement must be formalized by completing the College's Agreement for a Grade of Incomplete form.

E. REQUIRED ASSESSMENTS "How you earn your grade"

** All assignments must be successfully completed in order to pass the class. ** See course calendar for other assignments required in the course. If an assignment does not receive a grade of C or above, the instructor will work with the student to improve the understanding of the concept and performance of the assignment until passing work is produced.

VI. ALTERNATE INSTRUCTION / LEARNING SUPPORT CENTERS

Students who need help completing assignments or with work in-class are encouraged to seek help at the support centers on their campus.

VII. AMERICANS WITH DISABILITIES ACT (ADA) STATEMENT:

Students who have a disability that might affect their performance in this class are encouraged to contact Access Services, in confidence, as soon as possible.

VIII. ACADEMIC INTEGRITY

The instructor supports the College's policies regarding academic integrity and honesty. These include the policies regarding cheating, plagiarism, and fabrication of information. It is your responsibility to understand fully what these policies are. As such, you are encouraged to obtain a copy of the Student Rights and Responsibilities Handbook and read these policies carefully and thoroughly.

A. Cheating

The improper taking or tendering of any information or material which shall be used to determine academic credit. Taking of information includes, but is not limited to, copying graded homework assignments from another student; working together with another individual(s) on a take-home test or homework when not specifically permitted by the instructor; looking or attempting to look at another student's paper during an examination and; looking or attempting to look at text or notes during an examination when not permitted. Tendering of information includes, but is not limited to, giving your work to another student to be used or copied; giving someone answers to exam questions either when the exam is being given or after having taken an exam; giving or selling a term paper or other written materials to another student; sharing information on a graded assignment.

B. Plagiarism

The attempt to represent the work of another as the product of one's own thought, whether the other's work is published or unpublished, or simply the work of a fellow student. Plagiarism includes, but is not limited to, quoting oral or written materials without citation on an exam, term paper, homework, or other written materials or oral presentations for an academic requirement; submitting a paper which was purchased from a term paper service as your own work; submitting anyone else's paper as your own work.

C. Copyright law

The attempt to represent the work of another as the product of one's own thought, whether the other's work is written or found on the Internet or simply the work of a fellow student, violates the copyright laws. It is not limited to quoting oral or written materials, it includes photographs, clipart and music samples: For an academic requirement; submitting a paper, image, and/or music which was copied from website as your own work; submitting anyone else's paper as your own work is considered a breach of copyright laws unless they fall into the guidelines of the Teach Act http://www.lib.ncsu.edu/scc/legislati ve/teachkit/

All class notes, lecture outlines, class assignments, examinations, and any other course information are copyrighted material and may not be copied or distributed in any format or for any purpose.

COURSE SCHEDULE

Task Assignments

Miami Dade College School of Education

Florida Educator Accomplished Practices

Task Description

The pre-service teacher creates a showcase portfolio of student work over a semester. This portfolio includes samples of work from students in the pre-service teacher's class who have exceeded and/or met expectations with regard to targets for critical, creative, or higher-level.

Directions

The best way to know if a pre-service teacher can teach critical/creative thinking and/or problem solving is to look at the results. That is the purpose of this showcase portfolio of student work, to be completed over a semester.

1. Collect 3 samples of work from students who have exceeded and/or met expectations with regard to targets for critical, creative, or higher-level thinking and 2 samples from those who have not met expectations (at least on an initial evaluation). The work must be from five different students.

2. For the samples that are below expectations, the pre-service teacher may use work that has been corrected to meet expectations, including both the original and final work to show growth.

3. Write a reflection on each work sample on why you selected it. Specifically, how does it demonstrate the student's ability to think critically or creatively and to solve problems? For those samples selected for not meeting expectations, what actions did you take to help the student improve?

4. For each sample, attach the performance task or test for which it was created.

Reflection:

Complete Reflective Entry Form for Task. See Reflective Entry Template and Example.

Miami Dade College School of Education

Florida Educator Accomplished Practices

            Task Assignments

Task Assignment 4c: Portfolio of Student Work

Scoring Rubric

Decision for F.E.A.P on this Task (check one)

Rating Scale Key: D= Demonstrated; P= Partially Demonstrated; N= Not Demonstrated

Criterion for rating

Comments or Improvement Needed:

  Miami Dade College School of Education

Florida Educator Accomplished Practices

Task Assignment 1c:             Classroom Assessment System

Scoring Rubric

Decision for F.E.A.P on this Task (check one)

Rating Scale Key: T: Target A: Acceptable U: Unacceptable

Criterion for rating

Miami Dade College School of Education

Florida Educator Accomplished Practices

Task Assignments

Comments or Improvements Needed:

Ch.

Due

(Week)

Reflection Questions

2

3

Why is analyzing test so critical?

3

4

What are the purposes of assessment?

4

5

Why is the role of background knowledge important in assessing receptive skills?

5

6

What is a cloze-knit family?

9

7

Why are multiple choice tests and item analysis important to consider when constructing assessment?

10

8

Why is important to give the right directions when doing a writing task?

12

9

List the three approaches to scoring writing samples and give three examples of each one.

13

10

Discuss alternative assessment. Why are they beneficial?

 Dates Due for TASKS/ Final  Exam.  

Alternative assessment  Task 1 B---the Thursday of week 9--I  think March 1st Revised alternative assessment task due  1B---the Thursday of week 13 (instead of week 14) March 29 and Classroom Assessment Task 1 C   .  

Portfolio of student Work Task 4 C Due-peer review-the Thursday of week 14(instead of week 15 as shown in the syllabus) April 5                                                                                             

As  a class we may opt to have 1B and 1 C due on a different week.  

1C= 100 points ---see syllabus page 3 1B = 80  points---see syllabus page 3 4C = 80 points---see syllabus page 3 

8 chapter exercises @ 20 points each( proofread the paper before submitting it. I want professional writing as an educator, and bring out the main points or facts to support your answer.  = 160 points Have the question shown on the top of the page and then the paper should answer the question properly. 

Perfect attendance=40 points  There are 15 weeks or 30 classes. To get the 40 points you must be in attendance. 

2  points will be deducted for each absence.If you miss 20 classes then that would be 0.  I won't be figuring 1/2 points I am sorry. 

Active participation  =40 points  

Out of that 40, 10 will be the oral chapter presentation and the quality of its presentation.  There will also be a final exam essay to be turned in on week 13.  I will give you 5 questions and you will respond to 3. This will be 20 points of the 40.  If you perform these 3 tasks satisfactorily you will obtain the 40 points:  This exam will be turned in week 14 and must be done in microsoft word format, any citing of references is welcomed, and proper college level expression will be evaluated accordingly. 

______________ Total 500 points.  If you are doing an additional chapter then you would have a possible 510.