Presentation Rubric View Graded Grading Form - PowerPoint Presentation Rubric The main aim of this task is to provide the class with a brief critical review (not necessarily a summary!) of the selected reading involving evaluation and analysis of the content of the article/chapter. The report should consist of three (3) sections: 1) A brief selective critical review (not necessarily a summary!) of the reading focusing on a selection of what you consider the most significant highlights, 2) A reaction or evaluation of the content’s strengths and /or weaknesses, and, most importantly, 3) An application section—that is, you should focus your presentation on sharing with the class an example of how does the content of the material covered in the chapter is relevant to your own professional interests, i.e., classroom. The presentation should be intended to last about 15-20 minutes if actually delivered. You are welcome to add relevant information from your own research on the subject to enhance the content as desired and include a bibliography if pertinent. Objective/Criteria Performance Indicators Need Improvement Meet Expectations Exceptional Content (1 points) Vague summary of major points, poor grasp of major constructs and inadequate handling of research data. Inadequate development of topic, little substance, few or unsuitable reviewed examples or data. Instructional material reflects major weaknesses in terms of best practices. Mostly unfocused discussion. Lacks cohesion. It has few or no relevant additional sources to elaborate on topic. (2 points) Adequate summary of major points, research question or hypotheses, Review of topic falls within task parameters, mostly relevant comments and observations. Fairly articulate in review of major constructs and pertinent data. Instructional application provides some support evidence showing good grasp of best practices allowing for clarification & personalized content that promotes participation. It shows some additional elaboration based on external sources. (3 points) Major points clearly stated, substantive development of content, relevant to assigned topic. Thoughtfully planned discussion of strength/ weaknesses, supported by evidence in the form of examples, cited sources, and collected data. Instructional application is organized, clear, informed, shows reflection & encourages participation. Choice of activities/ applications reflects best practices. Content goes beyond text integrating data from additional sources to enrich presentation. Organization (1 points) Organization has minor flaws and is somewhat easy to navigate. Few of the relevant standards are evident and reflections are not clearly labeled. Application is somewhat unclear or needs detail. (2 points) Organization is generally clear, understandable & mostly easy to navigate. Most standards & objectives are covered. Evidence & most reflections are labeled. Application seems sound/ suitable for diverse students. There is so.

1. Presentation Rubric
View Graded Grading Form - PowerPoint Presentation Rubric
The main aim of this task is to provide the class with a brief
critical review (not necessarily a summary!) of the selected
reading involving evaluation and analysis of the content of the
article/chapter. The report should consist of three (3) sections:
1) A brief selective critical review (not necessarily a summary!)
of the reading focusing on a selection of what you consider the
most significant highlights, 2) A reaction or evaluation of the
content’s strengths and /or weaknesses, and, most importantly,
3) An application section—that is, you should focus your
presentation on sharing with the class an example of how does
the content of the material covered in the chapter is relevant to
your own professional interests, i.e., classroom. The
presentation should be intended to last about 15-20 minutes if
actually delivered. You are welcome to add relevant information
from your own research on the subject to enhance the content as
desired and include a bibliography if pertinent.
Objective/Criteria
Performance Indicators
Need Improvement
Meet Expectations
Exceptional
Content
(1 points)
Vague summary of major points, poor grasp of major constructs
and inadequate handling of research data. Inadequate
development of topic, little substance, few or unsuitable
reviewed examples or data. Instructional material reflects major
weaknesses in terms of best practices. Mostly unfocused

2. discussion. Lacks cohesion. It has few or no relevant additional
sources to elaborate on topic.
(2 points)
Adequate summary of major points, research question or
hypotheses, Review of topic falls within task parameters,
mostly relevant comments and observations. Fairly articulate in
review of major constructs and pertinent data. Instructional
application provides some support evidence showing good grasp
of best practices allowing for clarification & personalized
content that promotes participation. It shows some additional
elaboration based on external sources.
(3 points)
Major points clearly stated, substantive development of content,
relevant to assigned topic. Thoughtfully planned discussion of
strength/ weaknesses, supported by evidence in the form of
examples, cited sources, and collected data. Instructional
application is organized, clear, informed, shows reflection &
encourages participation. Choice of activities/ applications
reflects best practices. Content goes beyond text integrating
data from additional sources to enrich presentation.
Organization
(1 points)
Organization has minor flaws and is somewhat easy to navigate.
Few of the relevant standards are evident and reflections are not
clearly labeled. Application is somewhat unclear or needs
detail.
(2 points)
Organization is generally clear, understandable & mostly easy
to navigate. Most standards & objectives are covered. Evidence
& most reflections are labeled. Application seems sound/
suitable for diverse students. There is some additional
supporting material from added sources.
(3 points)
Organization is consistently clear and easy to navigate.
Discussion reflects professional standards & objectives suitable
for diverse learners. Support and reflections are labeled.

3. Application is pertinent. There is significant additional
supporting material from added sources.
Conventions
(1 points)
Limited mastery of pertinent medium, frequent errors in usage,
relevance confused or obscured, Support may be partial and or
overly general. Some of the activities may not be appropriate or
related to the topic or lesson. Unable to engage audience. Weak
use of suitable technology. Suggests lack of or limited planning/
preparation.
(2 points)
Occasional misuse of terminology, reasonable adherence to
media style conventions. Generally describes and includes some
specific and appropriate support to justify conclusions;
conforms to accepted formats for engaging audience. Balanced
use of suitable technology.
(3 points)
Conforms to established style conventions for use of electronic
media. Vocabulary range is sophisticated, shows sound grasp of
participatory activities, able to provide suitable practical
applications relevant to diverse learners & use of technology
that is student friendly. All required task components are fully
addressed.
Timeliness
(0 points)
Presentation not submitted by required date (more than a day
late).
(0.5 points)
Presentation submitted late (less than a day) due to mitigating
circumstances.
(1 points)
Presentation submitted by due date as required.
Total: 10 out of 10
Comments:

4. Chapter 1:
Testing, Assessing and Teaching
Language assessment:
Principles and classroom practices
H. Douglas Brown
ESOL Tests & Measurements
(ENGL 4-528)
Spring 2011
1
TEST- “To fear or not to fear?”
Feelings evoked by tests are generally negative
Goal is to help create authentic, intrinsically motivating,
confidence building assessments that are learning experiences
2
What is a test?
Definition with 5 main parts:
“A method of measuring a person’s ability, knowledge, or
performance in a given domain.” (Brown, p.3)
Purpose: To accurately measure the ability of the test-taker in a
certain domain.

5. Test ≠ Assessment. Tests are a subset of Assessment.
Teachers should constantly observe and assess students without
the pressure of taking a test.
Assessment & evaluation are used to drive instruction.
3
Types of Assessment
Informal ex) coaching, unplanned comments
Formal ex) planned exercises to show achievement, journals,
portfolios, tests
Formative ex) ongoing evaluation with feedback for future
learning
Summative ex) unit, final, proficiency exams, “summary” to
assess what was learned
4
Types of Tests
Norm-Referenced ex) SAT, TOEFL, numerical score &
percentile rank
Criterion-Referenced ex) classroom tests to assess objectives,
teacher provides feedback
Discrete-Point ex) skills & units of language broken down,
vocabulary or grammar tests
Integrative ex) cloze test & dictation, shows competency

6. Unitary trait hypothesis→ said parts of language can’t be
separated– later proved wrong.
This means reading, listening, grammar, vocabulary, etc. can be
tested separately.
5
Issue #1- How to test performance ability
Problems with tests in the 1990’s:
Artificial tasks that don’t use language relevant to real-life
situations
Attempted solutions:
Communicative Language Tests- use of strategic competence
Performance-Based Assessment- interactive tasks
6
Communicative
Language Tests
Relates to foreign language proficiency test in New York State
(Is there anything similar in Maryland or a state where any of
you are from?)
Taken in 8th grade or after 1 year of foreign language study
Test: Speaking, Listening, Reading, Writing
Speaking
*Performed 1:1 with teacher.
*4 Tasks are picked randomly and pertain to real-life
situations.

7. *Student makes 4 dialogue exchanges with 2 attempts for
each exchange.
*Opportunity to utilize strategic competence.
*Up to 10 points awarded for in-class participation
throughout entire year (→pertains to alternative assessment).
7
Communicative Language Tests continued
Listening/Dictation
*Teacher reads passage aloud in target language
*Students answers multiple choice based on what they
heard. 10 questions & answers are written in English, 5 in target
language, 5 with questions in English and choices are pictures.
Reading
*Multiple choice questions based on a reading passage
(ads, signs, letters, passages from internet pages). Half of
questions in English, half in target language.
Writing
*3 choices, students choose 2 to write at least 30 words for
each
Link to previous exams:
http://www.nysedregents.org/loteslp/spanish/home.html
8
Pros and Cons to
Proficiency exam
Pros: Good attempt at communicative language test and

8. performance-based assessment, alternative assessment included,
used as summative assessment
Cons: Time consuming for teacher (individual speaking tasks
with all students, dictation must be read aloud- if students have
accommodations then it must be read more times), expensive to
create & grade (teachers, i.e. real people, grade the writing
portions).
*NYS cut proficiency exams from budget this school year.
I feel this shows the government’s lack of importance for
languages, especially Spanish because it is the 2nd language of
the U.S. We need to teach & learn more languages to become
better citizens of the world, not just citizens of the U.S.
9
Proficiency connection with ESL Assessment
Even though the NYS proficiency exams are for foreign
languages (other than English), similarities exist with ESL
assessments:
→ Need for authentic assessment
→ Want to demonstrate use of real-life language
→ Should assess reading, writing, listening, speaking
→ Time consuming
→ Expensive
→ Must be carefully designed
10

9. Traditional & Alternative Assessment
Both forms are very useful and one is not better than the other!!
Teachers must find the right balance of each type depending on
the students.
Examples (from Table 1.1 on page 13)
Traditional Alternative
-standardized (SAT, TOEFL) -long-term (portfolio)
-multiple choice, timed -free-response, untimed (journal)
-right vs. wrong answers -open-ended, creative answers
-summative (end) -formative (ongoing)
-focus on product (outcome) -focus on process (how it’s
done)
-individual, non-interactive -interactive with others
-produces extrinsic motivation -produces intrinsic
motivation
11
Computer-Based Testing
Personally, I dislike taking a test on a computer. Do you? Why
or why not?
I am 23 years old and grew up going to school as computers and
technology use in school was emerging.
Before graduating from high school, I may have taken a handful
of tests on the computer. For example, a career aptitude test.
No computer-based tests during college.
The last computer-based test I took was the GRE about 6
months ago.

10. 12
Why I dislike
Computer-Based Tests
Unfamiliar test format- I am used to paper and pencil tests
where I can underline, mark, write on the actual exam.
Cannot look at entire exam to predict difficulty, length, or skip
questions and return later (I believe the tests in this online
course allow you to see the questions, skip them and return
later. That’s a plus for me!)
Receive a numerical score- I prefer to see what I got wrong,
find the right answer, or read comments about my answers. I
want to learn from my tests!
You are often alone in the computer testing room, or if there are
other people, they probably aren’t taking the same test as you.
13
Advantages of Computer-Based Tests
Technology-based- People who love computers may be more
interested in computer-based tests than written tests
Individual privacy- not with hundreds of people in testing room,
computers often have dividers
CAT- answers from previous question determines next question-
this helps narrow in on an accurate score

11. Self-directed- You study and prepare how you wish and can
often repeat the tests numerous times (but with a fee or paying
the full amount again in the case of the TOEFL, GRE).
Mostly right/wrong answers- good for people who prefer this
testing method
Easily administered- to thousands of people in different places
and scores are done electronically
14
Application of computer-based tests for ESL classrooms
Specific or short teacher created tests can be especially useful
for ELLs to help practice:
Vocabulary
Listening
Speaking & pronunciation
Reading comprehension
Useful assessment tool for teachers to find out via computer
results what students know, have learned and still need to
practice or learn= Drive instruction!
15
Overall Chapter Reaction
Excellent overview of different types of assessments and tests
Author explains the difference between assessment and test

12. well.
Extremely important:
TEACHERS MUST ASSESS STUDENTS AND USE
ASSESSMENTS TO DRIVE INSTRUCTION!
16
Material on assessment applies to all teachers and not simply
ESL teachers.
I benefited from the reading because, as an experienced teacher,
it was a constructive review of ways I have assessed previous
students and ways that I know I will use in the future with
ELLs. Leaves me wanting more specific assessment materials
which I know will come.
The 3 minute vocabulary quiz on pages 1-2 was a strong
reminder of feelings test-takers experience- **Teachers must
always keep this in mind when creating and administering
assessments.**
17
Application of “Testing, Assessing and Teaching”
Affects on my thinking:
There are so many ways to assess and with each student we
have, certain assessments will work better than others.
Must stay open-minded and be flexible in the type and use of
assessments.

13. Cannot rely on one form of assessment.
Continues on next page…
18
Cont. Affects on my Thinking
Personal dislike of particular assessments pushes me to consider
my students’ background knowledge, interests, strengths and
weaknesses when creating assessments. Also encourages me to
critique my own assessments as well as those commonly used
(ex: TOEFL)
One goal I have is to help my students use assessments as
motivational tools to want to learn more and improve their
English (not the other way around).
19
“Ready to use” Assessment
“Creating and Performing a Dialogue”
Assignment might look like this:
1. You and a partner will be creating and performing a
dialogue in English.
2. In your dialogue you must:
Introduce yourselves, and ask about the other person’s school
day.
Ask what classes the other person takes.
Ask what the other person does in one or more classes.

14. Ask any other relevant questions.
3. Each partner must speak 5 times (or more) and each time
you speak, it needs to be more than 3 words.
Each person will write down the dialogue and turn it in after
they have performed. You are allowed to use your sheet when
you perform. (Teacher will determine if students should perform
with or without memorizing the dialogue as to whether students
can read from their sheet or not)
*Note: #2(content) is changed based on topic being
studied/evaluated
20
What Students Need:
1. Dialogue outline- Teacher can provide an outline for students
to fill in or students can write dialogue on blank sheet of paper
2. Writing & Rehearsing Time: provide students with adequate
time to write the dialogue, practice it for correct pronunciation
with help from teacher if needed, and time to memorize it (if
required)
3. Class notes, texts, dictionary, any materials they wish to use
as a reference to aid in writing the dialogue. This means
spelling and punctuation is expected to be accurate or students
need to pay better attention while writing.
21
What Teacher Needs:

15. Assessment Criteria
Grading Rubric
See next slide for an example of a rubric on a 1-4 scale.
22
1234Content
(What is said)Conversation does not make sense. There is not a
logical flow to the dialogue.Conversation makes little sense;
some interchanges flow logically and are somewhat
connected.Conversation makes sense; there may be 1 or 2 times
when it does not flow logically.Conversation flows logically
and everything makes sense.PronunciationAudience cannot
understand speaker at all or speaker is too quiet to be
heard.Audience can only understand a few words or phrases.
Speaker needs to talk louder or pronounce words more
clearly.Audience can understand and hear the speaker most of
the time. Speaker talks clearly, pronouncing most words
accurately.Audience can understand and hear the speaker very
clearly. Speaker pronounces almost all words accurately.Written
DialogueStudent does not turn in a written dialogue or it is too
sloppy to read.Dialogue is not written clearly and difficult to
read. There are more than 10 spelling errors and more than 10
punctuation errors.Dialogue is written fairly clearly. There are
between 5 and 10 spelling errors and/or between 5 and 10
punctuation errors.Dialogue is written clearly with 4 or less
spelling errors and/or 4 or less punctuation errors.
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level

16. 23
Online Resource-Check it out!
brainpop.com
brainpopjr.com (grades K-3)
brainpopesl.com
-From homepage of brainpop.com, you can click on
BrainPop ESL in the bottom right hand column, or simply go to
brainpopesl.com
24
BrainPOP- What is it?
BrainPOP can be used with students in any grade, even through
high school.
Mostly all subjects are available, except foreign languages
(other than English). However, they do have BrainPOP Español
(in Spanish)
ESL BrainPOP available too!
25
What’s Available:
There are lessons for specific topics which usually begin with a
short, concise video that students watch.
Then there are various activities that can be completed that

17. provide immediate feedback to assess what students learned
from the video.
Word lists, quizzes, tests, and games are available that also
provide feedback. Excellent learning and assessment tool!
There a some free lessons that you can try out from the
brainpopesl.com, otherwise you need a subscription to utilize
all the resources available.
Teacher resources and tools available that provide lesson plans,
standards, objectives, printable worksheets, time frame for each
lesson, ect.
The previous school where I taught had a subscription, so all
teachers could access the entire website and students really
enjoyed doing BrainPOP!
NOW….GO CHECK OUT THE WEBSITE! IT’S COOL!
26
Conclusion
Assessment is essential in every classroom.
The more you know, the better prepared you will be to create
and utilize valid, authentic assessments that will successfully
measure your objectives.
There is a plethora of resources in print, online, and from other
educators that are out there waiting to be used. Don’t be afraid
to go find what’s out there and make it work in your classroom!

18. Tests- “To fear or not to fear?”
You shouldn’t fear them and we need to teach our students how
to not fear them, but help them understand the purpose of tests
and assessments as well as how these measurements can help
them become more successful learners, not only in school, but
27
Power Point Presentation
Chapter to Read: Flippo, R. F. 2014. Assessment, instruction,
and learning in the classroom, pp. 227-252.
General Guidelines for the PowerPoint Presentation of a chapter
Prepare a PowerPoint presentation on one of the
readings for this course. One of the textbooks for the course.
This assignment requires you to choose any one of the chapters
in the texts and prepare a report to the class via a PowerPoint
presentation. The main aim of this task is for you to provide the
class with a brief critical review (not necessarily a summary!)
of the reading involving evaluation and analysis of the content
of the article/chapter. You are free to choose any chapter you
prefer depending on your interests and concerns. Chapter
assignments will be made on a first-come-first-served basis.
You should notify the instructor which chapter you would like
to report on by posting your selection as a reply to the
‘Discussions’ posted entry titled ‘Post your choice of
presentation chapter here!‘ You can reply by inserting ‘Chapter

19. selection?--Your Name’ in the subject line. All you need to do
is to reply to the already posted entry on this subject. I’ll sign
you in for the given chapter/day in the order that choices are
made available online (check any entries from classmates to see
if your choice is already taken before entering your choice) --
consider having a backup choice in case your first choice is
already taken.
Briefly, the aim of the presentation is to provide the class a
brief critical review of the reading highlighting what you think
are the major points. That is, assume that you are leading the
discussion of the article, as presenter you should feel free to
comment, evaluate, and criticize the strengths and weaknesses
of the article/chapter in question, draw on personal
experience/insights that may be pertinent to the reading, and
provide conclusions or recommendations. Of course, you should
feel free to ‘enrich’ your presentation with material obtained
from personal experience and/or through online searches, etc.
Given the length of some chapters, it is likely you will need to
identify some supplemental material (e.g., conduct a web search
to see what you can find, highlight some major points). Overall,
I am more interested in YOUR interpretation/ reaction/
evaluation of the article and related sources, than in a mere
restatement of the contents (after all, everyone has already read
the chapter). In sum, the presentation should consist of three
sections (a very brief summary, a reaction or critique, and an
application section.
I.SUMMARY SECTION: Consider the chapter contents and
provide the class with a brief summary highlighting the major
points, i.e., which aspects YOU consider most significant,
crucial, and fundamental. You can be selective here. After all,
you are highlighting what you think are major points. Do not
limit yourself to providing a mere 'regurgitation' of the
chapter!! Instead, try to provide the class with an analysis, a
critique, YOUR IMPRESSIONS (after all, everyone else has

20. read the chapter also!).
II. REACTION SECTION: In this section, evaluate the
relevance of the chapter for the field of ESOL. Tell the class
what YOU thought of the article/chapter. What was your
reaction to what you read? Did you find yourself agreeing with
the author(-s)? What did you agree/disagree with? Are any
findings presented inconsequential or meaningful? How does
the information presented fit with YOUR OWN experience and
intuitions as a native speaker/ as a teacher? Be honest!! If there
was something you did not understand, bring it to our attention
and we will discuss it as a group. If you thought this was all
'wishy-washy' stuff, tell us WHY!! You do not need to agree
with the author. It is OK to raise questions.
III.APPLICATION SECTION: This is the most relevant section
of your presentation. Comment on how this chapter has
affected your thinking about ESOL assessment and the related
topics addressed in the chapter. That is, what ideas do you have
now that you did not have before? Tell the class how you think
the knowledge or ideas gained in this chapter can help you in
your chosen professional area. Come up with some sort of
practical application, e.g., something you could actually use in a
classroom or have your classmates do? Your own example of an
assessment task or activity? This is an opportunity to
illustrate/exemplify any relevance the reading may have to a
real classroom.
Reading
Fradd, S. H. & Lee, O. 2001. Needed: A framework for
integrating standardized and informal assessment for students
developing academic language proficiency in English, in Hurley
& Villamil Tinajero, pp. 130-148.
Mora, J. K. 2001. Effective instructional practices and

21. assessment for literacy and biliteracy development, in Hurley &
Villamil Tinajero, pp. 149-166.
Flippo, R. F. 2014. Assessment, instruction, and learning in the
classroom, pp. 227-252.
*Gottlieb, M. 2006. Grading systems, pp. 169-184.
Question to Answer:
A) What would you say are two (2) major lessons learned from
the study of ELL’s language proficiency, literacy & science
knowledge in the urban school district in Florida? Why would
you say learning academic discourse is such a challenge for
these learners? Mention two (2) advantages of informal
assessments.
B) When providing for biliteracy development, what is
the role of multicultural literature in promoting literacy
development? Graphic organizers are suggested as a valuable
tool in promoting understanding of new information from
abstract and complex writing. Would you agree? How so? How
can a well-designed assessment plan assist teachers regarding
the students’ overall academic progress?
C) Do a Google search on ‘achievement gap for ELL/ESL
students’, select one hit to read, and report on your findings to
the group (provide a one paragraph summary of your findings/
conclusions after reading the article you selected).