Lorraine Valdez Pierce
Wednesday, 13 January 2016
10:30 am–12:00 pm ET
(Find the start time in your area.
Free for members; US$50 for nonmembers
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Registration Deadline: 11 January 2016
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Who Should Attend?
- K – 12 ESL teachers, grade-level teachers
- Program administrators
- University faculty in teacher preparation programs
- U.S. & International
More About This Seminar
The presenter will lead participants in examining how, when, and why they use assessments and propose using formative assessment to monitor and improve student learning. Teachers use summative assessments at the end of an instructional unit or course of study, to assign a grade, or for annual evaluation of language proficiency. This webinar addresses what to do in between summative assessments to determine and promote student progress toward learning targets.
What Will I Learn?
Participants will consider
- how to go beyond pencil-paper tests to more direct measures of language competence
- how to use scoring guides and exemplars to illustrate learning targets
- how to provide scaffolding to increase validity of assessment results
- how to give focused, descriptive feedback to guide student learning
- how to find time for formative assessment
About the Presenter
Lorraine Valdez Pierce teaches pre-service and in-service teachers in the Graduate School of Education at George Mason University in Fairfax, VA (USA). She has presented workshops on assessing language learners at local, state, national, and international levels. She teaches courses on assessment, action research, and education policy and works with ESL teacher interns in K-12 classrooms. She is the author of several chapters in TESOL’s New Ways of Classroom Assessment (Brown, 2013) and of a forthcoming chapter on assessing English language learners (Ovando & Combs, 2016) as well as co-author (with J.M. O’Malley) of Authentic Assessment for English Language Learners (Pearson, 1996).