New Ways of Classroom Assessment, revised


Table of Contents


Introduction to the Revised Edition . . . . . . . . . . . . . . . . . . . . . . ix

Part I: Alternative Methods of Assessment


Portfolios


Planning Portfolios, by Lorraine Valdez Pierce . . . . . . . . . . . . . . . . . . 7
ESL Language Portfolios: How Do They Work?, by Kate Wolfe-Quintero . . 12
Self-Assessment: Preparing an English Portfolio,
by Martha J. McNamara and Debra Deane . . . . . . . . . . . . . . . . . . 16
Portfolio Assessment of Newscast Listening, by Brian Asbjornson . . . . . 19
Using Portfolios in the EFL Reading Class, by Javier García . . . . . . . . . 22

Journals, Logs, and Conferences


Using Journals for Self-Evaluation at Midterm, by Joan Blankmann . . . . 24
Don’t Talk About It, Write It Down, by Javier García . . . . . . . . . . . . 26
Self-Assessment: Keeping a Language Learning Log,
by Martha J. McNamara and Debra Deane . . . . . . . . . . . . . . . . . . 28
Passport: A Log, by Jonice Tovar . . . . . . . . . . . . . . . . . . . . . . . . 31
Eat, Drink, and Be Merry: Lunchtime Student Assessment, by David R. Neill . . . . . . . . . . . . . . . . 35

Online Assessments


Exploiting Online Recordings to Test Academic Listening Ability, by Jeff Popko . . . . . . . . . . . . . . . 38
Using Glogs and Comic Strips to Assess Academic Content, by Susan L. Schwartz . . . . . . . . . . . . 40
Speed in Processing Words: Antonyms or Synonyms?, by F. Han . . . . 46

Dynamic and Continuous Assessments


Interventionist Dynamic Assessment: Feedback on a
Timed Reading, by Mami Orikasa . . . . . . . . . . . . . . . . . . . . 49
Interactionist Dynamic Assessment: Feedback on
Essay-Writing Assignment, by Mami Orikasa . . . . . . . . . . . . . . 52
Continuous Reflection on Business Simulations, by Clarice S. C. Chan . . 55
Continuous Audio Journaling for Self-Assessment, by Mira Malupa-Kim. . . . . . . . . . . . . . . . . . . . . . 58

Individual Differences


An A-maze-ing Assessment, by Larry Davis . . . . . . . . . . . . . . . . . 60
Matching Scents, by Benjamin Bailey . . . . . . . . . . . . . . . . . . . . . 63
“Choose One” Activity Menus Using Multiple Intelligences, by Hillary Gardner. . . . . . . . . . . . . . . . . . 66
Assessing and Placing the Preliterate ESL Learner, by D. Magrath . . . . 69
Do You See What I See? Using Works of Art in Oral Assessment, 
by Christine Goldstein . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Part II: Alternative Feedback Perspectives


Self-Assessment


Assess It Yourself, by Doug Tomlinson . . . . . . . . . . . . . . . . . . . . . 83
Learner Access to Assessment, by Magali de Moaes Menti . . . . . . . . . . 85
Self-Evaluated Video, by Tim Murphey . . . . . . . . . . . . . . . . . . . . 89
Building Rubrics Democratically, by Larry Davis . . . . . . . . . . . . . . 92

Peer Assessment


So, How Did You Like My Presentation?, by Jeff Johnson . . . . . . . . . 95
Teachers and Students Assessing Oral Presentations, by Kristy King . . . 98
Active Book Report, by Janice Lee . . . . . . . . . . . . . . . . . . . . . . 101
Benchmarking: Situational Autonomous Reviews, by Nathan Ducker . . 106
Assess the Assessors, by Selda Mansour and Wisam Mansour . . . . . . . . 109
Test Your Talk, by Clark A. Richardson . . . . . . . . . . . . . . . . . . . . 114

Self-Assessment Combined With Peer Assessment


Oral Presentations: How Did I Do?, by Joan Blankmann . . . . . . . . . . 117
Gradually Growing Presentation Assessment,
by Patrick B. Gallo and George M. Jacobs . . . . . . . . . . . . . . . . . 120
Self/Peer/Teacher Assessment of Group Performance, by Genevieve Lau. . . . . . . . . . . . . . . . . . 122
Walk–Talk Oral Tests, by Tim Murphey . . . . . . . . . . . . . . . . . . . 127
Interviews and Presentations for Clarifying Authentic
Public-Speaking Needs, by John M. Norris . . . . . . . . . . . . . . 133
Activating Self-Assessment, by Lorraine Valdez Pierce . . . . . . . . . . . 139

Part III: Alternative Ways of Doing Work-Based Assessment


Group Work


Author, Author! Guided Reader Response,
by Kim Hughes Wilhem and Marilyn Rivers . . . . . . . . . . . . . . . . 148
Group Oral Tests, by Rex Berridge and Jenny Muzamhindo . . . . . . . . . . 153
Putting It Together: A Jigsaw Task, by Michael Carroll . . . . . . . . . . . 156
Let Me Explain, by Robin Russ . . . . . . . . . . . . . . . . . . . . . . . . 160
Reciprocal Teaching: Reading Strategies at Work, by Lorraine Valdez Pierce. . . . . . . . . . . . . . . . . 163
Assessing Topic Maintenance and Turn Taking, by Kristin Jatkowski . . . 167

Pair Work


Face to Face, by Juergen J. Bulach . . . . . . . . . . . . . . . . . . . . . . 169
Three-Sentence-Speech Speaking Test (TSSST), by Yuji Nakamura . . . . 171
The Audio Mirror: Reflecting on Students’ Speaking Ability, by John M. Norris . . . . . . . . . . . . . . . . . 173
Using the Science and Art of Colors to Teach ESL, by Sharon F. Okano . . . . . . . . . . . . . . . . . . . . . 177
Organizing Ideas With Pictures, by Ilse A. Rodriguez . . . . . . . . . . . . 182

Group and Pair Work


Observation, Feedback, and Individual Goal Setting, by Brian Paltridge . . . . . . . . . . . . . . . . . . . . . . 185
Consolidate Yourself, by Chris Samsell . . . . . . . . . . . . . . . . . . . 190
Whose Shoes Do You Use?, by Mark D. Stafford . . . . . . . . . . . . . . 195

Part IV: Alternative Ways of Accomplishing Classroom Chores


Preparing Students for Tests


Test-Wiseness Minitest, by Alastair Allan . . . . . . . . . . . . . . . . . . 205
“Now You’re the Professor!” Anticipating Essay Exam Questions, by Debra Deane. . . . . . . . . . . . 210
It’s OK to Argue, by Kim Hughes Wilhelm . . . . . . . . . . . . . . . . . . 213
Round Robin: Reading Test Prep, by Ashlea Allen Green . . . . . . . . . . 218

Creating Assessment Procedures


U Test U, by Dafne Gonzalez . . . . . . . . . . . . . . . . . . . . . . . . . 221
Let Them Make Quizzes: Student-Created Reading Quizzes, by Greta J. Gorsuch . . . . . . . . . . . . . 224
Developing a Student-Centered Scoring Rubric, by Michael A. Power . . 228
A Continuous Assessment Framework, by David Progosh . . . . . . . . . 232

Making Grading Easier


Raise Your Hand and Be Counted, by Juergen J. Bulach . . . . . . . . . . 236
Course of Events, by Paul Lyddon . . . . . . . . . . . . . . . . . . . . . . 238
Getting the Point(s): An Adaptable Evaluation System,
by Ron Grove . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Evaluating Curricula


Thermometer, by Claudia A. Becker . . . . . . . . . . . . . . . . . . . . . 248
Multiple-Assessment Action Logging, by Tim Murphey . . . . . . . . . 250
Wow! Marvelous Task, by Tim Murphey . . . . . . . . . . . . . . . . . . 254
Writing a Course Review, by Nathan Ducker . . . . . . . . . . . . . . . . 258

Part V: Alternative Ways of Assessing Written Skills


Reading


Taking the Speed Out of Reading Tests,
by Rex Berridge and Jenny Muzamhindo . . . . . . . . . . . . . . . . . . 269
Keeping Track With Free Readin’, by Nicholas O. Jungheim . . . . . . . . 272
The Reading Beat: Investigative Questioning and Reading
Comprehension, by John M. Norris . . . . . . . . . . . . . . . . . . 274
A Window on the Reading Process, by Patrick A. Rosenkjar . . . . . . . . 277
Sort It Out, by Zully G. Tondolo . . . . . . . . . . . . . . . . . . . . . . . 279

Reading and Vocabulary


Have You Seen My Brother?, by Beatriz de Aguerrevere . . . . . . . . . . . 283
Extra! Extra! Read All About It!, by Herman Bartelen . . . . . . . . . . . 286
On the Spot!, by Carol MacLennan . . . . . . . . . . . . . . . . . . . . . 290
Definition-Resource Cloze, by Edith Malagarriga . . . . . . . . . . . . . . 293

Vocabulary


Going to the Supermarket, by Maria Irene Albers de Urriola . . . . . . . . 298
Party or Test: Who Cares? Let’s Eat!, by Jim Bame . . . . . . . . . . . . 300
The Price Is Right, by Dennis R. Bricault . . . . . . . . . . . . . . . . . . . 304
Color-Coordinated Quiz, by Dennis R. Bricault . . . . . . . . . . . . . . . 306
Vocabulary Information-Gap Electronic Discussion, by Rebecca Fisher . . 308
A Vocabulary Quiz Given by Students to Themselves, by Jeffrey A. Uhr . . . . . . . . . . . . . . . . . . . . . . . 312

Writing and Grammar


Check It Out: A Library Research Checklist, by Sylvia Mulling . . . . . . 315
Tense Excitement Throwing a Die, by Trevor Ballance . . . . . . . . . . . 319
Who Is He?, by Mika Kirimura . . . . . . . . . . . . . . . . . . . . . . . . 321
Assessing Writing From Sources, by Zuzana Tomaš . . . . . . . . . . . . 325
Using Reformulation to Assess Paragraph Rhetorical Structure,
by Zuzana Tomaš and Holly Andrews . . . . . . . . . . . . . . . . . . . 328

Part VI: Alternative Ways of Assessing Oral Skills


Listening and Note-Taking


We Are Here to Communicate!, by Shanti L. Arnold . . . . . . . . . . . . 336
Watch Your Listening, by Charles Browne . . . . . . . . . . . . . . . . . . 339
The Couch-Potato Diagnostic Listening Assessment, by Steve Golden . . . . . . . . . . . . . . . . . . . . . . 341
LSS: Listen and Skim/Scan, by Kim Hughes Wilhelm . . . . . . . . . . . . 346
Welcome to English 101, by Lia M. Plakans and Cynthia L. Myers . . . . . 350

Speaking


Presentation Check, by David Progosh . . . . . . . . . . . . . . . . . . . 352
Guess What My Favorite Animal Is, by Rieko Shimazaki . . . . . . . . . 356
Skit Assessment, by Sayoko Okada Yamashita . . . . . . . . . . . . . . . . 358
Karaoke-Dokey, by Judy Yoneoka . . . . . . . . . . . . . . . . . . . . . . . 362
Assessing Pragmatics Using Recorded Voice Messages, by Mira Malupa-Kim . . . . . . . . . . . . . . . 365
Measuring Reading Fluency, by Jeff Popko . . . . . . . . . . . . . . . . . 368

Pronunciation and Connected Speech


Assessing Production and Reception of Minimal Pairs, by Neil McPhee . . . . . . . . . . . . . . . . . . . . . .371
Sentence-Stress Telegrams, by Larry Davis . . . . . . . . . . . . . . . . 374
Repeat if Correct, by Larry Davis . . . . . . . . . . . . . . . . . . . . . . 376
Reduced-Forms Dictations, by James Dean Brown and Ann Hilferty . . . . . 379