Content-Based
Learning Through Technology (CoBaLTT). The CoBaLTT
Project's World Wide Web resource center includes an
instructional module with activities for learning about and
applying the National Standards to teaching and assessment. Users
are required to sign in.
Thematically Organized Assessments (TOAs). Performance-based assessment tasks that target a specific proficiency level and assess the learner’s ability to communicate across the modes of communication: interpretive (listening or reading); interpersonal (speaking/listening or reading/writing); and presentational (speaking or writing). The assessment tasks are the product of the Consortium for Assessing Performance Standards (CAPS), four school districts in New Jersey, and were developed aspart of a FLAP grant for use by teachers.
The Wisconsin Department of
Public Instruction website offers the
Wisconsin Model Academic Standards for Foreign Languages. This
document is (available in PDF format or for purchase) includes performance
standards, performance guidelines, sample tasks, and samples of student
work at four levels: beginning, developing, transitioning, and refining.
Wisconsin's language standards are aligned with the National Standards.
Planning Curriculum for Learning World Languages is also available
for purchase.
Brualdi, A. (1998). Implementing
performance assessment in the classroom. Practical Assessment,
Research & Evaluation, 6(2)
Chapman, C. (1990). Authentic
writing assessment. Practical Assessment, Research & Evaluation,
2(7).
Dutcher, P. (1990). Authentic
reading assessment. Practical Assessment, Research & Evaluation,
2(6).
Elliott, S. N. (1995). Creating
meaningful performance assessments. ERIC Clearinghouse
on Languages and Linguistics.
Glisan, E. W. (Ed), Adair-Hauck, B., Koda, K., Sandrock, S.
P., & Swender, E. (2003). ACTFL Integrated Performance
Assessment. New York: American Council on the Teaching of Foreign
Languages. Contact the ACTFL office
for ordering Information.
Gomez, E. (2000).
Assessment portfolios: Including English language learners in
large-scale assessment. ERIC Clearinghouse on Languages
and Linguistics.
Hancock, C. R. (1994). Alternative
assessment and second language study: What and why?
ERIC Clearinghouse on Languages and Linguistics.
Kulieke, M., Bakker, J., Collins, C., Fennimore, T.,
Fine,C., Herman, J., Jones, B.F., Raack, L, & Tinzmann,
M.B. (1990). Why
Should Assessment Be Based on a Vision of Learning? Oak Brook,
IL: North Central Regional Educational Laboratory (NCREL).
Roeber, E. D. (1996).
Guidelines for the development and management of performance assessments.
Practical Assessment, Research & Evaluation, 5(7).
Sandrock, P. (2002). Planning
curriculum for learning world languages. Wisconsin Department of Public
Instruction.
Silver, H.F., Strong, R.W. & M. J. Perini. (2000).
So
each may learn: Integrating learning styles and multiple intelligences.
Association for Supervision and Curriculum Development on of New
Horizons for Learning . The book contains charts, diagrams, and
numerous examples, an introduction to multiple intelligences,
learning styles, how to connect the two models on brain-based
principles, how to realign the curriculum so it incorporates both
models, how to design integrated performance assessments, and
more.
Tannenbaum, J. (1996). Practical
ideas on alternative assessments for ESL students. ERIC
Clearinghouse on Languages and Linguistics.
Tienken, C. & Wilson, M. (2001). Using
state standards and tests to improve instruction. Practical Assessment,
Research & Evaluation, 7(13).
Wiggins, G. (1990). The
case for authentic assessments. Practical Assessment, Research
& Evaluation, 2(2).
