#CoLabOnL2


UNIT 3: Assessment in EMI


Learner: @JohnTabordaG (Unimagdalena,Col)
Trainer: Tory Hunziker



Tucson, Arizona, USA
2014


PORTFOLIO


POINTS OF DISCUSSION
"Assessing Integrated Language and Content Instruction"


"Assessing Integrated Language and Content Instruction"
Deborah J. Short TESOL Quarterly Vol. 27, No. 4 (Winter, 1993), pp. 627-656 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) 


OVERLAP PROBLEM vs. OVERLOAD PROBLEM


The need to avoid overlap problems in  integrated language and content assessment vs. The work load of teachers in the evaluation process (neither large groups, or with a large amount and variety of evaluation activities, or both )

  • It is important to separate language issues from subject-area concepts.
  • Overlap problem can occur between the language and content distintions.
  • Overlap can be clarified varying the assessment activities, however, how can I avoid the overload of work?
  • Which is the optimal minimum of required assessment to avoid overlap problem?
  •  Which are the ideal criteria to select "the optimal minimum" activities?


MINOR TIME (Credits) vs. MORE DEMANDING COURSES ON L2


Tendency in universities is to decrease the number of class hours. EMI program could be an initiative that is opposed to this fact.



EFECTIVENESS vs.PRACTICALLY (of assessments)


Standarized test with short answers and multiple-choice items do not provide an accurate picture of student knowledge as a whole.


Do you think that is possible to standarize the assessment on EMI programs? if yes, do you think that is appropiated?

STUDENT DIVERSITY vs. EDUCATIONAL EQUALITY


There are several reasons to assess student learning in the classroom:
  • To place students in classes
  • To measure student progress and achievement
  • To guide and improve instructions.
  • To diagnose student knowledge of a topioc before it is taught.

Although school systems will continue to use standardized tests  to measure and compare student progress, alternative assessment must also become part of the student evaluation package. 

Title


PORTFOLIO


OVERVIEW
"The Principles of Assessment"


Brown, D. H. (2010)  "Language Assessment: Principles and Classroom Practices (2nd Edition)" Chapter 2: Principles of Language Assessment, pp 25-51

CATT-Unit3-Assessment-in-EMI

By John Alexander Taborda

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UNIT 3: Assessment in EMI, "CATT-Content Area Teacher Training Colombian Teachers" in the "Center for English as Second Language - CESL". (Tucson, Arizona)

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