Research: Learner Assessment

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Adult Second-Language Reading Research: How May It Inform Assessment
M. Carlo and E. Skilton-Sylvester, National Center on Adult Literacy (NCAL), 1996
Examines second-language learning research and its implications for EL instruction and evaluation. Particular emphasis on the skills necessary to develop fluency in a second language and designing strategies to acquire these skills.
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Alternative Assessment and Second Language Study: What and Why?
C. Hancock, ERIC Digest (ED376695), 1994
Contrasts assessment and testing and discusses the implication of both measures in EL instruction. Also characterizes various types of alternative assessments. Concludes that second language programs should focus on alternative assessments in order to measure critical thinking skills.
http://www.ericdigests.org/1995-2/language.htm

Assessment and Evaluation in Adult ESL
Center for Adult English Language Acquisition (CAELA)
Compiles links to books, ERIC digests, research reports, websites, and annotated bibliographies on learner assessment and evaluation in adult EL programs. Also provides information on testing issues, standardized tests, and standards initiatives.
http://www.cal.org/caela/esl_resources/collections/assessment.html

The Center for Adult English Language Acquisition (CAELA) Network
Funded by the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), CAELA helps state staff, teachers, and administrators build their capacity to promote English language learning and strengthen the academic achievement of adults learning English. Site provides research studies, instructional curricula, language acquisition resources, tools for professional developers, statistics and data, information about technical assistance opportunities, and more. For teachers, administrators, students, and researchers, offers a resource database of more than 100 ESL documents that can be searched and downloaded.
http://www.cal.org/caelanetwork/

Instruction and Assessment for Limited-English-Proficient Adult Learners
R. Solorzano, National Center on Adult Literacy (NCAL), 1994
Introduces alternative methods for adult EL instruction and assessment that integrate writing skills, cultural experiences, and life skills. Focuses on literacy rather than oral proficiency in second language acquisition.
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Perspectives on Assessment in Adult ESOL Instruction
C. Van Duzer and R. Berdan, Annual Review of Adult Learning and Literacy, National Center for the Study of Adult Learning and Literacy (NCSALL), Volume 1, 2000
Reviews the current state of assessment in adult EL instruction, including existing content standards and assessment tools. Specific suggestions for policy, practice, and research.
http://www.ncsall.net/?id=521

Research Agenda for Adult ESL
Center for Adult English Language Acquisition (CAELA), National Center for the Study of Adult Learning and Literacy (NCSALL), and Teachers of English to Speakers of Other Languages (TESOL), 1998
Addresses unanswered questions about the adult English language learner, program design, teacher preparation, instruction, and assessment. Incorporates feedback from learners, instructors, program administrators, policymakers, and researchers. The report has three major purposes: to provide funders with clear priorities; to provide researchers with support for proposing specific projects; and to provide a focus for discussion about how to improve adult EL programs.
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