Advanced Language Proficiency Assessment

BACKGROUND:

While current language assessment procedures pay some attention to discourse and pragmatic knowledge, they rarely focus on the kind of subtle knowledge and ability required at advanced levels of proficiency. Moreover, it is essential for teachers to be aware of the rationale and purpose that underlie any language assessment procedure whether it be in the local classroom domain or at the more global level of standardized tests. Because traditional approaches to testing do not necessarily bring to the fore all aspects of what a particular learner or group of learners are capable of, there is a need for teachers to gain an understanding of alternative assessment tools, which do provide a more in-depth view of what learners are capable of. Included among alternative instruments and procedures are portfolios, interviews, self-assessment observations, projects, individualized assessment, group-based assessment, and dialogic assessment.

SURVEY ON ASSESSMENT PRACTICES
OF TEACHERS OF ADVANCED LANGUAGE LEARNERS:

Results from CALPER's survey on teachers' self-reported practices in assessing Advanced Language Proficiency and their perceptions of Advanced Language Proficiency will become available soon on this site. Please check back within the next few weeks.

---

PUBLICATIONS:

Shohamy, E. and Inbar, O. (2006)
Assessment of advanced language proficiency: Why performance-based tasks? (CPDD 0605). University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.
this CALPER Professional Development Document can be downloaded from our Publications page

Shohamy, E. and Inbar, O. (2006).
The language assessment process: A "multiplism" perspective. (CPDD 0603). University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.
this CALPER Professional Development Document can be downloaded from our Publications page

---

WORKSHOPS:

CALPER conducts intensive workshops for teachers of advanced level learners in how to effectively adapt, implement, and interpret the results of the various assessment instruments and procedures to meet the needs of their particular language and teaching environment.

2005 - "Performance-based Second Language Assessment"
2004 - "Assessing Advanced Language Proficiency"
2003 - "Advanced Language Proficiency Assessment"

Information for 2005-2006 will become available in November. Visit our Professional Development page for updates.

---

Project Director 2002-2006: Elana Shohamy, Tel Aviv University
Research Associate 2003-2006: Ofra Inbar, Tel Aviv University