Omaggio Hadley  (Ch. 9)
   2<   Three causes for lack of discourse driven, functional language testing

   1<   Achievement tests                                                   1<   Proficiency tests

   2<   Direct vs. indirect tests

   2<   Discrete-point vs. integrative test formats

   1<   Formative Evaluation                                               1<   Summative evaluation

   2<   Explain illustration 9.4 on p. 400

   1<   Convergent production                                               1<   Divergent production

   3<   Sample formats: (1 example for novice, 1 for intermediate)
                  -Listening comprehension
                  -Reading comprehension
                  -Writing and mixed skills

  2<    Four steps for creating contexualized pen and parper tests

  3<    How might oral testing be done effectively in a teaching situation where you have several classes, each with 30 students?

  2<    Four phases of the Oral Proficiency Interview

  2<    SOPI

Curtain & Dahlberg - (Ch. 7)

2<    C&D contend that the emphasis in the assessment process should be to gather information.  For what purposes can this information be used?

1<    assessment                        1< evaluation                       1 < grading

2<    Designing tasks for performance assessment (Wiggins, 1992).

1<    performance tasks

3<    Possibilities for gathering meaningful information about student performance in the classroom (e.g., checklists, rubrics, observation, etc.)

1<   Linguafolio

2<    Student achievement testing guidelines

3<    Sample formats:

• listening
• speaking
• reading
• writing