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The Language Assessment Process: A 'Multiplism' Perspective


The authors describe the 'language assessment process' and emphasize its 'multiple' components and phases and the decisions a teacher has to make at each phase. They then discuss the multiple purposes of assessment, possible language assessment tools, multiple assessment methods and ways of administering assessment, multiple ways of designing items and tasks, multiple criteria for determining the quality of assessment procedures, and multiple ways of interpreting and reporting results. (CALPER Professional Development Document 0603)

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Assessment of Advanced Language Proficiency: Why Performance-based Tasks?


In this document, the authors argue for the use of performance-based tasks in the assessment of advanced language proficiency. In this effort, they start by exploring the 'content/language continuum in language teaching programs' (p. 1) and by discussing performance tasks. They also address issues regarding the designing and scoring of performance-based tasks, including rubrics. The document ends with examples of integrated content and language performance tasks, as well as guidelines for designing a performance task and a sample task. CALPER Professional Development Document 0605)

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Listening Comprehension in Foreign Language Instruction


This document addresses a range of theoretical and practical issues concerned with the teaching of listening comprehension. It provides an overview of the processes involved in listening comprehension and reviews its most prominent models. In addition, this document presents an alternative model of L2 listening comprehension and examines three major approaches to listening comprehension. Finally, it discusses how teachers can make sound pedagogical choices on how to teach and assess students' listening comprehension skills. (CALPER Professional Development Document 0810)

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

8 Areas of Focus

Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
  • Research
  • Teaching materials
  • Digital tools and resources
  • Assessment
  • Professional development
  • Less commonly taught languages initiatives
  • K-12 initiatives
  • Outreach and dissemination

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You may also contact each LRC individually by locating their directory information in the Meet the LRCs menu.


The U.S. Department of Education Title VI provides funding for Language Resource Centers. The contents of this website do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
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