1. Using a local school(s), find out what tests are used to measure
language achievement in the classroom. These may be listening,
speaking, reading, writing or language development tests. Find out
whether these are norm-referenced or criterion-referenced tests and
if they are used for summative or formative purposes. How fair are
these to bilingual children?
2. Gather detailed information about one country’s language census
(e.g. US, Canada, East Africa, Wales, Ireland, Scotland (Gaelic),
Australia, India, Bolivia, Venezuela, Caucasus Region). What were
the major findings? What problems are there in the wording of the
question(s)? What other limitations do you find in the survey?
3. Obtain and analyze a standardized language proficiency test or
sample test (e.g. TOEFL, IELTS, Pearson Test of English, BEST Plus,
BEST Literacy, WMLS-R, IPT, Access 2.0, ELPA21, CELDT, TELPAS,
Peabody Picture Vocabulary Test, etc.). Assess strengths and
weaknesses of the test when used with bilingual students in the
classroom (e.g. selection, placement, formative and summative
judgments, etc.).
