<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">------------------------------------------------------------------------<br>Arabic-L: Wed 02 Feb 2011<br>Moderator: Dilworth Parkinson <<a href="mailto:dil@byu.edu">dil@byu.edu</a>><br>[To post messages to the list, send them to arabic-l@byu.edu]<br>[To unsubscribe, send message from same address you subscribed from to<br><a href="mailto:listserv@byu.edu">listserv@byu.edu</a> with first line reading:<br> unsubscribe arabic-l ]<br><br>-------------------------Directory------------------------------------<br><br>1) Subject: CALPER Assessment Webinar<br><br>-------------------------Messages-----------------------------------<br>1)<br>Date: 002 Feb 2011<br>From: "CALPER, Penn State University" <<a href="mailto:gxa9@psu.edu">gxa9@psu.edu</a>><br>Subject: CALPER Assessment Webinar<br><br><div>Professional Development</div><div>Join the Live Broadcast</div><div><br></div><div>Dear Dilworth,</div><div><br></div><div>CALPER at Penn State and LARC at San Diego State present a new webinar series on assessment that we will host throughout the year. Intended to provide an engaging professional development opportunity for language educators, we invite our colleagues to participate in the first webinar. </div><div><br></div><div>Cordially,</div><div>Jim Lantolf and Karen Johnson (CALPER)</div><div>Mary Ann Lyman-Hager (LARC)</div><div>LARC/CALPER Webinar on Assessment</div><div><br></div><div>"Foreign Language Classroom Assessment in Support of Teaching and Learning"</div><div><br></div><div>Matthew E. Poehner, Penn State</div><div><br></div><div>Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. </div><div><br></div><div>Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. </div><div><br></div><div>The focus of this webinar is on how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities - that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. </div><div><br></div><div>This way of thinking about assessment's relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. </div><div><br></div><div>Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. </div><div><br></div><div>Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.</div><div><br></div><div>Date and Time </div><div>February 10, 2011</div><div>3:30 - 4:40pm Eastern / 12:30 - 1:40pm Pacific</div><div><br></div><div>Register </div><div>Go to theWebinar Information Page</div><div>at LARC to register and listen to the introductory podcast. </div><div><br></div><div>Once registered you will receive login information and relevant updates.</div><div><br></div><div><br></div>--------------------------------------------------------------------------<br>End of Arabic-L: 02 Feb 2011</body></html>