1. Technology-mediated Assessment: Documenting Learners' Progress Carl Falsgraf Center for Applied Second Language Studies University of Oregon falsgraf@uoregon.edu

2. The Ecology of Assessment Falsgraf, C. (2009). The Ecology of Assessment. Language Teaching. 42:4. 491-503.

3. Statement of Intended Test Use (Norris, 2006) Why What is the purpose? Who Who will be tested? What What content and format will be used? For Whom Who is the audience?

4. An Assessment Ecosystem WHO FOR WHOM WHAT WHY INTENDED USE

5. Placement Grades Mastery check Children Incoming frosh Airline pilots Teacher Parents Admissions staff Grammar Proficiency Fluency

6. WHY: Check mastery/ assign grade WHO: Students WHAT: Entire course curriculum FOR WHOM: Teacher WHO AM I?

7. ORAL PROFICIENCY INTERVIEW WHY: WHO: WHAT: FOR WHOM:

8. YOUR ASSESSMENT WHY: WHO WHAT: FOR WHOM:

9. Your assessment system WHY: WHO: WHAT: FOR WHOM:

10. Another Why ASSESSMENT FOR LEARNING “ Assessment Manifesto” Stiggins (2008) Effective classroom assessment improves student performance.5~1.0 standard deviations. (Black & Wiliam, 1998) Goal setting using LinguaFolio improves student performance (Moeller, forthcoming)

11. ASSESSMENT FOR LEARNING From auditing to informing From extrinsic to intrinsic focus From teacher control to learner control

12. How Can This Be? Daniel Pink Drive What motivates people? Not carrots and sticks * Autonomy, mastery, purpose www.ted.com/talks/dan_pink_on_motivation.html

13. Proficiency, Motivation, and Enrollments

14. CanDo Learning Why?To improve learning Who?Learners For whom?Learners What?Portfolio of goals/evidence

15. LinguaFolio and CanDo learning The tool is not the approach The approach does not require the tool The tool facilitates the approach

17. Passport

18. CanDo Checklist

19. AL interpersonal NH writing

20. Modest Proposals 1.A balanced assessment system can improve student performance. 2.Extrinsic rewards (grades) can induce diligence, but not creative language use. 3.Intrinsic rewards (autonomy, mastery, purpose) can improve proficiency, retention, and enrollments. 4.CanDo learning is a pedagogically sound way of providing intrinsic rewards. 5.LinguaFolio Online is a practical tool that can facilitate Can Do learning.

21. Carl Falsgraf Center for Applied Second Language Studies University of Oregon falsgraf@uoregon.edu