Cathy's Shohamy O'Malley

Shohamy on “The Language Assessment Process: A ‘Multiplism’ Perspective”


This article describes in detail the language assessment process and the idea of multiplism. Guiding questions are given in designing the testing instrument. Language assessment tools are also explained and described. The important idea being that not one single testing procedure is not adequate, therefore multiple procedures for collecting data are explained. Also, the fact that classroom assessments that are on-going take into account the process and the product parts of language use. The article goes on to explain portfolios as part of the language assessment.

I gained a better “picture” of what language assessment may look like as far as reliability and a better idea of what the learner’s capabilities may be through the use of portfolios. While at the same time, I’m thinking about how a teacher with fifteen or more students may be able to manage the use of portfolios. I would imagine that young students would need practice and training into creating useful portfolios. The portfolios would definitely be useful during parent conferences. I remember how I use to keep things like my writings as part of my assignments in my earlier school years and how, in reflection, I used to be able to see how much I’ve changed and how much I now knew. The portfolio would have to contain artifacts that mean something to the individual students in order for them to see progress.

The article also brought into mind, the fact that we as teachers sometimes need to inter-rate some students for consistency and to get a better picture. However, in reality, and with the amount of everyday things to do, finding the time can get in the way.


O’Malley – Pierce on Chapter 2, Designing Authentic Assessment

This chapter describes, in detail, the types of authentic assessment, designing as well as developing them. It also talks about teaching and learning models that are the basis of authentic assessment. Scoring rubrics and scoring performance assessments are also described. Other issues such as reliability, validity, and purpose of assessments as well as fairness and grading practices are given. The important thing to remember about authentic assessments in language is the fact that students are challenged to use their language to communicate their understandings and what they’ve learned.

I was happy to see that one type of authentic assessment is retelling of a story. I see retelling as an important aspect of our Yup’ik culture and language because it’s in stories that most of our values are described and played out for the purpose of understanding the theme or lesson as well as other ideas like enjoyment and passing down of important Yup’ik stories. It’s through stories that we learn to make connections to the character or events and we come to understand what our own lives bring to the scene. It’s also interesting to some times learn how much of the story events made an impression on us. I thought the chapter had pretty good charts or figures that capture the important ideas of authentic assessment such as the inventory sheet for goal setting, checklist for designing authentic assessment, and how to identify student reactions.