"I put the development of new kinds of tests at the top of the list because of the importance of tests in shaping all that we do and think in the classroom. . . If we teach for communicative competence, we have to test for communicative competence." (Communicative Approach Expert, Sandra J. Savignon, 1976, p. 5). With this guide* and these French texts, proficiency testing can finally become a common practice in the classroom, which can have widespread effects on how we teach, namely, enabling more communicative language teaching. New approaches require new testing methods. This is the book teachers need (and long overdue in the language teaching field) with potential to be a game-changer. The proficiency tests are - Meaning-based - Comprehension-based - Bias for the students' best - Quick to administer and easy to score I have personally field-tested the stories and procedures and adopted them for my own action research. I used them as pre and post tests, the results of which helped me earn "Exemplary" ratings on my teacher evaluation. The tests also gave me diagnostic data when starting at a new school and served as final exams based on growth. The book reviews the constructs and terminology of communicative language teaching, proficiency, and testing. The Proficiency Guidelines from the American Council on the Teaching of Foreign Languages (ACTFL) are explained, critiqued, and common misinterpretations reviewed. Improved testing methods are discussed, namely Savignon's 1972 study that started the communicative movement in testing and tests I designed in the same spirit. Finally, recommended are 8, practical tasks with practical evaluation criteria. Teachers with a story-based curriculum can test how they teach and everyone can use stories as the starting point for different communicative tasks. Given that this book can also function as a speed reading course, the benefits and research of speed reading are also included. The rest of the book consists of the thirty stories and thirty quizzes. The readings get progressively more challenging. The number of different words in a story, sentence length, and structural variety all slightly increase. This enables a teacher to test with stories at different levels in order to give everyone a chance at improving. In my classroom, I repeated the same task with 2 different stories: 1 from the first half, 1 from the latter half of the book. Go here to view samples (scroll down): http: //acquisitionclassroom.weebly.com/assessing-proficiency.html * The guide has the same content as is in Assessing Proficiency in the Classroom.
About the Author: Eric Herman is a communicative and comprehension-based language teacher and second language acquisition enthusiast. He loves helping teachers to learn a scientifically-supported approach to developing proficiency. Eric is constantly trying to improve his own instruction and innovate better ways to engage students and facilitate language acquisition in the classroom. Eric acquired Spanish while in the Peace Corps in Honduras. He served as a Youth Development Volunteer in the town of his wife-to-be. He is the author of How to use MovieTalk to Teach with Comprehensible Input (IJFLT, 2014), Ataques de Hambre (2016), and the bi-weekly Acquisition Classroom Memo.