References and PD Resources

for Learner Assessment 

This section includes resources that informed this document as well as resources (academic articles, websites, videos, tutorials, courses, etc.) for professional development and further learning on this topic.

Affiliation of Multicultural Societies and Service Agencies of BC (AMSSA). (2018). BC LINC guidelines.
https://www.amssa.org/wp-content/uploads/2018/03/BC-LINC-Guidelines-2018.pdf

Britton, E., & Austin, T. (2020). “That’s just how we say it”: Understanding L2 student writers’ responses to written and negotiated corrective feedback through critical incidents. TESL Canada Journal, 37(2), 103–127.
https://doi.org/10.18806/tesl.v37i2.1332

Brown, J. D. (2013) New ways of classroom assessment. Teachers of English to Speakers of Other Languages, Inc.

Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2020). Second language learners’ and teachers’ perceptions of delayed immediate corrective feedback in an asynchronous online setting: An exploratory study. TESL Canada Journal37(2), 181–209. https://doi.org/10.18806/tesl.v37i2.1336

Centre for Canadian Language Benchmarks. (2012). Canadian Language Benchmarks: English as a second language for adults.
http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf

Centre for Canadian Language Benchmarks. (2012). CLB support kit. http://en.copian.ca/library/learning/cclb/clb_support_kit_sect_1_part_1_2_3/clb_support_kit_sect_1_part_1_2_3.pdf

Centre for Canadian Language Benchmarks. (2015). Canadian Language Benchmarks: ESL for adult literacy learners. https://listn.tutela.ca/wp-content/uploads/ESL_Literacy_Jan_8_2015_e-version.pdf

Centre for Canadian Language Benchmarks. (2017). CLB: ESL for ALL support kit. https://www.language.ca/resourcesexpertise/for-literacy/

Centre for Canadian Language Benchmarks. (2019). PBLA practice guidelines. https://pblapg.language.ca/

Centre for Canadian Language Benchmarks. (2019). FAQ 2019–2020. PBLA Practice Guidelines.
https://pblapg.language.ca/wp-content/uploads/2021/02/FAQ-2019-2020.pdf

Centre for Canadian Language Benchmarks. (n.d.). Developing a productive skills assessment task [Video]. https://vimeo.com/106839109

Centre for Canadian Language Benchmarks. (n.d.). Developing a receptive skills assessment task [Video]. https://vimeo.com/115188157

Chambers, W., Gnida, S., Messaros, C., Ilott, W., & Dawson, K. (2011). Setting and assessing outcomes. ATESL Adult ESL Curriculum Framework. ATESL. https://www.atesl.ca/resources/atesl-adult-esl-curriculum-framework/

Coombe, C. A., & Hubley, N. J. (Eds.). (2003). Assessment practices. Case Studies in TESOL Practice series. Teachers of English to Speakers of Other Languages, Inc. (TESOL).

Davison, C., & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43(3), 393–415.

Desyatova, Y. (2018). “Batting the pinata and swallowing camels”: Teachers learn to PBLA in the absence of dialogic interaction. TESL Canada Journal, 35(2), 51–77. https://doi.org/10.18806/tesl.v35i2.1290

Eckstein, G., Sims, M., & Rohm, L. (2020). Dynamic written corrective feedback among graduate students: The effects of feedback timing. TESL Canada Journal37(2), 78–102. https://doi.org/10.18806/tesl.v37i2.1339

Edmonton Catholic School District LINC Program. (2019). Curriculum guidelines for CLB and literacy streams. (Working Document). https://www.ecsd.net/page/11074/resources

Freschi, A., & Cavalari, S. (2020). Corrective feedback and multimodality: Rethinking categories in telecollaborative learning. TESL Canada Journal37(2), 154–180. https://doi.org/10.18806/tesl.v37i2.1335

Holmes, T., Habke, A., & Schmuck, S. (2005, 2017). Integrating CLB assessment into your ESL classroom. Centre for Canadian Language Benchmarks. https://iclba.language.ca/toc/

Kartchava, E., & Mohamed, A. (2020). Investigating EAP teachers’ use and perceptions of gesture in general and in corrective feedback episodes. TESL Canada Journal37(2), 51–77. https://doi.org/10.18806/tesl.v37i2.1341

Kaskens, A., Light, J., & Peters, C. (2012). Moving professional learning to classroom practice: An instructor handbook. Toronto Catholic District School Board. https://eslruralroutes.norquest.ca/getattachment/Resources/Content/Moving-Professional-Learning-to-Classroom-Practice/Instructor-Handbook.pdf.aspx

LearnIT2teach. (2020, April 27). PBLA digital portfolios in EduLINC [Video]. YouTube. https://www.youtube.com/watch?v=oLkJBEqOyv8

Learnit2teach. (2020, December). Avenue ePortfolio demonstration with Q & A [Video]. YouTube. https://www.youtube.com/watch?v=HtIMmk4JsJQ

Lemak, A., & Valeo, A. (2020). Learner personality and response to oral corrective feedback in an English for Academic Purposes context. TESL Canada Journal37(2), 23–50. https://doi.org/10.18806/tesl.v37i2.1334

Lira-Gonzales, M.-L., & Nassaji, H. (2020). The amount and usefulness of written corrective feedback across different educational contexts and levels. TESL Canada Journal37(2), 1–22. https://doi.org/10.18806/tesl.v37i2.1333

Manitoba Education, Citizenship and Youth. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf

Nikouee, M., & Ranta, L. (2020). The visibility of oral corrective feedback research in teacher education textbooks. TESL Canada Journal37(2), 128–153. https://doi.org/10.18806/tesl.v37i2.1338

OSCQR – SUNY Online Course Quality Review Rubric. (n.d.). Assessment & feedback.  https://oscqr.suny.edu/assessment-feedback/

TESL Canada Federation. (2008, May). Ethical guidelines for the use of the ELP test. https://www.tesl.ca/certification/english-language-proficiency/ethical-guidelines-for-the-use-of-the-elp-test.html

Teachers of English to Speakers of Other Languages. (2003). Standards for adult education ESL programs, Standard 6.

Waterloo Catholic District School Board. (2017). Principles for fair student assessment practices for education in Canada. https://www.wcdsb.ca/wp-content/uploads/sites/36/2017/03/fairstudent.pdf

Weleschuk, A., Dyjur, P., & Kelly, P. (2021). Online assessment in higher education. Taylor Institute for Teaching and Learning. https://taylorinstitute.ucalgary.ca/resources/online-assessment-in-higher-education

Woodworth, J., & Barkaoui, K. (2020). Perspectives on using automated writing evaluation systems to provide written corrective feedback in the ESL classroom. TESL Canada Journal37(2), 234–247. https://doi.org/10.18806/tesl.v37i2.1340

Yale Poorvu Center for Teaching and Learning. (2017). Feedback on student learning. https://poorvucenter.yale.edu/FacultyResources/Feedback-Student-Learning

Ziegler, N., Moranski, K., Smith, G., & Phung, H. (2020). Metacognitive instruction and interactional feedback in a computer-mediated environment. TESL Canada Journal37(2), 210–233. https://doi.org/10.18806/tesl.v37i2.1337

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ATESL Best Practices for Adult EAL and LINC Programming in Alberta by Alberta Teachers of English as a Second Language (ATESL) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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