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.
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.
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 Journal, 37(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.
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.
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 Journal, 37(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 Journal, 37(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 Journal, 37(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 Journal, 37(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 Journal, 37(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 Journal, 37(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 Journal, 37(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 Journal, 37(2), 210–233. https://doi.org/10.18806/tesl.v37i2.1337