Here are suggested answers to the Think About It items in this chapter of the Online Learning Center website.

1. As you have read, research on second language reading indicates that language of assessment is a significant variable. In the classroom context in which you teach, argue for or against use of the native language as the language of assessment for reading and listening comprehension tests.

Teacher’s Note: Response may include the following:


• Even though research shows that learners consistently score higher on reading and listening comprehension tests when the language of assessment is their L1, other factors lead us to test using the L2. At our institution, all instruction is carried out in the target language. We hesitate to test our learners using English as the language of assessment, because it communicates that “important things” (i.e., test questions, things that “count”) are done in English. We would rather promote use of the L2 and simultaneously test in a way that reflects what is done in class (sole reliance on the L2).

2. In comparing responding to form with responding to content, which do you understand to be most important? Why? In your opinion, which of these is most neglected?

Teacher’s Note: Response may include the following:


• The degree to which form-focused feedback helps learners become better writers is uncertain. We believe that responding to writer’s content is both most important and most neglected in FL classrooms today. Sometimes, instructors are focused on correcting every “error” and do not have time to address content issues. If it is true that L2 learners are more concerned with meaning than form, then it follows that L2 writers want to know what readers think of the meaningful messages they convey. This feedback might help shape their future writings and benefit them more in the long run than form-based feedback.

3. Are holistic and analytical scoring equally valid in your opinion? Should the scoring method depend on the type of writing assignment? In what ways? Which type of scoring are you most comfortable with as an instructor? Why?

Teacher’s Note: Response may include the following:


• We think the two scoring methods themselves are equally valid, although an instructor may not use both equally well. We believe that the scoring should depend on the instructor’s comfort level and experience with each method. Only with comfort and experience will genuine intra-rater reliability become a reality. Holistic scoring yields an overall assessment indicated by a single score. While this may seem more economical, evaluating each component separately and having expanded descriptions for each category helps us justify the grade and provide a solid defense should a disagreement arise.