What Should Ongoing Assessment Look Like for Individual Students? Setting Realistic Learner Goals

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Students often have specific goals and targets in mind when starting language lessons. As teachers, we can help them reach those goals, but we must continually evaluate their language skills to make sure we don’t get off track. Join us to find out how different types of assessments can help ensure that students are working towards their goals.


Maria Summers
Maria Summers is a Visiting Faculty working as a Skill Area Supervisor at the English Language Center at Brigham Young University in Provo, Utah. Her research interests focus on self-assessment, teaching listening/speaking, ACTFL proficiency guidelines, and Positive Psychology and its implications on language learning. She loves being in the classroom with her students and helping them discover the joy that comes from learning a language. She likes spending her free time with her family and working on house projects.
Mornie Sims
Mornie Sims has worked as an ESL professional in various capacities for many years. She currently works as a Testing Analyst for DLIELC where she is primarily responsible for productive proficiency assessments in speaking, listening and writing. Mornie has an interest in many aspects of ESL teaching, curriculum development, and assessment, but has a particular interest in oral assessments such as the OPI. While teaching community ESL, she was responsible for training in and administering national CASAS and TABE exams. During her time at both Brigham Young University and Utah Valley University, Mornie was heavily involved in assessment development, administration and rating, including placement writing and speaking exams. She loves all aspects of working in the field of ESL, but recognizes the importance of fair and equitable assessment!
Kirsten Sutto
Kirsten Sutton has 15 years of experience in language testing and over 20 years in language teaching. She holds a Master’s degree in Education with specialism in English and Political Science from the Free University of Berlin, Germany and a Master’s in British Studies from the Humboldt University of Berlin. Kirsten is based in the United Kingdom, where she provides consultancy on language education and testing. Among her clients are language testing companies and publishers, such as Oxford University Press, Cambridge University Press, the British Council and Pearson. In her role as Research Manager at Pearson (2007 – 2013) she contributed to the development of the Pearson Test of English Academic and ensured an effective internal and external research programme was in place to ascertain the validity and reliability of the test. Since February 2021 Kirsten acts as Test Development Manager at English3. She is responsible for the development processes of a new high-stakes academic English test called Gateway. The assessment evaluates the students’ readiness to pursue further studies or activities that require a specific level of English proficiency and will be used as part of the admissions process.
This panel is hosted by Erin Hernandez
Erin Shaw Hernandez is an experienced TESOL professional with expertise ranging from teaching in the classroom to owning and operating an accredited language school. She received a MA TESOL degree from Brigham Young University, and has extensive experience in curriculum and program development, teacher training, language assessment and program marketing.

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