1. . Define and demonstrate an understanding of the importance of reliability and validity as they relate to different assessment modes.

2.   Describe and interpret scores for constructs:

• Aptitude
• Oral Proficiency
  

3.  Define and demonstrate an understanding of Communicative Competence (Canale & Swain, 2980a) and its relationship to Communicative Language Ability (Bachman, 1990).

4.  Establish objectives and create integrated-performance-assessments ( IPA) to evaluate communicative skills of students in all three modes based on students' proficiency level. Integrate the goals of the 
     Standards for Foreign Language Learning and the Alabama Standards.

5.  Design differentiated oral assessments for interpersonal and presentational tasks using holistic or analytical rubrics and create a stable environment to condutc the oral assessments.

6.  Analyze the results of students' oral assessments and adjust instruction based the results and report this in your journal.

7.  Write up results concerning the environment for the assessments and what adjustments in the instruction are planned and how you reported the results to students, and all stakeholders.

8.  Design and adminiser a unit test for a beginning or intermediate level Spanish or French class to include:

• interpretive mode  (listening and reading)
• presentational mode ((writing)
  
• accuracy of the message within each mode.  (Grammatical Competence)
• administer a questionnaire to students to determine their perception of the test and analyze and reflect on the results of the questionnaires to adjust instruction accordingly.

9. Write up the analysis of the results and report these results to students and all stakeholders, and reflect upon the adjustment you will make for this unit.