ABSTRACT
Assessment is an indispensable part of instruction, as it provides teachers with the feedback necessary to respond to students’ learning needs and adjust instruction. It is also the basis upon which the reverse design of curricula can be undertaken. However, language teachers often receive limited training in assessment and testing, an even more pronounced issue for less commonly taught language (LCTL) instruction. In 2016, the University of Chicago Language Center received a grant to transform the way LCTLs were shared and ultimately taught. Its overarching plan was the delivery of in-depth training for participants in proficiency assessment standards, curriculum design, and course sharing tools, and finally the design of assessments to evaluate the effectiveness of these new pedagogical models. The training in proficiency and design of assessments soon moved to the forefront of the project, resulting in an assessment-driven, proficiency-oriented, reverse design approach. As the project has matured, it has engendered the development of a community of practice across LCTL instructors, spanning an enormous variety of languages and institutions across the United States. Within this community, the transformation of assessment and curricular design occurred, making it possible to share practices across languages and institutions.
