Professional Activities

Conference Participation

I presented at the Department of Modern Languages and Literature Conference at CSU Fullerton, where I discussed two prominent English Language assessments used in the United States to assess English Learner proficiency: the TOEFL iBT and the IELTS. I examined key differences and similarities between both, identified strengths and weaknesses, and rated the assessments in terms of authenticity, construct validity, reliability, accessibility, and overall success in correctly determining English Learner proficiency. 

Collaborative Projects

Assessment Design

At CSUF, I was part of a team of two alongside fellow M.S. student Alina Chupikova. We worked on developing a sample assessment for a real English Language course at Hope International University. The assessment process included a needs analysis section, involving interviewing the course instructor, surveying the class with questionnaires, and emailing school staff. It also included the development of the actual assessment and accompanying analytic rubric, multiple choice questions, listening tasks, and speaking tasks. 

Data analysis on the assessment revealed strong construct validity and test structure design, with potential for improvement in item choices to better match the class, as they proved to be more advanced in certain constructs than initial discussions with the instructor indicated. The collaborative process resulted in a fruitful professional relationship which helped each half of the team contribute effectively. 

Curriculum Design

At CSU Fullerton, I collaborated with M.S. students Alina Chupikova and Sophie Lee to design a sample curriculum for two real English Language courses at Wilshire Campus in California. The courses were a set, with one in the first part of the instructional period and the second in the second part, and ordered sequentially by difficulty (Intermediate-High & Advanced-Low). The first course was Writing and the second course was Reading. Both were non-credit with adult populations above age 30. 

We successfully created goals, objectives, unit scope tables, lesson sequence tables, and other relevant materials needed for implementing a unit in the given course. Needs analysis, standards alignment, and syllabus development were all key parts of the process. We also provided accessible sample assessment and lessons as indicators of how the courses might be taught and its students evaluated. Complete materials can be requested via email at irvingbustosbeltran@gmail.com. 

Contact Me

Email: irvingbustosbeltran@gmail.com

LinkedIn: www.linkedin.com/in/irving-bustos-beltran