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Assessment Specialist and ESOL Instructor - Archive
American English Institute

Posting: 12041
Location: Eugene
Closes: 2012-10-08

The American English Institute, University of Oregon, invites applications for Assessment Specialist and Instructor of English as a Second Language and Assessment Specialist beginning Fall 2012, or sooner.  The position is a nine-month, fixed term, renewable contract.  The salary is competitive and commensurate with background and experience. Summer teaching is possible at an additional one third of the nine-month salary.  Excellent benefits. 

The AEI is an academic unit with three missions:  instruction, teacher training, and research.  The instruction mission encompasses five student populations, Intensive English Program (IEP) students, matriculated university students, special programs, on-line distance education programs, and international teaching assistants.


  • MA or PhD in TESL, Linguistics, Applied Linguistics, or very closely related field plus coursework in educational assessment; OR MA or PhD in Educational Assessment or a related field plus a TESL certificate or its equivalent from a reputable institution.
  • Minimum of 2 years full-time experience (or its equivalent) in developing, evaluating, and administering the application of program-wide assessment systems.
  • Minimum of 3 years full-time teaching experience (post-MA) in a university based intensive ESOL program. Demonstrated excellence in ESOL teaching.
  • Experience in integrating assessments into curricula.
  • Experience in working with faculty to ensure assessments are properly implemented and interpreted.
  • Experience in communicative language methodology, skill integration, task based learning, and proficiency in using technology as an integrated component of classroom instruction.
  • Experience in teaching across program levels and skills.
  • Ability to work collaboratively on instructional and administrative teams.
  • International experience preferred.
  • Proficiency in English.  Hiring may be contingent upon English proficiency assessment.
  • Demonstrated potential to contribute positively to the university’s diverse community.


  • Based on program need, FTE is divided between administrative duties related to assessment and ESL instruction within various programs of the AEI.
  • Lead the creation and/or revision of assessments used for:
  1. student placement
  2. student achievement
  3. student promotion
  4. program evaluation
  5. course evaluation
  6. teacher and staff evaluation
  • Advise faculty in implementing and interpreting the results of diagnostic testing in all skill areas (Reading, Writing, Grammar, Vocabulary, Speaking, Listening) and their component skills.
  • Oversee the number and frequency of assessments in the AEI.
  • Assist faculty in connecting assessments to curricular and pedagogical needs.
  • Assist faculty in the creation and application of rubrics.
  • Advise the Associate Director and Assistant Director of Student Services on the procedures related to assessment, including the reporting and handling of data, possible technological means to automating assessment collection and analysis.
  • Keep current on developments in the field of assessment as it relates to ESOL and literacy
  • Participation in Institute development projects.
  • Possible administrative work in program coordination.
  • Development of a personal professional agenda.

Candidates should submit an application letter, vita, three letters of reference, and answers to the supplemental questions (below) to:

Chair of the Search Committee, American English Institute, 5212 University of Oregon, Eugene, OR, 97403-5212. E-mail:  aeijobs@uoregon.edu

Review of applications begins on March 12, 2012.  Position will remain open until filled.  An interview is required of all finalists.  The University of Oregon is an AA/EO/ADA institution committed to cultural diversity.

Supplemental questions:

  1. Please write a 200-500 word response to the following scenario: Imagine that you are planning an achievement test to be used as one of the exit criteria for a 9-week reading course for level 1 (false beginner) students.  Please briefly describe the process you would use.
  2. Please include a sample test that you have created along with:
  • a brief statement about what the test was intended to measure
  • the time allowed and the delivery medium
  • if available, evidence of the validity and reliability of the test
  • if you worked with a team to create the test, please include a brief statement about your role.