January 2009

How technology can help foreign language testing
 by Meg Malone, CAL

The theme of this month’s NCLRC newsletter is how technology can enhance world language teaching and whether such innovations can replace the language teacher. This column examines the issue from a testing perspective: what changes have technological innovations made in language testing and how do they help the language teacher?
                 
I remember back in the 1990s when we imagined that computer-based language testing would change the way we tested--it would make testing more efficient, eliminate the need for proctors and allow us to test all our students across all skill modalities more frequently. The reality is that computer-based tests, like paper- or tape-based tests, take time and effort to develop and pose new concerns in addition to any challenges they alleviate. This column explores both the opportunities and challenges inherent in computer-based testing.
                 
Opportunities inherent in computer-based testing are enormous. Theoretically, a student can take a test at any time in any place where a computer is available. In addition, using computers for testing can save paper. The computer can often grade tests for the teacher, particularly multiple-choice tests, therefore increasing the test’s reliability and saving the teacher time and energy. The teacher can also use the computer to randomize test items to reduce the temptation of students to copy each other’s work. Additionally, the teacher can keep track of student test scores on the computer, compute grades more often and even look at the test data to determine which test items work well and which ones should be changed or eliminated for future years.
                 
At the same time that opportunities have arisen from the use of computer-based testing, a number of challenges exist. The first challenge is that of availability for students: how many computers are available at the same time for all students to take a test; a related challenge is availability of computers for teachers to use to develop these tests. A second is that of technological savvy; that is, do teachers have enough technological skills to develop computer-based tests, and is developing such skills worthwhile in an era of constantly-changing software? A third issue is that of test security: how can we be sure that test data is as secure on a computer as it was in a locked file drawer?

Clearly, there are more questions than those described above, but I hope I’ve given you a taste of some of the issues that arise with computer-based testing. It is clear that computer-based testing can provide both opportunities and challenges for world language teachers and learners. One way that technology has provided opportunities in assessment for language instructors is through online professional development and distance learning. Goertler and Winke (2008) published a volume addressing issues in using distance learning for language learning and assessment. At CAL, we have developed a number of online courses that address issues from providing basic background in language assessment principles to providing online training to rate specific language tests. We have found that this medium works very well for some kinds of professional development, such as general background on oral proficiency (Cavella and Malone, 2008). The same issues that challenge world language teachers in using computers for their students also emerge in using distance learning for language purposes, however: availability of the correct hardware and software as well as accessibility of the content in a computer-mediated format.

In short, technology is like any new invention. It gives us opportunities to reach different audiences in new ways, but it is not a panacea.
 
Cavella, C., and Malone, M. (2008). Teaching Principles of Assessment Online. In S. Goertler and P. Winke (eds.), Opening Doors through Distance Language Education: Principles, Perspectives, and Practices. CALICO Monograph Number 7.

November 2009

How language testing can (help) save your language program
by Meg Malone, CAL

We live in an age of accountability; since No Child Left Behind (NCLB) was enacted, this accountability has resulted in increased testing in U.S. schools. Because foreign (or world) languages are not considered “core” subject areas, many states do not require testing of foreign languages. At the same time, the planned 2004 National Assessment of Educational Progress for Foreign Languages (NAEP-FL), which was engendered by the passage of NCLB, has not occurred nationwide. Therefore, we have no national documentation of our students’ language capacity based on a standard test administered across the United States.

The testing-phobes among us may say, “Good! At least our kids aren’t being over-tested.” While they do have a point, without assessment-- reliable, valid assessment that we have already discussed ad nauseum in this column-- ,we can’t know if our programs are effective or how they contribute toward developing the language capacity that the U.S. so desperately needs to meet our economic, diplomatic and security needs. Moreover, as language educators, we know that language learning is important above and beyond these needs. Through learning another language and culture, we appreciate the people, traditions and daily life of other citizens of the world and gain increased understanding of our own lives.

The cliché is: everything that can be counted doesn’t count, and you can’t count everything that matters. This may true in some cases, but until we start documenting and measuring our students’ progress (with reliable and valid instruments), we will be unable to make the case for the importance of foreign language learning in the United States.

What can you do, locally, to help assess your students?
· Examine your goals. What is your program’s goal in teaching languages? Is this clear to everyone--administrators, instructors, students, parents, and the greater community?
· Review your assessments. Are you assessing the goals of your program or simply using assessments that are available, whether they reflect appropriate outcomes or not?
· Communicate. Do administrators, students, instructors, parents and the community understand what the outcomes of assessment mean? More importantly, do they understand how each assessment builds to create a portrait of the goals of language education for your community?
· Tell the language community about what you’ve found. Present at local language conferences and national language conference.
· Publish your results. Publish your results so that other programs can compare their progress and establish realistic goals. We shouldn’t be competing; instead, we should be working together to determine logical outcomes for programs of different lengths for different grade levels in different languages.

What we do counts, and we need to remind our communities why.

Please also refer to http://www.cal.org/resources/languageframework.pdf for the paper “Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework”

October 2009

Notes from a Novice Tester

by Francesca Di Silvio

You may notice some changes to this month’s Testing Tips column:  new title, new author and, as always, new content.  As a new Research Assistant in the Language Testing Division of the Center for Applied Linguistics, I will occasionally submit monthly columns with fellow novice tester Kate Riestenberg.  In chronicling our journey to increased assessment literacy, we hope to share useful tips about testing terminology, trends and resources, written with an insider’s knowledge of the field of language testing but observed with an outsider’s eye.

In my early days as a language tester, I have been thinking about testing from the student viewpoint, an easy mindset for me to assume as an apprentice in this field not far removed from my days as a graduate student.  From the teacher’s perspective, understanding various test options and selecting a valid and reliable test appropriate to the learning situation is critical for informing subsequent instruction.  For the student, who deserves a fairly rated assessment that measures what it is intended to measure, foreign language educators’ assessment literacy is clearly important as well.

But language students are stakeholders in assessment beyond just as test-takers receiving grades, promotions and placements before moving on to another class.  Working directly to increase students’ assessment literacy in making transparent the test selection process and the principles and measures of the tests they are facing can greatly benefit their learning.  As Hughes notes, students can maximize the positive effects of assessment when they understand their assessment results (2003).  Given accessible information about test standards and results, students will be able to make self-assessments in tracking their language learning progress and understanding what elements they need to be improve to move to the next level. 

I suggest that in addition to applying what you learn from professional development in language testing to your assessment program, taking time in the classroom to share information about testing concepts, decisions and scoring at an age-appropriate level can ultimately improve language learning.  In contemplating the practicality, reliability, validity and impact of the assessments they undertake, foreign language students can feel engaged in the testing process and encouraged to connect their results to their learning.  Lessons on assessment are particularly fitting for the 21st century student who may thrive on the added feedback, critical thinking and active learning of understanding the testing process.  Finally, opening student eyes to the world of testing will allow them to see language assessment as more than just a standard to get through, but also a professional field worth exploring.

March 2009

Testing Tips

As I searched for a topic for this month’s Testing Tips, my mind was too full of the conference I’m co-chairing in Denver this month to come up with any ideas. Which conference, you ask? I’m co-chairing the Language Testing Research Colloquium in Denver from March 16-20. It occurred to me that perhaps some of you have never heard of this conference and might wonder:

• What is this conference all about?
• Who goes to a conference devoted to the issue of language testing?
• What do you talk about there?
• How does this impact me as a teacher?

What is the Language Testing Research Colloquium?

According to the conference website (www.cal.org/ltrc2009), the Language Testing Research Colloqium (LTRC) is the annual conference of the International Language Testing Association (ILTA). ILTA is an international group of scholars whose research and dedication to the field of language testing are respected both within and outside the profession.

Who goes to a conference devoted to language testing?

All kinds of people go the conference! Psychometricians, language testers, language instructors, and linguists all come to LTRC. They are employed as university professors, researchers and test developers for for-profits and not-for profits. Some are graduate students, others are employed and many are both pursuing a degree and working. This year, we expect about 200 participants. While we work in different areas--language teaching, research, test development, evaluation and measurement--we all care about language testing and how it affects different participants in the test-taking process: students, teachers, administrators, educational agencies, policy makers, test developers and researchers. Participants come from all over the world, which makes discussion even more interesting. After all, how many of us have ever thought about how Australian language policy might be different from and yet inform US policies for NCLB? Well, at LTRC 2007, we talked about this!

What do we talk about?

During sessions, we talk about everything from research design to reliability to validity to social and political impacts of testing. Unlike many conferences, all sessions are plenary. This means there are no break-out or concurrent sessions, so all participants hear the same papers and comments. There are traditional papers, symposia, poster sessions and works-in progress. These different formats allow presenters to gain insight into their work from colleagues from around the world. After sessions, we sometimes leave the world of measurement to discuss other issues, like politics, food and music…..

How does this impact me, as a teacher?

The work presented, discussed and debated at LTRC reflects the many realities and challenges of language learning and teaching throughout the world. Because the participants come from many different backgrounds, it allows new ideas to be shared and later implemented. As an applied linguist and test developer, I often hear about new approaches for obtaining information from stakeholders about test impact. In turn, I often try out new approaches for obtaining data to improve test development. For example, when we were working on the Foreign Language Tutorial, we conducted focus groups with stakeholders to help us figure out how to improve the site and make it more useful. Similarly, we obtain feedback on all the tests we develop so that we have confidence that they best serve the populations that they are designed for.

Next month: Meg’s round-up of LTRC!

Introducing the Foreign Language Assessment Directory and companion tutorial, Understanding Assessment

This month’s Testing Tips focuses on a new, free (!) resource for language instructors. The Center for Applied Linguistics (CAL) is pleased to launch the Foreign Language Assessment Directory (FLAD) and its companion tutorial, Understanding Assessment. We developed these two free, online resources with a grant from the U.S. Department of Education (#017A050033). They represent the culmination of collaboration between testing specialists at CAL and language educators around the country. The goal of these two resources is to provide foreign language instructors and administrators with free, online access to information on hundreds of available language tests as well as the tools and concepts needed to select an appropriate assessment.

Current trends in language education place increased emphasis on assessment and evaluation. Language instructors and administrators need resources for locating and selecting tests in an informed manner to help ensure that students are assessed with valid and reliable instruments. Beginning in 2005, we conducted background research on which types of resources would be most useful for educators. We held focus groups with foreign language instructors and administrators on how to adapt existing resources and create new ones to meet the needs of language professionals. We conducted focus groups throughout the research and development process, therefore allowing language educators to shape both the content and form of the final products. Focus group research showed that two existing resources could be updated to be more useful and accessible to educators: the Foreign Language Test Database (FLTD) and the Directory of K-12 Foreign Language Assessment Instruments and Resources (Directory). The FLTD was developed in the 1990s in collaboration with the National Capital Language Resource Center (NCLRC) and included information on foreign language assessments for secondary and post-secondary students. The Directory was developed in the late 1990s in collaboration with the National Foreign Language Resource Center (NFLRC) at Iowa State. The Directory consisted of information on foreign language assessments then being used in elementary, middle and secondary schools around the country. Our original work conducted with the NCLRC and the NFLRC created two separate directories that were both available on CAL’s website, but the current project sought to unify the two, updating information, eliminating redundancies and expanding test information. In doing so, we created a searchable directory of nearly 200 tests in over 90 languages other than English. Users can search the directory in different ways, including looking for tests by language, grade level, proficiency level, intended test use, skill tested and even by test name. The tests included in the directory are not endorsed by CAL, but represent the many options available for foreign language educators.

In addition to improving the FLAD’s format and content, focus group research also led to the creation of the interactive, moderated user review feature now available with the directory. The moderated user review increases the FLAD’s interactivity by allowing users to review a test that they have used, sharing their experience and providing advice to other users. Thus, the completed directory helps meet the needs of educators who must select assessments for their foreign language students, classes and programs.

Not only do educators need to know which tests are available, they also need to know how to best select reliable tests that are valid for their purposes, practical to implement, and will have a positive impact on their students. This knowledge, often called language assessment literacy, explains what language educators need to know about assessment (Boyles, 2005; Inbar-Lourie, 2008; Stiggins, 1997; Stoynoff and Chapelle, 2005). Understanding Assessment, the companion tutorial to the FLAD, addresses this need, providing users with an introduction to key concepts in assessment literacy. Users work through four modules devoted to these key concepts, each of which contains a real-life testing scenario to which they can apply the knowledge they have gained from the tutorial. At the end of the tutorial, users arrive at the FLAD, ready to search for an appropriate test. Because the tutorial discusses features of assessments described in each FLAD entry, the two resources work together to help users choose assessments that fit their needs. The resources section of Understanding Assessment includes a glossary of key assessment terms, links to online and print resources on language assessment and a repository of all of the forms from the tutorial. These forms include a needs assessment, a testing resources map and a methods of testing checklist, and we hope educators will use them for their own purposes. Because the tutorial is free and available online, users can work through it at their own pace.

Together, the FLAD and Understanding Assessment comprise a useful new resource for language educators who are interested in expanding their knowledge of assessment literacy. They provide users with an introduction to key concepts in language assessment and a chance to explore their own assessment needs, as well as a directory of foreign language assessments available to them. We hope that these resources provide opportunities to make well-informed decisions on test selection which will in turn improve assessment for instructors and students.

Boyles, P. (2005). Assessment Literacy. In Rosenbusch, M. (ed.) National Assessment Summit Papers. Ames, Iowa: Iowa State University, 11-15.
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25, 385-402.
Stiggins, G. (1997). Student Centered Classroom Assessment. Upper Saddle River, NJ: Prentice Hall. Stoynoff, S., & Chapelle, C. A. (2005). ESOL tests and testing: A resource for teachers and program administrators. Alexandria, VA: TESOL Publications.

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Testing Tips: Announcing a Free Course on Oral Proficiency Assessment
By Margaret E. (Meg) Malone, Ph.D. - Center for Applied Linguistics

By now, many of us have settled into a routine for the school year (at least until weather and illnesses disrupt it!). Along with these routines come opportunities to assess students’ progress, as well as the challenges involved in regular assessment.

For many reasons, assessing students’ Interpersonal Communication and Presentational Speaking is among the greatest challenges instructors face. One challenge is that of time and student management; assessing Interpersonal Communication in a class of 25 students is difficult. Similarly, knowing what to listen for and grade students on while keeping the remaining 24 students engaged in meaningful tasks can be exhausting. Many of us have little or no background in assessment and even less in assessing speaking.

Module 1 introduceshe technology used throughout the course.

Module 2 provides an overview of oral proficiency testing.

Module 3 focuses on recognizing and describing the four major ACTFL levels.

Module 4 explores the structure of oral proficiency testing.

Module 5 reviews the nature of rating and holistic assessment.

You should expect to spend 3-5 hours per week on each module, including reading the material, listening to speech samples, participating in the weekly live chat and completing assignments. You must have a high-speed internet connection to participate.

Our hope in offering this course is to remove the mystery of oral proficiency testing and provide a solid background to language teachers.

Assessment Training Online (ATOL)

Purpose: The course provides language instructors with skills in oral proficiency assessment.

Dates: November 1 - 30, 2008

Cost: FREE to the first 20 participants

How to participate: Email Meg Malone . In the email, please include:

1. Your name;
2. Where you teach;
3. The language(s) you teach; and
4. One sentence about why you want to participate in the course.

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Testing Tips Summer 2008
By Margaret E. (Meg) Malone, Ph.D. - Center for Applied Linguistics

Welcome to the latest issue of Testing Tips! In addition to other projects at CAL, I have spent much of the past couple of months conducting face-to-face and online workshops on assessments for language instructors. On issue that often emerges is what test (or tests) to use and whether one test can be used for every need you have. The more language teachers I meet, the more amazed I am by how much teachers accomplish every day, and how scarce the assessment resources are to help these teachers. As we’ve discussed before, it is important to align your purpose for testing with the test you choose. We’ve also talked about how to align the audience for testing with the test you choose. For example, if Mr. Enriquez wants to find out how well his students listen and read in Spanish, he should administer them a test of Spanish listening and reading. But that’s not enough; we need to make sure that the test is appropriate for his students’ and their age level, how much Spanish they have learned, and so on.

I receive calls from teachers like the mythical Mr. Enriquez every day. I often refer such calls to two major online resources. One resource is the Center for Advanced Research on Language Acquisition’s Virtual Assessment Center (VAC). The VAC includes a series of modules that will give you background, guidance and hands-on practice to develop your own or think about how to select your own test.
http://www.carla.umn.edu/assessment/VAC/index.html

The second resource is the Foreign Language Assessment Directory, which is a free, searchable directory of language tests. It provides information on over 150 language tests in over 60 languages other than English.
http://www.cal.org/CALWebDB/FLAD/

I recommend that you look at both resources. Then, go to the FLAD and look for a test that you think you could use with your students. Then ask yourself the following questions about the test,

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Testing Tips: Testing needs

Last month, I wrote about audiences for testing and focused on students and the testing process. This month, we're going to think about a larger range of audiences and their needs both in the actual testing situation and in reporting student outcomes. To maximize test results, it is most important to plan for assessment to make sure that the needs of all groups- students, instructors, administrators, parents, the business community- will be met by the results. It's often easier to imagine how to include different audiences in the testing process if the purpose and context of a test are clearly defined. Here’s an example: Ms. Parks, a middle school teacher, is testing her students. The purpose of the assessment is an end-of-year test in a sixth grade Spanish class to test how well students have learned the content of the course. The context is one middle school, in a mid-sized district which has been teaching a pilot Spanish course to sixth graders instead of waiting to begin language instruction in seventh grade.

Questions Ms. Parks may want to consider:
• Who might want information about the results of the test?
• How will the test outcomes potentially impact these groups??
Students have a direct relationship with their parents, and instructors have a direct relationship with the administrators. Therefore, to clarify the issue, we might wish to list all the audiences for the test and its results, and describe their needs for both the actual assessment process and for reporting results of assessments.

If you want more information on this topic, I have listed a few good references below for thinking about assessment and stakeholders. Now that we've discussed all the stakeholders' needs, do you think there is one test that will meet the purpose and address everyone's needs? Stay tuned...

Annotated References:
Stoynoff, S. & Chapelle, C. (2005) ESOL tests and testing. Alexandria, VA: TESOL.
Short, accessible book which introduces basic concepts of language testing and reviews 20 English language tests

Bachman, L. & Palmer, A. (1996). Designing and developing useful language tests. Oxford: Oxford University Press.
Book with in-depth information on measurement, language test uses and methods, reliability, and validity

Brown, H.D. (2003). Language assessment: principles and classroom practice. New York: Pearson ESL.
A practical guide to developing your own classroom assessments

Hughes, A. (2003). Testing for language teachers (2nd edition). Cambridge: Cambridge University Press.
A book which provides a thorough but accessible overview of foundational concepts in language testing

McTighe, J. & Wiggins, G. (2005). Understanding by design (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.
Handbook which explains the principles of backward design for classroom assessment

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Audiences for Testing

Welcome to the latest issue of Testing Tips! I've met many of our newsletter readers face-to-face at the whirl of conferences that comprises the late winter and early spring. As I have met many of you and discussed testing with our colleagues, I thought a great deal about audiences for testing.

I promised to write about audiences for testing this month. Audience includes the students you're testing, in addition to all those who are impacted by the results: parents, students, you, other teachers, administrators, the community, and more. This month, I will focus on the student audience, and next month, we'll talk about everyone else.

WHOM am I testing ? That may seem very straightforward, because we're usually testing our students. However, it's important to think about all of our students and all of their needs. Here are the questions we should ask about our students. Number of Students in a class. This is important for you and for them. It's important to design and select tests for the right number of students. With some of our oral proficiency tests, we find that students have difficulty concentrating if they are sitting too close to another student who is also responding aloud.

Student developmental level. In mid-March, I was trying out test items with students in grades 1-11. It amazed me, as it always does, to see how differently students understand what they are supposed to do on a test based on their age, developmental level and experience. Developmental growth, especially reading, is especially important for directions. Sometimes, students can't (or don't!) read the directions, so they respond incorrectly. Then, we don't know if the student didn't know the material or if s/he jus didn't understand the directions. This is especially important if you are working with a new group of students or if you are using a standardized test. It's important to make sure that students understand what they are supposed to do so that they can show you how much they have learned. Experience. What kind of experience do students have with testing? If we're presenting them with the first oral proficiency test of their life, we need to provide them with support and experience so that they can show what they can do. If they are taking a computer-based test, we need to make sure that they know how to use the computer.

Special needs. If our students have special needs, we need to consider these and accommodate them in our tests as well as our classes. This is a lot to think about. Next months, we'll talk about how to incorporate students' needs with your needs, as well as our other audiences: parents,, other teachers, administrators, the community, the school board.....

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The Process of Making a Test

As promised, this month's Testing Tips discusses the process of making a test. Teachers all over the world create tests, grade them, record the results, return the results to students and field questions from students, parents and administrators about these results. Organizations and assessment professionals also design tests. A great deal of time goes into test development, administration, scoring, recording, reporting and revising the tests.

So, what do you do first? This column deals with the first step in selecting or creating a test, which is to define your purposes for testing. Next, you can explore the type of test that might work for your situation.

Define your purpose. Before any person, group or organization makes a test, the first step is to define the purpose for testing. The first question is basic: why are you testing your students? Classroom teachers have a number of reasons for conducting assessments, and they may use test results to assign grades, place students in a course, reflect on their own teaching or make other decisions about their students and programs. Here are some example responses, based on emails I receive from language teachers:

1. I want to know if students have learned what I taught;
2. My program needs to place students from all over the country in the language program;
3. I'm hiring someone, and I need to make sure they can communicate in the language; and
4. I need to show the taxpayers that my program is working.

Before we talk about some basic types of tests, reflect on whether we should use the same kind of test for (1) as for (3). Would we use the same test for (2) as (1)? The answer: it depends.

Types of tests. Once you’ve defined why you are testing your students, you can begin to think about the type of test that might match your needs. There are many types of tests, and I won't describe them all (although the short bibliography refers to colleagues who have defined tests much better than I ever could).

• Do you want to know how much students have learned (or to what extent they have internalized the wisdom of their teacher) in a day, week, chapter, unit or course? An achievement test provides information about how much students have learned and is directly related to the content of a course or program. Many classroom tests are achievement tests. #1 above is an example of an achievement test.


• Do you want to know how students can perform a function in a close-to-real-life setting, such as (my personal favorite) ordering a meal or buying a ticket in the target language? Or, how about the example of interpreting for a doctor, nurse or other medical personnel to make sure that the patient understands her diagnosis? A performance test requires examinees to demonstrate knowledge or a skill through an activity or performance.


• Do you want to know which level of language class is right for students entering one institution from various feeder institutions ? Placement tests are used to make decisions about student placement in a course or program. #3 is an example of a placement test; another is placing students from a number of middle schools into high school language classes.


• Do you want to find out about students’ general ability in the target language? Proficiency tests measure general language ability. A proficiency test may be appropriate for example #4 because the results would show students’ general ability rather than achievement in a specific course.

As I mentioned in the first column, one size does not fit all in testing. It’s important to match the reason you’re testing with the type of test you select or create.

Next month, we'll discuss audiences for test results and how that may affect the testing process

References

- Bachman, L. & Palmer, A. (1996). Designing and developing useful language tests. Oxford: Oxford University Press.
- Brown, H.D. (2003). Language assessment: principles and classroom practice. New York: Pearson ESL.
- Hughes, A. (2003). Testing for language teachers (2nd edition). Cambridge: Cambridge University Press.
- International Language Testing Association Code of Practice. http://www.iltaonline.com/code.htm
- McTighe, J. & Wiggins, G. (2005). Understanding by design (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.
- Stoynoff, S. & Chapelle, C. (2005) ESOL tests and testing. Alexandria, VA: TESOL.

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Testing Tips
By Margaret E. (Meg) Malone, Ph.D. - Center for Applied Linguistics

Welcome to NCLRC’s newest offering "Testing Tips!" Offered every month in the NCLRC newsletter, it will provide insight into foreign language testing for teachers, administrators and researchers. I hope you will send me your questions, and I will try to address them here.

Why is the newsletter focusing on testing? Since long before the passage of No Child Left Behind, testing has been important to provide feedback to learners and teachers. Since No Child Left Behind, K-12 testing has moved from the classroom to the front page. In this column, I’ll write about good testing resources (many available from our sister Language Resource Centers), the basics of testing, and your questions. Note that I haven’t said I would answer your questions but address them, because testing is not a “one size fits all” endeavor. Instead, it should be tailored to the specific context in which it occurs. Next month, I’ll write about the testing process and what goes into making a test.

If you have a testing question for Dr. Malone, please email it to her at: info@nclrc.org