At the end of this course, the students; 1) Demonstrate an understanding of the relationship between classroom assessment and learning. 2) will be able to analyze various formative assessment practices in terms of the features they should have. 3) will be able to develop a variety of formative assessment tools for groups of learners of different ages and language levels.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
None.
COURSE DEFINITION
In this course, assessment tools and their characteristics used in education are covered. These include tools based on traditional approaches such as written exams, short-answer tests, true-false type, multiple-choice, matching tests, and oral quizzes. Additionally, tools aimed at comprehensive understanding of students are discussed, including observation, interviews, performance assessment, student portfolios, research papers, research projects, peer assessment, and self-assessment. Considerations in question writing and evaluating achievement are addressed, along with the evaluation of learning outcomes and grading, and measurement of affective characteristics.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Introduction to in-class assessment and the relationship between Formative Assessment and learning
2nd Week
Formal and Informal Formative Assessment; CEFR and formative assessment
3rd Week
Formal and Informal Formative Assessment; CEFR and formative assessment
4th Week
Formal formative assessment practices 1: Traditional approaches: Written exams, short-answer tests, true-false type tests
Formal formative assessment practices 2: Alternative Assessment Tools: Research papers, research projects, peer assessment, self-assessment
10th Week
Formal formative assessment practices 2: Example analysis
11th Week
Informal formative assessment practices 3: In-class interaction and formative assessment
12th Week
Rubric, scoring, and grading
13th Week
Providing feedback to students based on exam results
14th Week
Providing feedback to students based on exam results
RECOMENDED OR REQUIRED READING
Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. Bailey, M.K. (1998). Learning about language assessment. London: Heinle and Heinle. Davies, A. (1990). Principles of Language Testing. Oxford: Blackwell. Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. Alderson, C. (2000). Assessing Reading. Cambridge: Cambridge University Press. Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Routledge. Hill C. & Perry, K. (Eds) (1994). From Testing to Assessment English as an International Language. Longman Group Limited: Malaysia Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press. McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press. Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press. Richards, J. C. (1996). Classroom-Based Evaluation in Second Language Education. Cambridge: Cambridge University Press. Weigle, S. K. (2002). Assessing Writing. Cambridge: Cambridge University Press. Cheng, L. & Fox, J. (2017). Assessment in the Language Classroom. London, UK: Palgrave Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press. Torrance, H., & Pryor, J. (1998). Investigating formative assessment: Teaching, learning and assessment in the classroom. McGraw-Hill Education (UK).
