Language teaching and language testing/assessment are very much related in terms of many key aspects. Therefore, classroom practice provides a invaluable source for the formal language testing and assessment. Students who will directly start teaching are supposed to be aware of testing and assessment and understand the importance of the mutual data flow between classroom practice and assessment practices.
This course aims
· to provide ELT students with both the theoretical and practical aspects of language assessment
· to provide the key concepts and current debates in language assessment
· to explore the recent trends in assessment by referring to the global changes
· to enable students to become aware of the opportunities they can benefit from and possibilities of change in the field
todevelop an understanding of key institutions, documents and research
Brown J. D. (1997) “Computers in language testing: Present research and some future directions.” In Language Learning & Technology. Vol. 1. No. 1. 44-59.
Brown, H.D. (2003). Language assessment principles and classroom practice. New York: Pearson ESL.
Buttler Y. G. & J. Lee. (2010). “The effects of self-assessment among young learners of English.” In Language Testing. 27 (1) 5-31. Sage Pub.
Other Sources
Fulcher, G. Language testing for Higher Education. Retrieved from http://language testing.info/whatis/scenarios/4hedu.php (date- 14.02.2012)
Genesee, Fred, and John A. Upshur. (1996).Classroom-based evaluation in second language education. Cambridge language education. Cambridge [England], New York: Cambridge University Press.
Heaton, J.B., (1989). Writing English Language Tests. New York: Longman
Pino-Silva, J. (2007). Student perceptions of computerized tests. In ELT Journal. ELT Journal Advance Access published January 29, 2007.
Course Schedules
Week
Contents
Learning Methods
1. Week
Introduction to the course. Overview of basic concepts employed in testing and evaluation in foreign language teaching.
Lecture, discussion, Q-A
2. Week
Key concepts and terminology
Lecture, discussion, Q-A
3. Week
CEFR alignment
Lecture, discussion, Q-A
4. Week
Familiarization
Lecture, discussion, Q-A
5. Week
Specification
Lecture, discussion, Q-A
6. Week
Standard setting
Lecture, discussion, Q-A
7. Week
Standardization
Lecture, discussion, Q-A
8. Week
Validity
Lecture, discussion, Q-A
9. Week
Reliability
Lecture, discussion, Q-A
10. Week
Practicality
Lecture, discussion, Q-A
11. Week
Developing tests
Lecture, discussion, Q-A
12. Week
Delivering tests
Lecture, discussion, Q-A
13. Week
Ethics and fairness
Lecture, discussion, Q-A
14. Week
Summary
Lecture, discussion, Q-A
15. Week
16. Week
17. Week
Assessments
Evaluation tools
Quantity
Weight(%)
Midterm(s)
1
30
Homework / Term Projects / Presentations
1
15
Attendance
1
10
Final Exam
1
45
Program Outcomes
PO-1
S/he can understand, adopt and apply social, cultural and social responsibilities.
PO-2
S/he can take into account students' needs, language development levels, ages, intelligence types and learning styles when preparing a lesson plan.
PO-3
S/he can choose the materials to be used in teaching process by evaluating usefulness, topicality and their effectiveness according to students’ age and language level.
PO-4
S/he can create environments that will ensure the active participation of all students and increase their success.
PO-5
S/he can organize multimedia learning environments inside and outside of the school, which develop all students' interactions with the teacher and each other for learning purposes.
PO-6
S/he can organize educational environment suitable for all students to develop effective language learning strategies.
PO-7
S/he can organize activities for all students to use English grammar and vocabulary correctly and effectively.
PO-8
S/he can organize and apply activities to improve the listening skills of all students.
PO-9
S/he can organize and apply activities that will improve the reading skills of all students.
PO-10
S/he can organize and implement activities that will improve the speaking skills of all students.
PO-11
S/he can organize and implement activities that will improve the writing skills of all students.
PO-12
S/he can enable students to make self-assessment of their language learning processes.
PO-13
S/he can use / develop assessment and evaluation tools and methods to be used in the teaching process in terms of usefulness, validity and reliability.
PO-14
S/he can recognize Turkish National Education system, teaching profession and educational sciences in all aspects
PO-15
S/he can use information and communication technologies by using at least one foreign language.
PO-16
S/he can communicate well with colleagues and other school stakeholders.
PO-17
S/he can follow the professional and ethical rules and take part in cooperative practices.
PO-18
S/he can follow the national and international publications related to the field for their personal and professional development.
PO-19
S/he can use Turkish in accordance with the rules and effectively.
PO-20
S/he can select and apply measurement and evaluation methods in accordance with the gains.
PO-21
S/he can apply contemporary teaching, strategy, methods and techniques.
PO-22
S/he can use class dynamics to create appropriate learning experiences.
PO-23
S/he can make use of sociology, psychology and philosophy in the planning and implementation of educational activities, being aware of the relationship of education with other disciplines.
PO-24
S/he can evaluate the nature, source, limits, accuracy, reliability and validity of information.
PO-25
S/he can understand the methods related to the production of scientific knowledge.
PO-26
S/he can use language learning strategies effectively.
PO-27
S/he can understand, interpret and evaluate the different written texts they will encounter in daily and professional life.
PO-28
S/he can understand, interpret and evaluate the different verbal texts they will encounter in daily and professional life.
PO-29
S/he can communicate orally in different environments that they may encounter in daily and professional life.
PO-30
S/he can create different types of text by using the writing process effectively.
PO-31
S/he can have the knowledge to understand and analyze the properties, structure and functioning of the human language and use them.
PO-32
S/he can understand and analyze concepts and processes related to language learning.
PO-33
S/he can understand and analyze concepts and processes related to language teaching.
PO-34
S/he can gain professional self-confidence (finds himself/ herself sufficient as a teacher).
Learning Outcomes
LO-1
students are expected to understand the difference between validity, reliability, authenticity, washback, item analysis, proficiency and other related notions and concepts,
LO-2
be familiar with the emerging trends in language assessment and related research
