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Lesson 1 Handouts

The document outlines a course on Language Assessment and Testing, aiming to familiarize students with assessment theory and practice, and develop their ability to differentiate assessment purposes. It covers various assessment types, test validity, and design, along with continuous assessment methods and alternative assessment strategies. The course includes practical components such as test analysis, project work, and participation, with specified assessment criteria for each task.

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Элер Тоштемиров
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8 views2 pages

Lesson 1 Handouts

The document outlines a course on Language Assessment and Testing, aiming to familiarize students with assessment theory and practice, and develop their ability to differentiate assessment purposes. It covers various assessment types, test validity, and design, along with continuous assessment methods and alternative assessment strategies. The course includes practical components such as test analysis, project work, and participation, with specified assessment criteria for each task.

Uploaded by

Элер Тоштемиров
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Modul: Language assessment and testing

Theme: Lesson 1. Introduction to the course of Language Testing and Assessment


Aims:
 to acquaint students with the theory and practice of assessment and testing
 to develop students’ ability to differentiate between the purpose and focus of assessment
Objectives
By the end of the course students will:
 be aware of basic principles of language assessment
 be aware of different types of language tests
 be able to analyse the appropriateness of alternative ways of assessment to certain teaching contexts
 be aware of different types of continuous assessment
 be able to design assessment tools and plan assessment procedures
Indicative content
 Assessment:
o summative; formative;
 Testing:
o validity, reliability, practicality
o Criterion referencing; norm referencing
o Specification
o Test types (proficiency, achievement, progress, etc.)
 CEFR (Common European Framework of Reference)
 Test methods (mcq., multiple matching, etc.); Basics of test design (instruction, distracters, etc.)
 How to test/ assess
o Writing
o Reading
o Listening
o Speaking
o Integrated skills
o Vocabulary
o Grammar
 Alternative ways of assessment (portfolio assessment, self-assessment, project work, logs, reflection
tools, etc.)
 Planning assessment
 Washback (influence of assessment on teaching)
Approaches to teaching and learning
 Mini-lectures
 Workshop sessions
 Self study
 Case studies
 Analysis of assessment tools
Learning outcomes
Students should have developed:
 an ability to critically evaluate assessment tools
 an ability to design and use limited range of assessment tools
Semester 6
Continuous Assessment 40%
 Participation 10%
 Test analysis (Analytical Report see specification) 30%

Mid course assessment


 Test analysis 30%
Final assessment
 Project work 30%

Materials and resources


*Hughes A. (2003), Testing for Language Teaching. Cambridge. Cambridge University Press.
Paul, J.Black (1998), Testing: Friend or Foe? The Theory and Practice of Assessment and Testin.
RoutledgeFalmer: London and NY Tylor and Francis Group.
Council of Europe. (2001), Common European Framework of Reference for languages: Learning, teaching,
assessment. Cambridge University Press
Language Testing and Assessment
Assessment Specification

Test analysis
Analytical Report: students analyze language tests from previous language courses (Year 1, Year 2) and
write analytical report (max 350-550 words). The language test analysis should cover at least two of the
following aspects: focus, instructions, face validity, construct validity, reliability, practicality, test methods.
Assessment criteria: 40%

 Task fulfillment 10%


 Awareness of principles for analysing the given aspects 10%
 Awareness of basics of test development 10%
 Participation 10%

Test analysis
Students develop assessment criteria for evaluating one of the alternative ways of assessment such as

portfolios, logs, essays, reflective writing, diaries, project work, etc. students can use first or second year

students’ portfolios, written works, etc for completing this task.

Assessment criteria: 30%

 Task fulfilment 10%


 Appropriateness of criteria 10%
 Appropriateness of assessment tools (does he/she choose appropriate tool to create criteria)
10%
Project work specification
Students, in groups of 4 people, develop a progress test with assessment criteria to assess (including at
least 2 test methods: multiple choice, banked/gap filling, multiple matching):
- Group 1 – grammar + vocabulary
- Group 2 – reading
- Group 3 – listening
- Group 4 – writing
- Group 5 – speaking
Test specification also should be provided by each group.
(Note: Ss may use textbooks that are available at the secondary schools/colleges, and choose a unit)

Assessment criteria 30%


1. task fulfilment 6%
2. coverage of the focus (language skill/language area) 6%
3. appropriate use of different test methods 6%
4. design, layout, and instruction of the test 6%
5. appropriateness of assessment criteria and specification 6%

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