English language teachers will be introduced to classroom based assessment and evaluation, types of tests, types of assessment based on different age groups and language proficiency levels, exam preparation techniques, data collection, grading, interpretation of exam results and feedback.
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Contribution of the Course to Professional Development
At the end of this course, English as a foreign language teacher candidates will be able to understand the basic principles of assessment and evaluation in foreign language teaching, discriminate types of testing according to their purpose and criteria, design test items within the framework of practicality , validity and reliability.
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Learning Outcomes:
1
To be able to define the basic principles of foreign language testing.;
2
To be able to identify examination types used in foreign language measurement and evaluation according to the purpose and criterion.;
3
To be able to examine and prepare exam questions within the framework of practicality, reliability, validity, and washback. ;
4
To be able to prepare and employ traditional measurement tools (paper-pencil ) and alternative measurement tools (portfolio, self-assessment, peer assessment, checklist, questionnaire etc.)used in foreign language measurement and evaluation.;
5
In foreign language teaching, to be able to understand the techniques used to measure and evaluate language areas (grammar and vocabulary) and language skills (listening, speaking, reading, and writing).;
6
To be able to understand foreign language grading and feedback techniques;
7
To be able to analyse the Common European Framework of References for Languages (CEFR) and comprehend how it is employed.;
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Course Content:
Week
Theoretical
Practical
1
Foreign language exam preparation and evaluation, course introduction and related basic concepts.
2
The relationship between exam preparation and evaluation in foreign language teaching programs.
3
Traditional and alternative assessment approaches in language testing.
4
Communicative language testing and performance-based assessment.
5
The Common European Framework of Reference for Languages (CEFR). An analysis of the employment of the CEFR in Turkey.
6
Young learners and foreign language testing.
7
Mid-term exam
8
Technology and foreign language testing.
9
Grammar and vocabulary skills assessment and evaluation.
10
Testing and evaluating listening skills.
11
Techniques for designing speaking and pronunciation tests.
12
Testing and evaluating reading skills.
13
Testing and evaluating writing skills.
14
Course review. After the 14-week period, receiving feedback from the students relating to this course (materials, topics, the way of teaching) and providing information about the final exam.
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Textbooks, References and/or Other Materials:
Bachman L. F. (2000). “Modern language testing at the turn of the century: assuring that what we count counts. ” In Language Testing. 17 (1) 1-42. Sage Pub. 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. 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.
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Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
1
40
Quiz
0
0
Homeworks, Performances
0
0
Final Exam
1
60
Total
2
100
Contribution of Term (Year) Learning Activities to Success Grade
40
Contribution of Final Exam to Success Grade
60
Total
100
Measurement and Evaluation Techniques Used in the Course
Open-ended items
Information
Items that require analytical and critical thinking
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
3
42
Practicals/Labs
0
0
0
Self Study and Preparation
14
3
42
Homeworks, Performances
0
0
0
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
18
18
Others
0
0
0
Final Exams
1
18
18
Total WorkLoad
138
Total workload/ 30 hr
4
ECTS Credit of the Course
4
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
