NEU English



NEAR EAST UNIVERSITY-FACULTY OF EDUCATION17671-665 Department of English Language Teaching Course Information Sheet & Course Outline2019-2020 Spring SemesterCourse CodeELT452Course NameEnglish Language Testing and EvaluationCredit3ECTS6Pre-requisite: EDS308Language: EnglishCourse Type: CompulsoryYear: 4Semester:8Weekly HoursClass HoursLaboratoryPracticumLearning Sessions3--PSCRT1111Learning OutcomesAfter the completion of this course, the student will be able to define different types of tests and explain the uses for eachdefine and explain different test items and simple/complex item formatsdifferentiate between different types of scoring/criteriadistinguish between situations and state which assessment type is applicable in each of themreview and evaluate different examples of assessment and state their own opinions about their effectivnessselect the best scoring/criteria for different assessment toolsreflect on their experiences with the use of different types of assessment methods and state what makes an assessment method ‘effective’ in their own opinioncreate an assessment method/tool for a given educational contextCourse DescriptionThe course includes basic concepts and principles about testing and evaluation, how these concepts and principles can be put into action in actual tests and criteria/rubrics, what types of different test items can be used in measuring students’ learning, which test items and performance-assessments can be used to measure different aspects of language and how these can be evaluated with the use of corresponding criteria. The course enables students to construct different assessment tools grounden on validity, reliability and practicality.Course ObjectivesThe course aims to raise students’ awareness on the concepts and principles of testing and evaluation and guide them in designing tests fit for purpose. The course also aims to introduce students to different types of tests, test items, scoring methods and support them to synthesize all of these to develop effective tests.Textbooks and/or References1Popham, W.James (2002). Classroom Assessment: What Teachers Need to Know. Boston: Allyn and Bacon2Brown, H. Douglas (2004). Language assessment: Principles and classroom practices. New York: Pearson Education, Inc.3Key Assessment Terms, retrieved from (1991). A course in Language Teaching5Focus on Testing, Oxford Teaching Academy Workshop Handout 6WSPSS AG Program (2009), Toolbox for Planning Rigourus Instruction, Section 5: Thinking Bloom, p 16.7Linn, R.L & Gronlund, N.E. (2000). Measurement and assessment in teaching. NY: Prentice Hall.8Bloom’s Taxonomy and Assessment’s Taxonomy: Why do we ask questions? Item Specifications 11Test and Evaluation in English Language Teaching English Language Tests- The role of testing in teaching and learning process Listening Communicative CompetenceKathleen, S. & Kitao K. (1996). Testing communicative competence. The Internet TESL Journal, 2(5).15Chen, C. (2010). On reading Test and its validity. Asian Social Science, 6(12), 192-194.16O’Dell, F. & Whitehead, R. (2015). Vocabulary testing: why, what and how?. IATEFL workshop material.17Criteria for FCAT 2.0 Reading Items. FCAT Reading Exam Specifications, Grades 3-5. Florida Department of Education.18Cambridge PET and Flyers Exam19Cambridge Key English Test for Schools20New English File (Upper-Intermediate). Oxford University Press.21Assessing Reading Descriptors ContentThe course includes definition of basic testing terms and test types, recognising principles of constructing test items/performance-based assessments and how these principles apply to different test types/items, constructing different test items according to the test/instructional objectives, and analysing different test items/test types in regard to their applicability and effectiveness.Methods and Techniques Used in the CourseThe course uses a student-centered approach where the students have to participate actively through the use of short presentations, discussions, group/individual tasks, problem-solving tasks and collaborative work leading to students’ own product.WEEKLY OUTLINEWeekDateTopicActivitiesReference 117th – 21st FebIntroduction to Classes(Review of the EDS308 Topics)224th – 28th FebKey Assessment Terms (Examples&Discussion)Bloom’s Taxonomy Levels and Corresponding Question StemsHandouts / questionsDiscussionGroupwork 3,632nd – 6th March Focus on Testing-Different test types / test items-Reasons for testing-Administering TestsHandouts / questionsDiscussionGroupwork (categorizing test items & presenting)Interviewing each other on test administration4,549th – 13th MarchFocus on Testing-Different test types / test items-Reasons for testing-Administering Tests Handouts / questionsDiscussionGroupwork (categorizing test items & presenting)Interviewing each other on test administration7516th - 20th MarchTest Items and Item Format (Simple and Complex Formats)-Matching-Short answerHandouts / questionsDiscussionGroupwork1,2,7623rd – 27th March-Test Items and Item Format (Simple and Complex Formats)-Multiple ChoiceHandouts / questionsDiscussionGroupwork1,2,7,8,9730th March – 3rd April-Test Items and Item Format (Simple and Complex Formats)-Multiple ChoiceHandouts / questionsVideosDiscussion Groupwork ( Constructing MC items) 1,2,7,8,986th – 10th April-Constructing Test Questions (What not to do when constructing test items)-Guidelines on InstructionsReading & answering questionsAnalysing/Evaluating sample test questions Discussion on the items used in different sample tests & how the instructions are given in each section7,16Sample tests913th – 17th April-Testing Grammar / Sample Tests-Constructing Tests (by SS) -ScoringReading & answering questionsAnalysing/Evaluating sample test questions Constructing a two-section grammar test and the marking criteria19Sample tests(New English File & Teacher’s own materials)1020th – 24th April23rd-holiday (Thurs)-Testing Vocabulary / Sample Tests-Constructing Tests (by SS) -ScoringReading & answering questions Analysing/Evaluating sample test questions Constructing a two-section vocab test and adding the marking criteria4,19Sample tests(New English File & Teacher’s own materials)1127th April – 1st May1st May (Fri)-holiday-Testing Reading / Sample Tests -Constructing Tests (by SS) -ScoringReading & answering questions Analysing/Evaluating sample test questions Constructing a two-section reading test and the marking criteria14 & 22Sample tests(New English File Upper-Intermediate)124th – 8th May-Testing Listening / Sample Tests-Constructing Tests (by SS) -ScoringReading & answering questions Analysing/Evaluating sample test questions Constructing a two-section listening test and the marking criteria13,17,22Sample tests(Cambridge Flyers)1311th – 15th May-Testing Speaking / Sample Tests-Constructing Tests (by SS) -ScoringReading & answering questions Analysing/Evaluating sample test questions Constructing a two-section speaking test and the marking criteria13,17,18, 22Sample tests(PET and Key English Test1418th – 22nd MayPresentationsCollaborative Work:Constructing an integrative test and presenting1525th & 29thMayPresentationsCollaborative Work:Constructing an integrative test and presenting161st -10th JunePresentations Attendance: Minimum 70 %Assessment BreakdownType%Reference/ SourceRelevant Competencies1In-class discussions/CP (during online live lessons)10AllA1,C2,C3,D1,D2,D32Weekly assignments (HW)20AllA1,C2,C3,D1,D2,D33Constructing tests (5 tests)50AllA1,C2,C3,D1,D2,D3,D4,E4,F2,F4,G34Presentation20AllA1,C2,C3,D1,D2,D3,F2,F4Passing grade50/100Learning ProgramEducational ToolAmountStudent Work Load (Hours)Educational ToolAmountStudent Work Load(Hours)Lectures1636GroupWork (Constructing Tests & presenting)55*6=30Preparation for the Lectures (Readings)1313*2=26Prep for the Final presentation (Material development)116Weekly assignments1313*3=39Presentation & Feedback12In-class discussions/CP1616*1=16Total165Recommended ECTS Credit (Total Hours / 30):165/30 = ~ 6 ................
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