This course is designed to increase the students' awareness in the basic concepts, procedures and practices related to the assessment of language achievement and proficiency. It also aims to enable students to design, implement and evaluate a variety of testing instruments for a specific group of language learners.
Prerequisite(s)
Corequisite(s)
Special Requisite(s)
Instructor(s)
Course Assistant(s)
Schedule
Office Hour(s)
Teaching Methods and Techniques
Lecture, discussion, Q-A
Principle Sources
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 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.
2. Week
Types of tests and testing in foreign language assessment and evaluation (norm-referenced, criterion referenced, achievement, proficiency, placement, diagnostic, discreet point, integrative, communicative and performance based tests.
3. Week
The context of foreign language teaching (instructional purposes, plans, and practices) and its effects on testing and evaluation Test reliability, validity, practicality and backwash.
4. Week
Traditional assessment and alternative assessment: principles and classroom practice.
5. Week
Analysis of Standardized testing and standards-based assessment.
6. Week
Review of the Common European Framework of Reference for Languages (aims & objectives). Investigation of the European Language Portfolio and its implementation as conducted by the Ministry of National Education in Turkey.
7. Week
Characteristics and methods of self- assessment. Techniques for testing young learners.
8. Week
Investigating computerized foreign language testing.
9. Week
Analysis of writing English language tests; testing grammar and vocabulary.
10. Week
Analysis of writing English language tests; testing listening.
11. Week
Analysis of writing English language tests; testing speaking and pronunciation.
12. Week
Analysis of writing English language tests; testing reading.
13. Week
Analysis of writing English language tests; testing writing.
14. Week
Investigation of students views regarding the course (material, topics, lesson conduction) and their gains at the end of the 14 week period. Provision of information about the final exam.
15. Week
16. Week
17. Week
Assessments
Evaluation tools
Quantity
Weight(%)
Midterm(s)
1
40
Final Exam
1
60
Program Outcomes
PO-1
Understand English phonology, morphology, syntax, semantics and pragmatics at advanced level.
PO-2
Define the contemporary language learning theories.
PO-3
Identify different language learning purposes for various levels.
PO-4
Recognize appropriate teaching methods, techniques and strategies for specific purposes.
PO-5
Develop skills in listening, speaking and writing for helping learners of English to use language appropriately and comprehensibly.
PO-6
Design professional applications for teaching the English language.
PO-7
Apply professional assesment tools and methods.
PO-8
Determine the problems and solutions at the ELT classroom settings.
PO-9
Comprehend the importance of lifelong learning strategies.
PO-10
Practice classroom management skills.
Learning Outcomes
LO-1
Ability to investigate the effects of language teaching programs in foreign language assessment and evaluation.
LO-2
Ability to prepare alternative tests (portfolio, self-assessment, peer-assessment, checklist, questionnaire etc.) used in foreign language testing.
LO-3
Ability to employ foreign language testing techniques while designing tests for the basic language skills.
LO-4
To be able to prepare foreign language testing items in terms of practicality, reliability and validity.
