Foreign Language Testing and Assessment
| Module title | Foreign Language Testing and Assessment |
|---|---|
| Module code | EFPM835 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr William Pearson (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This module provides an overview of many of the key concepts involved in the assessment of language knowledge and use, with detailed explanation of what is involved in designing or choosing tests for the 4 language skills as well as more general testing of grammar and vocabulary. This will give you a solid understanding of important testing terms and you will be able to read and critique the testing literature. We will examine the range of assessment types from formal large-scale tests to informal in-class assessment opportunities. Testing and assessment make sense when you consider your own context and are able to relate concepts to your own classes, and the presentation and assignment give you the chance to apply the concepts to a testing situation in your own context. By the end, you will be in a position to make informed choices about testing and assessment in the full understanding of how powerful tests can be.
Module aims - intentions of the module
1. to understand key terms and concepts in language testing and current beliefs about assessment
2. to understand approaches and techniques in language testing – both objective and subjective testing typology
3. to critically examine the relationship of testing to teaching practice and syllabus design
4. to learn how to evaluate a test’s purpose and appropriateness, and understand the use made of tests
5. to design or critique a test for a described group of learners relevant to your context.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate an understanding of different approaches to language testing;
- 2. demonstrate an understanding of key technical terms applied to testing and relate these to their specific context;
- 3. create and modify tests;
- 4. evaluate assessment tools and results;
- 5. apply course input to their own, their peers' and abstract assessment situations
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. demonstrate the ability to recognise core issues in language testing and explore alternative solutions through critical debate. This will be done during group discussions and evidenced by satisfactory reference to the literature in the assignment.
- 7. demonstrate the ability to recognise how the role, design and social status of language testing may vary in different cultural contexts
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. analyse the relevant academic literature
- 9. practice independent study and group work
- 10. engage in critical debate with peers
- 11. digest, select and organise material to produce, to a deadline, a coherent and thoughtful assessment tool.
- 12. take responsibility and carry out agreed tasks within a co-operative group environment.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics
- An introduction to basic principles in language test construction and presentation through discussion of terminology and criteria used in the design of test specification checklists; the different purposes of tests and the distinction between norm- and criteria referenced tests; testing and assessment distinction.
- Objective testing techniques in language testing; item types; language area focus: grammar, vocabulary
- Principles of testing and assessment (Validity, reliability, practicality, authenticity, washback)
- Classroom assessment issues and alternative assessment methods. Dynamic assessment and teacher-based assessment.
- Meaning and use of Construct in language tests. Skills focus: listening, reading.
- Subjective testing methods; assessment rubrics; interrater reliability issues. Skills focus: writing, speaking.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 35 | 115 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 15 | lectures, seminars |
| Learning and teaching activities | 20 | guided reading |
| Guided independent study | 80 | self directed study |
| Guided independent study | 35 | assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Individual presentation of outline for summative assignment | 300-400 words | 7, 9, 10 | Written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Assignment: critique a known test or design a test for their context | 100 | 3,750 words | 1-5, 6, 8, 11 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Assignment | Resubmission of assignment | 1-5, 6, 8, 11 | 6 weeks |
Indicative learning resources - Basic reading
Alderson, J.C. (2000) Assessing reading. Cambridge University Press.
Brown, H. D. & Abeywickrama, P. (2010). Language assessment: principles and classroom practices. Pearson Longman.
Buck, G. (2001). Assessing listening. Cambridge University Press
Douglas, D. (2010). Understanding language testing. Hodder Education.
Fulcher, G. (2010). Practical language testing. Hodder Education
Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Routledge.
Genesee, F. & Upshur, J. (eds.). (1996). Classroom based evaluation in Second Language Education. Cambridge University Press.
Hughes, A. & Hughes, J. (2020). Testing for language teachers (3rd Ed.). CambridgeUniversity Press.
Luoma, S. (2004). Assessing speaking. Cambridge University Press.
McKay, P. (2006). Assessing young language learners. Cambridge University Press.
Tsagari, D. & Banerjee, J. (Eds) (2016). Handbook of second language assessment. De Gruyter Mouton.
Weigle, S. (2002). Assessing writing. Cambridge University Press.
Journal:Language Testing. SAGE
Language Assessment Quarterly Taylor and Francis
Indicative learning resources - Other resources
Students’ own test samples; sample tests from web resources.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 13/08/2020 |
