INTERNATIONAL BURCH UNIVERSITY
Faculty of Education and Humanities
Department of English Language and Literature
||Measurement and Assesment in Foreign Language Teaching
||Number of ECTS Credits
||Class Hours Per Week
||Total Hours Per Semester
|Vildana Dubravac, Assist. Prof. Dr.
||Vildana Dubravac, Assist. Prof. Dr.
|Basic concepts, principles and constructs of classroom-based assessment; different types of tests and testing (e.g. proficiency, achievement, diagnostic and placement tests, direct vs. indirect testing, discrete point vs. integrative testing, norm referenced vs. criterion referenced testing, objective testing vs. subjective testing, communicative language testing) and various types of questions for a wide range of language assessment purposes, development and evaluation of such language tests and of other a
|This course will introduce the basic concepts in measurement and evaluation:
• students will learn basic statistical concept necessary for grading and comparing the pupils;
• they will learn about characteristics of good tests as well as how to evaluate the quality of questions;
• they will learn how to use different assessment strategies, develop different kinds of questions and tests and how to score results obtained.
- introduction to the course & the field;
- Introduction to measurement, evaluation and assessment
- The power of assessment; assessment and learning; The role of feedback in foreign language learning
- Principles of language assessment
- Designing classroom language tests
- Standardized testing
- Assessing listening
- Assessing speaking
- Mid-term exam
- Assessing reading
- Assessing writing
- Alternatives in assessing
- Grading and student evaluation
- The role of formal and informal assessment and evaluation in early childhood education vs. assessing adult learning; assessment and evaluation with special population of children
- Course review
- Practical Sessions
| Midterm Exam(s)||1||20|
| Final Exam||1||50|
| +in-class assignment|| ||10|
- • To develop an understanding about the factors that led to the emergence of ESP and the forces, both theoretical and applied that have shaped its subsequent development.
- • To assist students develop needs assessments and genre analyses for specific groups of learners.
- • To provide guidelines to adapt or create authentic ESP materials in a chosen professional or occupational area.
- • Brown, D. H. (2004). Language assessment: principles and classroom practices. San Francisco: Longman
|ECTS (Allocated based on student) WORKLOAD
|Lecture (14 weeks x Lecture hours per week)||14||2||28|
|Laboratory / Practice (14 weeks x Laboratory/Practice hours per week)|| || ||0|
|Midterm Examination (1 week)||1||2||2|
|Final Examination(1 week)||1||5||5|
|Preparation for Midterm Examination||2||6||12|
|Preparation for Final Examination||2||7||14|
|Assignment / Homework/ Project||4||7||28|
|Seminar / Presentation|| || ||0|