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
|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 available types (e.g.: portfolio, self-assessment, learner diaries); language tests for different age groups, different proficiency levels and various learner styles; test preparation techniques for testing reading, writing, listening, speaking, vocabulary and grammar individually and testing language skills in an integrated manner; application of basic descriptive and inferential statistical calculations and the principles underlying test design (e.g.: content, criterion related, construct, face validity; reliability, standard error of measurement and the true score; practicality); stages of test construction, item analysis and interpretation of test scores, standardized tests (e.g.: TOEFL, IELTS and exams accredited by the Council of Europe for the European Language Portfolio), teacher-prepared language tests and beneficial backwash.
|The main objective of this course is to raise understanding about importance of grading and evaluating pupil’s achievement. 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.
- Testing as problem solving: an overview of the book
- Kinds of tests and testing
- Common test techniques
- Stages of test development
- Midterm exams
- Testing reading
- Testing listening
- Testing speaking
- Testing grammar and vocabulary
- Testing overall ability
- Test administration
- Interactive Lectures
- Practical Sessions
| Final Exam||1||50|
- • 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.
- Hughes, A. (2003) Testing for Language Teachers. (2nd Edition) Cambridge: Cambridge University Press.
|ECTS (Allocated based on student) WORKLOAD
|Lecture (14 weeks x Lecture hours per week)||15||30||450|
|Laboratory / Practice (14 weeks x Laboratory/Practice hours per week)|| || ||0|
|Midterm Examination (1 week)||1||2||2|
|Final Examination(1 week)||1||2||2|
|Preparation for Midterm Examination||1||14||14|
|Preparation for Final Examination||1||20||20|
|Assignment / Homework/ Project||1||16||16|
|Seminar / Presentation||1||16||16|