| Unit name | Language Testing and Assessment |
|---|---|
| Unit code | EDUCM5907 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Yu |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Assessment is central to teaching and learning. It is a lever for change in pedagogy and educational policies. This unit develops the skills needed to assess learners systematically, both as an integrated part of class teaching and in more formal tests such as at the end of the course, or for determining level of language proficiency. It explores the issues involved in making judgements about language learning progress and achievement of learners, both in conventional test formats, and in the context of pedagogic interaction in the classroom. In this unit there will be an opportunity to explore specific issues such as different traditions, purposes and contexts of language testing and assessment, factors which underpin validity, ethicality and fairness in language testing and assessment, teachers' decision-making, and the interface between assessment processes and second language learning. These activities will also constitute opportunities to develop skills in critiquing language tests and other procedures - such as teacher assessment from observation of classroom tasks, learner self-assessment and portfolio assessment, in designing assessment procedures and tasks, and in analysing the results from them.
How does this unit fit into your programme of study
The unit aims:
An overview of content
This unit develops the skills needed to assess learners systematically, both as an integrated part of class teaching and in more formal tests such as at the end of the course, or for determining level of language proficiency. It explores the issues involved in making judgements about language learning progress and achievement of learners, both in conventional test formats, and in the context of pedagogic interaction in the classroom. In this unit there will be an opportunity to explore specific issues such as different traditions, purposes and contexts of language testing and assessment, factors which underpin validity, ethicality and fairness in language testing and assessment, teachers' decision-making, and the interface between assessment processes and second language learning. These activities will also constitute opportunities to develop skills in critiquing language tests and other procedures - such as teacher assessment from observation of classroom tasks, learner self-assessment and portfolio assessment, in designing assessment procedures and tasks, and in analysing the results from them.
How will students, personally, be different as a result of the unit
As a result of the unit, students will have developed awareness of the functions, formats and processes of language testing and assessment, and will be able to relate these to their own professional and learning contexts (such as English for Academic Purposes; Young Learners; Classroom Assessment by teachers), such that development in language testing and assessment can be progressed. They will be able to critique language tests and assessment procedures including large-scale high-stakes examinations, teacher-designed tests, and learner self-assessment and portfolios, design tests and assessment procedures appropriate for the use and purpose of specific contexts, analyse and critique the results from language test items and use them in appropriate ways, and design, conduct and critique research studies on language testing and assessment.
Learning Outcomes
By the end of this unit, students will be able to:
1. explain a broad range of current issues in relation to the uses, purposes and contexts of language assessment, the approaches and procedures of designing, developing and validating language assessment tasks for different purposes and contexts
2. critically evaluate and design language assessment tasks for different uses, purposes and contexts (including large-scale tests, teacher-designed tests, and learner self-assessment and portfolios)
3. analyse published research studies and identify researchable issues in language assessment
Tasks which help you learn and prepare you for summative tasks (formative):
In addition to formative feedback on group and individual work after each session, students are given the opportunity to present their two assignment outlines for formative feedback from their tutor and classmates.
Tasks which count towards your unit mark (summative):
Assignment 1: Group work (25%) ILOs1-3: Designing an innovative language assessment task and a proposal to validate/research on the language assessment task. 1000 words (excluding the words of the assessment task)
Assignment 2 (75%) ILOs 1-3:
Either
An outline proposal of 3,000 words for an empirical research study addressing a current theoretical or curricular issue in Language Testing and Assessment. Including a focussed literature review, research questions and procedures for data collection and data analysis.
Or
As assignment of 3,000 words exploring professional aspects of Language Testing and Assessment, informed by both current perspectives in the literature, and the development needs of a specific curricular context.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM5907).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
