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| IDE5090 | Language Testing | 3+0+0 | ECTS:7.5 | | Year / Semester | Spring Semester | | Level of Course | Second Cycle | | Status | Elective | | Department | DEPARTMENT of WESTERN LANGUAGES and LITERATURE | | Prerequisites and co-requisites | None | | Mode of Delivery | | | Contact Hours | 14 weeks - 3 hours of lectures per week | | Lecturer | Dr. Öğr. Üyesi Hasan SAĞLAMEL | | Co-Lecturer | -- | | Language of instruction | | | Professional practise ( internship ) | None | | | | The aim of the course: | | Upon successful completion of this subject students should be able to:
? Understand the basic concepts related to language testing and assessment.
? Understand fundamental testing principles
? Understand approaches and techniques in language test development and validation.
? Evaluate a test format in terms of purpose and appropriateness.
? Design appropriate assessments for a specific skill.
? Analyze assessment data, correctly interpret the results |
| Programme Outcomes | CTPO | TOA | | Upon successful completion of the course, the students will be able to : | | | | PO - 1 : | Demonstrate a comprehensive understanding of the principles and theories underlying language testing and assessment, | 8 | 1, | | PO - 2 : | Analyze and critique various language testing instruments and procedures for their validity, reliability, and practicality, | 14,17 | 1, | | PO - 3 : | Apply statistical measures and techniques to interpret and analyze test results effectively,
| 21,25 | 3, | | PO - 4 : | Design, develop, and adapt language tests and assessment materials for specific purposes and target populations, | 6,7 | 3, | | PO - 5 : | Utilize technology effectively in language testing and assessment, including computer-adaptive testing and online assessment platforms. | 16,19 | 5, | | CTPO : Contribution to programme outcomes, TOA :Type of assessment (1: written exam, 2: Oral exam, 3: Homework assignment, 4: Laboratory exercise/exam, 5: Seminar / presentation, 6: Term paper), PO : Learning Outcome | | |
| This course provides an overview of the issues in second and foreign language testing and assessment. It aims at helping students to identify key issues in language testing and evaluation. Upon completion, students are expected to describe basic test statistics and analyse the characteristics of good language assessments and apply this knowledge to the construction, revision, and administration of valid and reliable tests. A brief introduction to fundamental concepts and issues in language assessment (i.e., assessment literacy) will be made. Basic concepts related to testing and assessment will be explicated. Next, testing techniques and procedures will be handled. Focusing on traditional and alternative assessment forms, students will have hands-on experience in designing their own assessment tools, develop an understanding of research and conduct small-scale research.
Basic concepts and principles of language testing and assessment: validity, reliability, practicality, authenticity, and wash-back; Types of assessment: Summative and formative assessments; Test specification; Types of tests: Placement test, Achievement test, Diagnostic test, and Proficiency test; Grading and scoring; Alternative assessment: Portfolios, Journals, and Self/Peer assessment; The history of second language testing; developments in testing and assessment; Computerized language assessment; Assessment of second language pragmatics; Marking assessments. |
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| Course Syllabus | | Week | Subject | Related Notes / Files | | Week 1 | Course outline; objectives and expectations | | | Week 2 | A brief history of language testing
Foreign/second language assessment literacy | | | Week 3 | Principles of language assessment | | | Week 4 | Techniques for testing | | | Week 5 | What teachers need to know about test analysis | | | Week 6 | Communicative language testing
Alternative assessments in language education | | | Week 7 | Student involvement in assessment through self and peer assessment | | | Week 8 | Computerized language assessment | | | Week 9 | Mid-term | | | Week 10 | Assessing writing
| | | Week 11 | Assessing reading
Assessing young learners | | | Week 12 | Assessing listening
Assessing speaking | | | Week 13 | Assessing grammar
Assessing vocabulary | | | Week 14 | Assessing grammar
Assessing vocabulary | | | Week 15 | Marking assessments (rubrics, rating scales)
Revision | | | Week 16 | Final (Paper submission) | | | |
| 1 | Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson. | | | 2 | Coombe, C., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. Michigan: The University of Michigan Press. | | | |
| 1 | Fulcher, G. Davidson, F. (2007). Language testing and assessment. Routledge: UK | | | 2 | Coombe, C., Davidson, P., O'Sullivan, B., & Stoynoff, S. (Eds.). (2012). The Cambridge guide to second language assessment. Cambridge University Press. | | | 3 | Carr, N. T. (2011). Designing and analyzing language tests. Oxford, UK: Oxford University Press. | | | |
| Method of Assessment | | Type of assessment | Week No | Date | Duration (hours) | Weight (%) | | Mid-term exam | 9 | 9. Hafta | 2 | 30 | | Presentation | 10-14 | 10-14. Hafta | 1 | 20 | | End-of-term exam | 16 | 16. Hafta | 2 | 50 | | |
| Student Work Load and its Distribution | | Type of work | Duration (hours pw) | No of weeks / Number of activity | Hours in total per term | | Yüz yüze eğitim | 3 | 14 | 42 | | Sınıf dışı çalışma | 3 | 14 | 42 | | Arasınav için hazırlık | 4 | 8 | 32 | | Arasınav | 1 | 1 | 1 | | Uygulama | 4 | 6 | 24 | | Proje | 5 | 5 | 25 | | Dönem sonu sınavı için hazırlık | 4 | 5 | 20 | | Total work load | | | 186 |
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