RENCANA PERKULIAHAN SEMESTER GENAP 2015/2016

UNIVERSITAS NEGERI MALANG

FAKULTAS SASTRA
JURUSAN SASTRA INGGRIS
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

Course Language Assessment Code IGK401

Development
Status Compulsory Pre req. IGB 429 LLA
Credit 2 (two) Hours 2
Schedule Mon, 3-4 Room Q3.208
Thu, 3-4 Q3.203
Thu, 5-6 Q3.205
Instructor Sintha Tresnadewi Code 872233

A. Course Objective
This course provides students with the opportunity to apply the principles of language
assessment discussed in IGB 429 LLA in English language teaching situations. This course is
practice-oriented. It provides students with activities to construct a variety devices based on the
principles and different approaches to language and assessment, to construct assessment devices
for English learning based on language course outline of elementary, junior, and senior high
schools, and to evaluate assessment practices at schools.

B. Content
The course content includes a variety of tests based on the task format, test construction of
different approaches with a focus on the following: discrete-point, integrative, and
communicative, authentic assessment and analytical evaluation on teacher-made test (as used in
the primary and secondary school levels) as well as non test devices to measure non cognitive
attributes in language learning. These aim at the mastery of principles under discussion and the
application of the principles in constructing measuring devices in language learning.

C. Activities
Activities throughout the course include lectures, presentation, and discussion of assigned topics,
assignment/project, and practice. Additional tutorials may be needed to discuss points for
projects.

To maximize learning, there will be students’ grouping. Each group is responsible for carrying
out tasks in the form of classroom presentation and discussions as well as weekly
assignment/project accomplishment.

Weekly assignment/project accomplishment: Each group is assigned to construct tests of

different types: discrete-point, integrative, and communicative, as well as authentic assessment.
The tasks of the project will be provided along the course progress.

D. Evaluation
The students’ final grade will be determined on the basis of the following components:
1. Regular attendance and presence in the class will be first considered as a criterion for the
maximum final grade as follows:

A or A- : No absence
B+ or B : One absence
B- or C+ : Two absences
C : Three absences
D or E : Four or more absences

2. The satisfactory completion of the components for evaluation that follows:

a. intelligent and active participation in class 10%

b. completion of weekly tasks at presentation 30%
c. mid-term 20%
c. final project 40%

E. References

1. Brown, H.D. 2004. Language Assessment: Principles and Classroom Practices. White
Plains: Pearson Education, Inc.
2. Harrison, A. 1989. A Language Testing Handbook. London: Macmillan Publishers Ltd.
3. Heaton, J.B. 1988. Writing English Language Tests. New York: Longman Inc. (e-book)
4. Hughes, A. 2003. Testing for Language Teachers. Cambridge: Cambridge University
Press (e-book)
5. McNamara, T. 2008. Language Testing. Oxford: Oxford University Press.
6. O’Malley, J.M. and Pierce, L.V. 1996: Authentic Assessment for English Language
Learners: Practical Approaches for Teachers. New York: Addison-Wesley
Publishing Company
7. Weir, C.J. 1990. Communicative Language Testing. New York: Prentice Hall.
8. Gronlund, N.E. 1968. Constructing Achievement Tests. Englewood Cliffs: Prentice-Hall,
Inc.
 MEETING SCHEDULE

Session Topics/Activities Sources Notes

The lecturer
1 Introduction Course outline
 Developing Multiple-Choice Tests 8 The lecturer
(1)
2

 Developing Multiple-Choice Tests 8 The lecturer

3 (2)

 Item Analysis of NRTs Varied sources The lecturer

4
A. Constructing discrete-point tests: Group 1
 Grammar tests 3
5
 Vocabulary Tests
 Tests of Pronunciation
B. Constructing integrative tests: 3 Group 2
6
 Cloze Procedures and Dictation
7 Midterm test
C. Constructing communicative tests:
 Listening and Speaking 4, 7 Group 3
8

C. Constructing communicative tests: 4, 7 Group 4

 Reading and Writing
9

D. Designing authentic assessment:

10  Portfolio 1, 6 Group 5

 Project (incorporating Reading 1, 6 Group 6

11 Writing and Spoken language)

 Extended Response (incorporating 1, 6 Group 7

Reading, Writing and spoken
12
language)

Non test devices to measure non Varied sources Group 8

cognitive attributes in language
13
learning: questionnaires, checklist,
rating scales, semantic differential
 scales

Groups 1-4
Group reports on teacher-made test
14
evaluation
Group reports on teacher-made test Groups 5-8
15
evaluation
 Review The lecturer
16
 Submission of the final project Group 1-8

Note: The schedule is subject to changes on students’ progress.