COURSE SYLLABUS

Course Code : English 504

Course Title : Development and Evaluation of Language Tests
Credit : 3 Units
Time Allotment : 54 Hours
Professor : Dr. Cecilia Liwanag Calub
E-Mail Address: ceciliacalub@yahoo.com
Mobile Number: 09065065312/ 09463595208

I. COURSE DESCRIPTION

English 504 (Development and Evaluation of Language Tests) introduces students to the
fundamental principles and best practice of language testing. While the focus is on TESOL contexts, the
testing theories and methods are applicable across various languages and diverse assessment contexts.
The course has a dual focus on theory and practice. The sessions will take a workshop format with
theoretical introductions and practical work such as the construction of test items and the design and
validation of test scoring. A critical perspective on common testing methods and procedures is taken and
their limitations with a special focus on validity and washback effects are explored. The content was
carefully selected to cover all major topics in language testing. However, this means that the various
topics are not explored in depth. The aim is to give an introduction to each topic so that students develop
a good understanding of the field and the application of testing principles in teaching and research
contexts. Moreover, the course, which is relevant to the AB English program in terms of its intents, is also
designed for students who expect to become English teachers, and for anyone who would profit from
more knowledge about the appropriate ways to evaluate through tests English as a second language (ESL)
or English as a foreign language (EFL) students’ competence and performance in English in as well as
the guidelines on how to construct language tests.  

II. COURSE OUTCOMES

Upon completion of this course, the students are able to:

1. Demonstrate an understanding of the terminology, concepts, and principles in language testing

2. Discuss some issues and concerns on the effect of testing on language teaching and learning
3. Demonstrate an understanding of the major trends in language testing
4. Evaluate language tests critically
5. Differentiate among different types of language test for ESL or EFL learners
6. Evaluate students using appropriate testing tools
7. Plan and construct language tests with table of specification (TOS)
8. Analyze and interpret the results of language tests
9. Explain how test results can be used to describe student performance and/or improve the quality
of tests

II. LEARNING OUTCOMES

At the end of the semester, a student completing this course should be able to:

1. Explain some of the important concepts and issues in language testing, as well as a few very basic
statistical procedures
2. Demonstrate knowledge of some approaches in the construction, administration and evaluation
of tests
3. Distinguish the basic types of tests used in evaluating ESL or EFL learners
4. Plan, design, trial, and administer language tests with table of specifications for listening,
speaking, reading, writing, grammar and vocabulary
5. Evaluate language tests critically
6. Analyze and interpret the results of the tests
7. Use test results as a tool to improve teaching and learning

IV. LEARNING PLAN

LO Wee Topic Activities Resources Assessment

ks Tools
LO1 1 The Difference between Library/Online Library Oral Test
Teaching and Testing: Research
Written Tests
Historical and Theoretical
Perspectives Lecture- Computer/
Discussion Internet
Issues and Concerns on
Language Testing and Brainstorming Books on
Backwash Language
Group Discussion Tests
LO2 2 Requirements of a Good Test Lecture- Library Written Test
Discussion
Writing
Materials
LO3 3 Kinds of Tests and Testing Lecture with Library Portfolio
PowerPoint Compilation
Presentation and Online of Test
Handouts Research Samples

Books on
Testing
LO4 4 Stages of Test Construction Group Discussion Online Compilation
Research of Tests on
Workshop:
Writing Table of Specifications Listening,
Writing Test
Books/Article Speaking,
Questions with
Construction and s on Test Reading,
TOS
Administration of Listening, Construction Writing ,
Speaking, Reading, Writing, Grammar and
Grammar, and Vocabulary Vocabulary
Tests

LO5 5 Test Techniques and Testing Lecture- Writing Evaluation

Overall Ability Discussion Materials
Rubrics
Evaluating Language Tests Group Activity Computer
 LO6 – 6-7 Analyzing Test Results Test Construction Books on Written Tests
by Group Measurement
LO7 Reflection
Peer Critiquing and
Evaluation

Writing
Materials

V. STUDENT OUTPUTS

As evidence of attaining the above learning outcomes, the student is required to do and submit the
following during the indicated dates of the term.

Learning Outcome Required Output

LO1 Oral/Written Tests
LO2 Written Test
LO3 Portfolio, Compilation of Test Samples with TOS
LO4 Compilation of Tests on Listening, Speaking, Reading,
Writing, Grammar and Vocabulary
LO5 Evaluation Rubrics
LO6 Written Tests, Reflection
LO7 Written Tests, reflections

VI. REFERENCES

Alderson, C., C. Clapham & D. Wall. 1995. Language test construction and evaluation. Cambridge: CU

Bachman, L. 1990. Fundamental Considerations in Language Testing. MA: Addison-Wesley Publishing

Company.

Brown, H. D. (1987). Principles of language learning and teaching (2nd Ed.) NJ: Prentice Hall Regents.

Fulcher, G. & Davidson, F. (2007). Language testing and assessment. NY: Routledge.

Go, M.B. and Posecion, O. (2010). Language and literature assessment: A comprehensive guide. Quezon
City: Lorimar Publishing, Inc.

Hughes, A. (1989). Testing for language teachers. UK: Cambridge University Press.

Lado, R. (1961). Language testing. London: Longman.

Oller, J.W. (1983). Language test at school: A pragmatic approach. London: Longman.

Salvia, J. and Ysseldyke, J. (1988). Assessment in special and remedial education. Boston: Houghton
Mifflin Company.

Suggested Readings:
Jacobs, H.L. et al (1981). Testing Ell composition: A practical approach. Rowley, Mass: Newbury House.

Klein-Barley, C. (1985) A cloze-up on the C-test. A study in the construct validation of authentic tests.
Language Testing, pp76 – 104.

VII. COURSE REQUIREMENTS

1. The student must regularly attend the class.

2. Active participation in class discussion is required.
3. Each student shall report on one topic. The reporter must produce PowerPoint presentation of his
report, likewise distribute handouts in the class.
4. Each student has to take and pass all formative (quizzes/written assignments) and summative tests
(midterm/final exams). Homework must be submitted the next meeting.
5. Students have to submit a compilation of tests on listening, speaking, reading, writing, grammar
and vocabulary with tables of specification.

VIII. GRADING SYSTEM

General Average. The students will be graded for two quarters (midterm and final rating periods)
according to the following:

Class Attendance 10%

Participation in Class Discussion and Pair/Group Activities 25%
Individual Formative Tests, Homework, Research 25%
Summative Examination (Midterm/Final Exams) 40%
TOTAL 100%

Final Grade. The students will be given a final grade based on their average grade (AG) in the mid
grading period (1st quarter of the term) and in the final grading grade (2nd quarter). Midterm average
grade has a weight of 50% and the final grading period has also a weight of 50%.

University Equivalent Rating:

97 – 100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00

IX. CLASS POLICIES

All students who are enrolled in this course should conform to the following class policies:

A. Attendance

1. Regardless of a disability, all students are responsible for fulfilling the essential requirements of
courses/programs/degrees, including attendance expectations.
2. No one is allowed to attend a class unless officially enrolled on a credit or non-credit basis with
the appropriate fees paid. Students who attend, participate and strive to complete course
requirements without formal enrolment will not receive credit for their work.
3. In compliance with the University regulations governing class attendance, students who stop
attending the class for five (5) or six (6) times without justifiable reasons or who have never
attended class will be dropped from the class. (Attendance is defined as physical attendance,
participation or presence in an academically related activity such as submission of an assignment
( e.g., homework, research paper), quiz/ examination, or participation in group activities. )
4. Severe consequences on students who miss term exams without a "satisfactory explanation" shall
be imposed, namely, a failing grade in the course. To avoid such dire action, the policy instructs
students "unable to take a midterm/final examination because of illness or other reasons over
which they have no control" to notify the instructor/professor immediately. Students should be
prepared to document their illness or the extenuating circumstances that caused them to miss the
exam.
5. Students are excused from classes to participate in university-approved events or competitions.
Before missing classes, the participants must present their instructors with a letter signed by both
the director of the Student Affairs and the faculty adviser/coach of the student. These letters
confirm the dates and locations of the events. An excused absence does not excuse students from
completing course work missed during their absences.
6. The University physician will provide students with a medical excuse only if the student's illness
warrants such action. If a student is examined by a physician during the time he/she is ill, the
physician will decide at that time if the student is too ill to attend classes. If an excuse is
warranted, the physician will specify this on a medical certificate, which the student will receive
and shown to the instructor upon their entrance to the class.
7. Students who face emergencies, such as a death in the family, serious illness of a family member,
court appearances, hazardous weather that makes attendance impossible or other situations
beyond their control that preclude class attendance should notify their instructors immediately to
be excused from their class.
8. Students without notifications of absence or excuse letters will not be allowed to have make-up
course work such as quiz, but will be allowed to take midterm and/or final examinations.

B. Use of Electronic Devices in the Classroom

Electronic devices such as cellphones may be used in the class under the direction of the
instructor for instructional purposes or otherwise directed at the discretion of the instructor.
Students who use their devices for non-instructional purposes will be directed to put the device
away; failure to do so will be considered insubordination and referred to school administration.

C. Class Participation and Behavior

1. Class participation is a very important part of the learning process in this course. Students will be
evaluated on the quality of their contributions and insights
2. Any form of cheating will immediately earn you a failing grade.
3. Students are required to adhere to the behavior standards and to refrain from disrupting classes
4. If a student is disruptive, the faculty member may ask the student to stop the disruptive behavior
and warn the student that such disruptive behavior can result in academic or disciplinary action.