VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

COURSE SYLLABUS
I. General information

1. Course title CLASSROOM-BASED ASSESSMENT

2. Course code NVA203.1
3. Type of course (compulsory, optional) Compulsory
4. Level of course Bachelor
5. Year of study (if applicable) Final
6. Semester when the course is delivered 7
3 (2 theoretical credits + 1 practical credit)
7. Number of course credits allocated
Independent study: 90 hours
Đặng Thị Vân Di, M.A.
8. Name of lecturer(s)
(vandi@hcmussh.edu.vn)
9. Mode of delivery Face-to-face
Students are expected to have completed foundation
10. Prerequisites
courses and Teaching Methodology.
11. Language of instruction English
12. Work placement(s) N/A

II. Course overview

This course is designed to provide participants with
● knowledge and understanding of fundamental concepts, theories, and principles of language
assessment, and their practical application in the classroom; and
● opportunities to practice designing test items and alternative assessment tasks based on selected
teaching materials used in the classroom.

III. Course learning outcomes

By the end of this course, students will be able to
1. synthesize concepts, theories and principles of language assessment
2. design classroom-based assessment tasks for grammar, vocabulary, and the four skills
3. develop creativity, problem solving and critical thinking skills
4. build communication and teamwork skills
5. demonstrate positive attitudes to learning

IV. Recommended or required readings

Required reading
Brown, H. and Abeywickrama, P. (2019). Language assessment – Principles and classroom practices.
New York: Pearson Longman, 3rd edition.

Optional readings
● Cheng, L. and Fox, J. (2017). Assessment in the language classroom: Teachers support student learning.
UK: Palgrave.

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● Coombe, C., Davidson, P., O'Sullivan, B., & Stoynoff, S. (Eds.) (2012) The Cambridge guide to second
language assessment. Cambridge: Cambridge University Press.
● Fulcher, G. (2010) Practical language testing. London: Hodder Education.
● Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.

V. Course contents and schedules

Planned learning activities and
Sessions Course contents Required readings
teaching methods
Course introduction
Brown & Abeywickrama (2019),
1 Assessment concepts Lecture and discussion
Chapter 1, pp.1-26
and issues
Principles of Brown & Abeywickrama (2019), Group presentation, discussion and
2
language assessment Chapter 2, pp.27-56 lecture
Group presentation, discussion and
Designing classroom Brown & Abeywickrama (2019), lecture
3
language tests Chapter 3, pp.57-89 Practice: developing test
specifications
Group presentation, discussion and
Assessing grammar lecture
Brown & Abeywickrama (2019),
4 and vocabulary, and Practice: choosing and designing
Chapter 10, pp.260-285
pronunciation assessment tasks for grammar and
vocabulary (A1)
Group presentation, discussion and
Brown & Abeywickrama (2019), lecture
5 Assessing reading
Chapter 8, pp.195-226 Practice: choosing and designing
assessment tasks for reading (A1)
Group presentation, discussion and
Brown & Abeywickrama (2019), lecture
6 Assessing writing
Chapter 9, pp.227-259 Practice: choosing and designing
assessment tasks for writing (A1)
Group presentation, discussion and
Brown & Abeywickrama (2019), lecture
7 Assessing listening
Chapter 6, pp.128-155 Practice: choosing and designing
assessment tasks for listening (A1)
Group presentation, discussion and
Brown & Abeywickrama (2019), lecture
8 Assessing speaking
Chapter 7, pp.156-195 Practice: choosing and designing
assessment tasks for speaking (A1)
Grading and Brown & Abeywickrama (2019), Group presentation, discussion and
Chapter 11, pp.286-311 lecture
9 student evaluation
Brown & Abeywickrama (2019), Practice: choosing and designing
Beyond letter grading Chapter 12, pp.312-330 alternatives in assessment
10 Practice: Designing tests
11
Oral presentation of the Final Project
12
TBA Submission of the Reflection Paper (A2) and Final Project (A3)

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VI. Assessment scheme

Assessment tasks Scores Weighting

task
A1. Group Practice 100 pts Mid-term 30 %
A2. Reflection Paper 30 pts Final 70%
A3. Final Project 70 pts
100 pts
100%
(Passing Grade: 5/10)
Reading Assignments
Participants are required to read required materials and answer reading comprehension and discussion
questions.
A1. Group Practice
Students are required to work in eight (08) groups to design assessment tasks in class in accordance with class
lessons and activities.
A2. Individual Reflection Paper
Students are required to submit a reflection paper of about 500 words at the end of the course. The paper is
the students’ reflection on their background knowledge and experience in preparing tests and/or how to
evaluate their learners in light of the theoretical concepts and principles acquired/provided in the course.
A3. Individual Final Project
Students work individually to design an assessment scheme including alternative assessment tasks and an
achievement test based on (a) assigned materials/course.
The written project should include
Title page (Institution/Faculty name, title of the project, student’s name, student code, instructor, date of
publication)
i. Description of students/ book/ course
ii. Course learning outcomes aligned with assessment tasks
iii. Specifications of the assessment tasks
iv. Actual assessment tasks and test items designed by the student (with examples and instructions
for each task, answer key with component grades)
References (if any)
Appendices (if any – copies of the transcripts of the listening audios)
The group project should be about 1000-1500 words in length, 1.5 line spacing, using 13-point Times New
Roman font style. The project will be orally presented by the student in no more than 10 minutes in the final
session of the course.
Participation and Discussion
Students are required to actively participate in peer presentations, class lectures and discussion.
VIII. Course policies

● The course will be conducted in different modes including lecturing, discussion, practice, and group
presentation.
● Attendance in all sessions is strongly recommended. Participants are required to give advance notice
of their absence in case of illness or any other situations. However, they must attend at least 80% of
the sessions in order to pass the course.
● Participants are expected to be well prepared and take an active role in class discussions and work
collaboratively with their peers.
● Failure of the assignment will be imposed as a penalty for cheating and plagiarism.
● For late submitted work, 5% of the component grades will be deducted per day.

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