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. & 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

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

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VI. Assessment scheme

Assessment tasks Scores Weighting

task
A1. Progress test 100% (mid-term) 30%
(Test Specification, Test Design)
A2. Final (Group portfolio) 50% 70%
A3. Paper test 50%
100% (final)
100% (Passing Grade: 5/10)

Guidelines for group portfolio, progress test and final test:

Progress test (A1) and Final test (A3)
● Test dates (TBA): scheduled by the lecturer and the Faculty
● Objectives of the progress and final tests: to assess if the students will be able to (i) synthesize
concepts, theories and principles of testing and assessment; (ii) identify the specifications of a
language test; (iii) design some test items on the four skills: listening, speaking, reading and writing
and two aspects: grammar and vocabulary
● Format of the tests: Objective test items, short-answer questions, and test item design
(A2) Group portfolio
● Each group will design an assessment portfolio for a General English course for adults at a pre-
intermediate level. The portfolio includes an assessment scheme, test specifications, alternative
assessment tasks and an achievement test based on the materials given by the course instructor. This
portfolio is an integral part of the teaching and learning process in which students will get feedback
from the course instructor and their peers in order to improve it.
● The portfolio (in MS word/pdf format) should contain the following sections:
I.Title page (Institution/Faculty name, title of the portfolio, names of group members, student code,
instructor, date of publication)
II.Introduction to the portfolio (including the objectives of the portfolio)
III.Description of the students (their age, English proficiency level, etc.)
IV.Objective(s) of the assessment tasks to be designed (to be kept in line with those of the lessons
given)
V.The actual assessment tasks designed to assess grammar, vocabulary, listening, speaking, reading,
and writing
(This section should also be supported with theory-based explanations of
a. what to be assessed,
b. why it/they is/are assessed,
c. how the items will be scored, and
d. why they are scored in such a way.)
VI.Some possible lessons/ reflection / difficulties the group learned during the designing of these
assessment tasks
VII.References and appendices (if any)

● The portfolio should be around 2,000 - 2,500, of 1.5-line spacing, using Times New Roman font
style (font size 12) (excluding references and appendices).

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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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