This course aims to provide participants with fundamental considerations in language testing, an overview of different test types and purposes, and skills to construct valid tests. The course objectives are for students to understand language assessment, differentiate test types, and design appropriate tests for their teaching situations. Course content covers measurement concepts, test construction procedures, item types, and testing the four language skills. Students will be assessed through class participation, a language testing concept test, and an assignment involving a literature review and designing a language test.
This course aims to provide participants with fundamental considerations in language testing, an overview of different test types and purposes, and skills to construct valid tests. The course objectives are for students to understand language assessment, differentiate test types, and design appropriate tests for their teaching situations. Course content covers measurement concepts, test construction procedures, item types, and testing the four language skills. Students will be assessed through class participation, a language testing concept test, and an assignment involving a literature review and designing a language test.
This course aims to provide participants with fundamental considerations in language testing, an overview of different test types and purposes, and skills to construct valid tests. The course objectives are for students to understand language assessment, differentiate test types, and design appropriate tests for their teaching situations. Course content covers measurement concepts, test construction procedures, item types, and testing the four language skills. Students will be assessed through class participation, a language testing concept test, and an assignment involving a literature review and designing a language test.
This course aims to provide participants with fundamental considerations in language testing, an overview of different test types and purposes, and skills to construct valid tests. The course objectives are for students to understand language assessment, differentiate test types, and design appropriate tests for their teaching situations. Course content covers measurement concepts, test construction procedures, item types, and testing the four language skills. Students will be assessed through class participation, a language testing concept test, and an assignment involving a literature review and designing a language test.
The aims of this course are to provide participants
with • the fundamental considerations that must be addressed in language testing • an overview of the major characteristics and purposes of different types of English tests. • criteria for test construction and provide practice in constructing test items. • ways of testing the four macro skills: Listening/Speaking/Reading/Writing Objectives By the end of this module students will be able to • demonstrate an awareness of the fundamental considerations that must be addressed in language testing; • demonstrate an understanding of assessment types and fundamental concerns in the appropriate use of language tests in their own teaching situation(s). • differentiate various kinds of tests: diagnostic, aptitude, achievement and proficiency testing. • demonstrate an awareness of the roles of assessment • demonstrate an awareness of the roles of formative and summative assessment • construct tests appropriate with their teaching situation(s). Course content – Measurement terms – Purposes of language tests – Kinds of tests and testing – Qualities of a good test – Planning the test/ stages of test construction – Types of test items – Factors that affect test scores/ test bias – Test washback – Testing the four macro skills Assessment • Attendance and participation in class: 10% • A min-test of basic concepts in language testing: 30% • An assignment (pair work or group work of three students) – A relevant literature review with a topic concerning English testing issues (2000 words): (20% of grade points), and – Designing an English test of a specific macro skill (60 - 90 minutes) or evaluating a test you or your colleague have used for students (40% of grade points). – *The relevant literature review forms the first part of the assignment and the proposed test forms the second part of the assignment. This assignment is to be submitted six weeks after the course. • In writing your assignments, you should follow the APA style. Please note that all work is to be submitted with a signed ‘Statement of Authorship’ in which you state that the work you are submitting is your own. Course structure The course is delivered in 9 daily sessions comprising lectures, discussions and workshops. Below is the schedule: 1. Course overview + Topic 1: Purposes of language tests Hughes (2003, Chapter 1);Tomlison (2005, pp. 39-46); McNamara (2000, Chapter 1); Bachman (1994, p. 54-70) • 2: Measurement terms: Bachman (1990, Chapter 2: 18-53); McNamara (2000, Chapter 6: 55-65) • Topic 3: Kinds of tests and testing: Hughes (2003, Chapter 3); McNamara (2000, Chapter 1) • Topic 4: Qualities of a good Test: Hughes (2003, Chapter 4); McNamara (2000, Chapter 6); Bachman and Palmer (Chapter 2) • Topic 5: Stages of test construction/ Test specification: Hughes (2003, Chapter 7); McNamara (2000, Chapter 3: 23-33) • Topic 6: Writing items and tasks/Types of test items/ Evaluating test items: Hughes (2003, Chapter 8); Brown and Hudson (2002, pp. 56-86); Weir (2004, pp. 119 – 205) • Topic 7: Factors that affect test scores/ test bias: Bachman (1990, pp. 163 – 165, 271-279) • Topic 8: *Testing the four macro skills Hughes (2003, selected from chapters 9 to 13); Madsen (1983); Heaton (1988) • Topic 9: - Test washback - Consultations by appointment; Hughes (2003, Chapter 6); Chang, Watanabe & Curtis (2004, Chapter 1)