Units
Language Assessment In TESOL
Unit code: CLN616
Contact hours: 3 per week
Credit points: 12
Information about fees and unit costs
This unit introduces the theories and practices in program evaluation, language testing and proficiency assessment. It examines and evaluates standardised tests and instruments that are used to assess the English language proficiency of speakers for whom English is a second language.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 2 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
A sound working knowledge of assessment is essential for effective language teaching. ESL teachers need both the understanding of theoretical aspects of language assessment, and the skills necessary for the creation and interpretation of classroom language assessment tasks. Understanding the theory behind sound assessment practices also enables teachers to evaluate language assessments used in their own teaching contexts.
Aims
The aim of this unit is to provide you with an understanding of the fundamental principles of language assessment and enable you to develop the skills necessary to create and interpret the results from classroom-based language tests. Through reading and discussion of recent research into language assessment, you will also develop a framework through which to evaluate language assessment tasks used in a teaching context relevant to you.
Objectives
On successful completion of this unit, you should be able to:
1. Demonstrate an understanding of fundamental principles of language assessment; [GC:A,C]
2. Create and interpret the results from classroom-based language tests; [GC:A,B,E]
3. Critically evaluate English language assessments used in a teaching context relevant to you; [GC:A,B,F]
4. Discuss and analyse research-based articles on language assessment: [GC:A,C,B]
Content
This unit includes the following topics:
(a) Introduction to language testing: brief overview of the history of language testing, types of language assessments and principles of test usefulness, including validity, reliability and authenticity;
(b) Language test creation; inception to washback;
(c) Assessing the macroskills: listening, speaking, reading and writing in a second language;
(d) Alternatives in language assessment: portfolios, self- and peer-assessment;
(e) Social and ethical aspects of language assessment.
Approaches to Teaching and Learning
The unit will take a problem-based approach to teaching and learning. This will be facilitated through seminars, workshops and lectures. Emphasis throughout this unit will be on current research and practical strategies for translating this research into valid language assessment practices in a relevant TESOL context.
Assessment
There is one substantial assessment task and one minor collaborative task. Contribution to class and on-line discussion activities is also a component of assessment in the unit.
Formative Assessment
Formative assessment is provided through feedback to students during class activities and opportunities for self and peer-assessment.Feedback on assessment tasks will be given through detailed written comments and conferencing with students.
Assessment name:
Critique (written)
Description:
This assignment requires you to evaluate a language test or alternative language assessment used in a relevant teaching context.
Length: 2750 words or equivalent
Relates to objectives:
1, 3 & 4
Weight:
55%
Internal or external:
Internal
Group or individual:
Individual
Due date:
Week-14
Assessment name:
Report
Description:
This group project involves the creation and piloting of a reading achievement test. A report documenting the project will be submitted.
Length: 1750 words or equivalent
Relates to objectives:
1, 2 & 4
Weight:
35%
Internal or external:
Internal
Group or individual:
Group
Due date:
Week-9
Assessment name:
Discussion Forum
Description:
Individual contribution to class and on-line discussion.
Length: 500 words
Relates to objectives:
1 & 4
Weight:
10%
Internal or external:
Internal
Group or individual:
Individual
Due date:
During-Semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
You are required to buy a Book of Readings for this unit.
Risk assessment statement
There are no out of the ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply. You should be aware that when using computers, you will need to take care that you are working in a safe and ergonomically-sound enviroment (that is, avoidance of eyestrain, headaches and physical stress on neck, back, arms and hands). Please consider your seating (heights, angles and distances) and the lighting in your work area (to avoid glare). The physical placement and organisation of peripheral devices, cables and extension cords should be managed to reduce danger to persons and property. Do not use unsafe electrical cords.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 29-Oct-2012
