This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to describe as well as to interpret test results for various purposes.

At the end of the teaching and learning process, the students are able to: CPMK1 elaborate relationship among teaching, assessment, evaluation, and test in English language teaching (ELT) critically and with responsibility (S9, KU1, KK4, PP3) CPMK2 elaborate the principles of language assessments (practicality, validity, reliability, and authenticity) and the washback of language assessments clearly and logically (S9, KU2, KK4, KK7, PP5) CPMK3 design the language classroom test and its scoring, grading, and feedback systematically and innovatively (S9, KU5, KK7, PP3, PP5) CPMK4 develop the standardized testing according to its purpose and objectives clearly and systematically (S9, KU2, KU5, KK4, PP3, PP5) CPMK5 design the assessment tasks for listening, speaking, reading, and writing by manipulating information technology communication systematically and innovatively (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5). CPMK6 describe the results graphically and statistically to provide test developers and test users with a picture of how the students performed on it.) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5) CPMK7 Interpret the performances of students on both norm-reference test and criterionreference tests. (S9, KK4, KK7, PP3, PP5).

1. Alderson, J. C. (2000). Assessing reading. Ernst Klett Sprachen.

2. Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., & Thakur, V. (2017). Revisiting EFL Assessment (p. 137). Springer.

3. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. Routledge.

4. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative Data Analysis for Language Assessment Volume II: Advanced Methods. Routledge.

5. Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.

6. Brown, H. Douglas and Abeywickrama, Priyanvada. (2019). Language Assessment (Principles and Classroom Practices) Third Edition. Pearson Education

7. Brown, James Dean. (1996).Testing in Language Program. Prentice Hall Regents

8. Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Ernst Klett Sprachen.

9. Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave.

10. deBoer, M. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer Nature.

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

12. Green, A. (2020). Exploring language assessment and testing: Language in action. Routledge.

13. Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen.

14. Ockey, G. J. Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman. Springer Nature.

15. Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprache

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to describe as well as to interpret test results for various purposes.

At the end of the teaching and learning process, the students are able to: CPMK1 elaborate relationship among teaching, assessment, evaluation, and test in English language teaching (ELT) critically and with responsibility (S9, KU1, KK4, PP3) CPMK2 elaborate the principles of language assessments (practicality, validity, reliability, and authenticity) and the washback of language assessments clearly and logically (S9, KU2, KK4, KK7, PP5) CPMK3 design the language classroom test and its scoring, grading, and feedback systematically and innovatively (S9, KU5, KK7, PP3, PP5) CPMK4 develop the standardized testing according to its purpose and objectives clearly and systematically (S9, KU2, KU5, KK4, PP3, PP5) CPMK5 design the assessment tasks for listening, speaking, reading, and writing by manipulating information technology communication systematically and innovatively (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5). CPMK6 describe the results graphically and statistically to provide test developers and test users with a picture of how the students performed on it.) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5) CPMK7 Interpret the performances of students on both norm-reference test and criterionreference tests. (S9, KK4, KK7, PP3, PP5).

1. Alderson, J. C. (2000). Assessing reading. Ernst Klett Sprachen.

2. Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., & Thakur, V. (2017). Revisiting EFL Assessment (p. 137). Springer.

3. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. Routledge.

4. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative Data Analysis for Language Assessment Volume II: Advanced Methods. Routledge.

5. Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.

6. Brown, H. Douglas and Abeywickrama, Priyanvada. (2019). Language Assessment (Principles and Classroom Practices) Third Edition. Pearson Education

7. Brown, James Dean. (1996).Testing in Language Program. Prentice Hall Regents

8. Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Ernst Klett Sprachen.

9. Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave.

10. deBoer, M. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer Nature.

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

12. Green, A. (2020). Exploring language assessment and testing: Language in action. Routledge.

13. Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen.

14. Ockey, G. J. Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman. Springer Nature.

15. Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprache

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to describe as well as to interpret test results for various purposes.

At the end of the teaching and learning process, the students are able to:
CPMK1
elaborate relationship among teaching, assessment, evaluation, and test in English language teaching (ELT) critically and with responsibility (S9, KU1, KK4, PP3)
CPMK2
elaborate the principles of language assessments (practicality, validity, reliability, and authenticity) and the washback of language assessments clearly and logically (S9, KU2, KK4, KK7, PP5)
CPMK3
design the language classroom test and its scoring, grading, and feedback systematically and innovatively (S9, KU5, KK7, PP3, PP5)
CPMK4
develop the standardized testing according to its purpose and objectives clearly and systematically (S9, KU2, KU5, KK4, PP3, PP5)
CPMK5
design the assessment tasks for listening, speaking, reading, and writing by manipulating information technology communication systematically and innovatively (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5).
CPMK6
describe the results graphically and statistically to provide test developers and test users with a picture of how the students performed on it.) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5)
CPMK7
Interpret the performances of students on both norm-reference test and criterion-reference tests. (S9, KK4, KK7, PP3, PP5)

1. Alderson, J. C. (2000). Assessing reading. Ernst Klett Sprachen. 2. Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., & Thakur, V. (2017). Revisiting EFL Assessment (p. 137). Springer. 3. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. Routledge. 4. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative Data Analysis for Language Assessment Volume II: Advanced Methods. Routledge. 5. Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.
6. Brown, H. Douglas and Abeywickrama, Priyanvada. (2019). Language Assessment (Principles and Classroom Practices) Third Edition. Pearson Education
7. Brown, James Dean. (1996).Testing in Language Program. Prentice Hall Regents 8. Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Ernst Klett Sprachen. 9. Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave. 10. deBoer, M. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer Nature. 11. Fulcher, G., & Davidson, F. (2007). Language testing and assessment. Routledge. 12. Green, A. (2020). Exploring language assessment and testing: Language in action. Routledge. 13. Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen. 14. Ockey, G. J. Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman. Springer Nature. 15. Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprachen.

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to describe as well as to interpret test results for various purposes.

At the end of the teaching and learning process, the students are able to:
CPMK1
elaborate relationship among teaching, assessment, evaluation, and test in English language teaching (ELT) critically and with responsibility (S9, KU1, KK4, PP3)
CPMK2
elaborate the principles of language assessments (practicality, validity, reliability, and authenticity) and the washback of language assessments clearly and logically (S9, KU2, KK4, KK7, PP5)
CPMK3
design the language classroom test and its scoring, grading, and feedback systematically and innovatively (S9, KU5, KK7, PP3, PP5)
CPMK4
develop the standardized testing according to its purpose and objectives clearly and systematically (S9, KU2, KU5, KK4, PP3, PP5)
CPMK5
design the assessment tasks for listening, speaking, reading, and writing by manipulating information technology communication systematically and innovatively (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5).
CPMK6
describe the results graphically and statistically to provide test developers and test users with a picture of how the students performed on it.) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5)
CPMK7
Interpret the performances of students on both norm-reference test and criterion-reference tests. (S9, KK4, KK7, PP3, PP5)

1. Alderson, J. C. (2000). Assessing reading. Ernst Klett Sprachen. 2. Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., & Thakur, V. (2017). Revisiting EFL Assessment (p. 137). Springer. 3. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. Routledge. 4. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative Data Analysis for Language Assessment Volume II: Advanced Methods. Routledge. 5. Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.
6. Brown, H. Douglas and Abeywickrama, Priyanvada. (2019). Language Assessment (Principles and Classroom Practices) Third Edition. Pearson Education
7. Brown, James Dean. (1996).Testing in Language Program. Prentice Hall Regents 8. Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Ernst Klett Sprachen. 9. Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave. 10. deBoer, M. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer Nature. 11. Fulcher, G., & Davidson, F. (2007). Language testing and assessment. Routledge. 12. Green, A. (2020). Exploring language assessment and testing: Language in action. Routledge. 13. Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen. 14. Ockey, G. J. Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman. Springer Nature. 15. Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprachen.

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to describe as well as to interpret test results for various purposes.

At the end of the teaching and learning process, the students are able to:
CPMK1
elaborate relationship among teaching, assessment, evaluation, and test in English language teaching (ELT) critically and with responsibility (S9, KU1, KK4, PP3)
CPMK2
elaborate the principles of language assessments (practicality, validity, reliability, and authenticity) and the washback of language assessments clearly and logically (S9, KU2, KK4, KK7, PP5)
CPMK3
design the language classroom test and its scoring, grading, and feedback systematically and innovatively (S9, KU5, KK7, PP3, PP5)
CPMK4
develop the standardized testing according to its purpose and objectives clearly and systematically (S9, KU2, KU5, KK4, PP3, PP5)
CPMK5
design the assessment tasks for listening, speaking, reading, and writing by manipulating information technology communication systematically and innovatively (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5).
CPMK6
describe the results graphically and statistically to provide test developers and test users with a picture of how the students performed on it.) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5)
CPMK7
Interpret the performances of students on both norm-reference test and criterion-reference tests. (S9, KK4, KK7, PP3, PP5)

1. Alderson, J. C. (2000). Assessing reading. Ernst Klett Sprachen. 2. Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., & Thakur, V. (2017). Revisiting EFL Assessment (p. 137). Springer. 3. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. Routledge. 4. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative Data Analysis for Language Assessment Volume II: Advanced Methods. Routledge. 5. Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.
6. Brown, H. Douglas and Abeywickrama, Priyanvada. (2019). Language Assessment (Principles and Classroom Practices) Third Edition. Pearson Education
7. Brown, James Dean. (1996).Testing in Language Program. Prentice Hall Regents 8. Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Ernst Klett Sprachen. 9. Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave. 10. deBoer, M. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer Nature. 11. Fulcher, G., & Davidson, F. (2007). Language testing and assessment. Routledge. 12. Green, A. (2020). Exploring language assessment and testing: Language in action. Routledge. 13. Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen. 14. Ockey, G. J. Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman. Springer Nature. 15. Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprachen.

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to describe as well as to interpret test results for various purposes.

At the end of the teaching and learning process, the students are able to:
CPMK1
elaborate relationship among teaching, assessment, evaluation, and test in English language teaching (ELT) critically and with responsibility (S9, KU1, KK4, PP3)
CPMK2
elaborate the principles of language assessments (practicality, validity, reliability, and authenticity) and the washback of language assessments clearly and logically (S9, KU2, KK4, KK7, PP5)
CPMK3
design the language classroom test and its scoring, grading, and feedback systematically and innovatively (S9, KU5, KK7, PP3, PP5)
CPMK4
develop the standardized testing according to its purpose and objectives clearly and systematically (S9, KU2, KU5, KK4, PP3, PP5)
CPMK5
design the assessment tasks for listening, speaking, reading, and writing by manipulating information technology communication systematically and innovatively (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5).
CPMK6
describe the results graphically and statistically to provide test developers and test users with a picture of how the students performed on it.) (S9, KU1, KU2, KU5, KK4, KK7, PP3, PP5)
CPMK7
Interpret the performances of students on both norm-reference test and criterion-reference tests. (S9, KK4, KK7, PP3, PP5)

1. Alderson, J. C. (2000). Assessing reading. Ernst Klett Sprachen. 2. Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., & Thakur, V. (2017). Revisiting EFL Assessment (p. 137). Springer. 3. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. Routledge. 4. Aryadoust, V., & Raquel, M. (Eds.). (2019). Quantitative Data Analysis for Language Assessment Volume II: Advanced Methods. Routledge. 5. Bailey, A. L., & Heritage, M. (Eds.). (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin Press.
6. Brown, H. Douglas and Abeywickrama, Priyanvada. (2019). Language Assessment (Principles and Classroom Practices) Third Edition. Pearson Education
7. Brown, James Dean. (1996).Testing in Language Program. Prentice Hall Regents 8. Chapelle, C. A., & Douglas, D. (2006). Assessing language through computer technology. Ernst Klett Sprachen. 9. Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Palgrave. 10. deBoer, M. (2020). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer Nature. 11. Fulcher, G., & Davidson, F. (2007). Language testing and assessment. Routledge. 12. Green, A. (2020). Exploring language assessment and testing: Language in action. Routledge. 13. Luoma, S. (2004). Assessing speaking. Ernst Klett Sprachen. 14. Ockey, G. J. Another Generation of Fundamental Considerations in Language Assessment: A Festschrift in Honor of Lyle F. Bachman. Springer Nature. 15. Weigle, S. C. (2002). Assessing writing. Ernst Klett Sprachen.

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current social issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to analyze the test results for further interpretation.

Demonstrating knowledge and understanding on foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests. Demonstrating the ability to construct test items in all language skills required by the school curriculum and to analyze and interpret the test results

Brown, H. Douglas. 2004 Language Assessment (principles and Classroom Practices): San Francisco State University
Heaton, J.B. 1975. Writing English Language Tests. Longman
Lynch. Brian K.1996. Language Program Evaluation: Theory and Practice.USA: Cambridge University Press.
McNamara, Tim.2013. Language Testing. Oxford.
Wiyaka, Prastikawati, Entika Fani. 2018. Authentic Performance-Based Assessment. Semarang: Universitas PGRI Semarang
Tsagari, Dina, et-al. 2018. Handbook of Assessment for Language Teachers. Erasmus

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current social issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to analyze the test results for further interpretation.

Demonstrating knowledge and understanding on foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests. Demonstrating the ability to construct test items in all language skills required by the school curriculum and to analyze and interpret the test results

Brown, H. Douglas. 2004 Language Assessment (principles and Classroom Practices): San Francisco State University
Heaton, J.B. 1975. Writing English Language Tests. Longman
Lynch. Brian K.1996. Language Program Evaluation: Theory and Practice.USA: Cambridge University Press.
McNamara, Tim.2013. Language Testing. Oxford.
Wiyaka, Prastikawati, Entika Fani. 2018. Authentic Performance-Based Assessment. Semarang: Universitas PGRI Semarang
Tsagari, Dina, et-al. 2018. Handbook of Assessment for Language Teachers. Erasmus

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current social issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to analyze the test results for further interpretation.

Demonstrating knowledge and understanding on foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests. Demonstrating the ability to construct test items in all language skills required by the school curriculum and to analyze and interpret the test results

Brown, H. Douglas. 2004 Language Assessment (principles and Classroom Practices): San Francisco State University
Heaton, J.B. 1975. Writing English Language Tests. Longman
Lynch. Brian K.1996. Language Program Evaluation: Theory and Practice.USA: Cambridge University Press.
McNamara, Tim.2013. Language Testing. Oxford.
Wiyaka, Prastikawati, Entika Fani. 2018. Authentic Performance-Based Assessment. Semarang: Universitas PGRI Semarang
Tsagari, Dina, et-al. 2018. Handbook of Assessment for Language Teachers. Erasmus

This course is specifically addressed to equip the students with knowledge of foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests, and apply these to the selection, use and interpretation of externally-developed standardized tests and to the adaptation, development, administration, scoring and interpretation of classroom assessments. Students will also become familiar with current social issues in national testing. Thus, this course is also designed to equip students with the ability to construct test items on language skills on the basis of the school curriculum, and to analyze the test results for further interpretation.

Demonstrating knowledge and understanding on foundational language assessment concepts which cover the relation between teaching, assessment and testing, principles of language assessment, steps in designing language tests, standardized tests. Demonstrating the ability to construct test items in all language skills required by the school curriculum and to analyze and interpret the test results

Brown, H. Douglas. 2004 Language Assessment (principles and Classroom Practices): San Francisco State University
Heaton, J.B. 1975. Writing English Language Tests. Longman
Lynch. Brian K.1996. Language Program Evaluation: Theory and Practice.USA: Cambridge University Press.
McNamara, Tim.2013. Language Testing. Oxford.
Wiyaka, Prastikawati, Entika Fani. 2018. Authentic Performance-Based Assessment. Semarang: Universitas PGRI Semarang
Tsagari, Dina, et-al. 2018. Handbook of Assessment for Language Teachers. Erasmus