Course Descriptions

This course is specifically designed to equip students with competencies in designing language test item in all language skills.Students will be able to understand foundational language assessment concepts 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. The course addresses assessment of both language and academic content. Participants will also become familiar with current social, legal and political issues in testing. Finally, participants will be able to evaluate compliance with international standards of ethics in assessment.

Learning Outcomes

1. Students demonstrate an understanding of issues in assessment and foundational assessment concepts as they relate to second language learners 
2. Students are able to contruct test items of their own on the bases of 2013 Curriuclum for Junior and Senior High Schools
3. Students are able to design authentic tests based on the suggested frame in the present curriculum.
4. Students have knowledge of the underlying theories  of language assessments.

 

 

References

1. Brown HD. 2004. Language Assessments . Longman. 

2. Heaton, J.B.  1975. Writing English Language Tests.Longman

3. Center for Applied Linguistics (2008). Understanding assessment: A guide for foreign language educators. Accessed at http://www.cal.org/flad/tutorial/ on 1/26/09.

4. Cheng, W. & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(1), 93-121.  

5. Liskin-Gasparro, J. (2003). The ACTFL Oral Proficiency Guidelines and the Oral proficiency Interview: A brief history and analysis of their survival. Foreign Language Annals, 4, 483-490.

5. MacSwan, J. & Rolstadt, K. (2006). How language proficiency tests mislead us about ability: Implications for English language learner placement in special education. Teachers College Record, 108(11), 2304-2328.

6. McKay, P. (2005). Research into the assessment of school-age language learners. Annual Review of Applied Linguistics, 25, 243-264. 4 

7. Menken, K. (2006). Teaching to the test: How No Child Left Behind impacts language policy, curriculum and instruction for English language learners. Bilingual Research Journal, 30(2), 521-546.

8. Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 241256. O’Malley, J. & Valdez-Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Longman.  

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