| Course Description |
|
| Course Name |
: |
English Language Testing and Evaluation |
|
| Course Code |
: |
YDI402 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
5 |
|
| Name of Lecturer(s) |
: |
Prof.Dr. ERDOĞAN BADA
Assoc.Prof.Dr. ZUHAL AKÜNAL OKAN
Asst.Prof.Dr. YONCA ÇAYLAKLI ÖZKAN
|
|
| Learning Outcomes of the Course |
: |
Establishes the distinction between testing, assessment and diagnosis and how these interplay in decision making processes.
Demonstrates a comprehensive understanding of statistical concepts, measurement scales, quantification of test performance, norms, reliability, standard error of measurement, confidence intervals and validity.
Identifies alternative assessment approaches related to assessment in classrooms.
Develops teacher- made tests of achievement and conduct classroom-based systematic student observations.
Describes the demonstrated value of portfolio assessment.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to provide students with the knowledge and skills necessary to understand assessment issues. The course emphasizes the relationship between research and practice. It also provides a theoretical and practical basis for choosing and using a wide range of test and measurement data available to applied researchers. |
|
| Course Contents |
: |
Basic concepts, issues, and methods of language tests and evaluation are introduced. Types of tests and issues such as validity and reliability are discussed. Students are provided with opportunities to evaluate existing test and construct new ones in all skills, receptive and productive. Particular attention is given to the assessment of young language learners.
|
|
| Language of Instruction |
: |
English |
|
| Work Place |
: |
Classrooms in R1 and R2 buildings |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Testing, Assessing, and Teaching |
Students are expected to get prepared for the assigned task. |
Lecture / Brainstorming / Discussion |
|
2 |
Tasks about Testing, Assessing, and Teaching |
Students are expected to get prepared for the assigned task. |
Lecture / Brainstorming / Discussion |
|
3 |
Principles of Language Assessment |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
4 |
Application of Principles of Language Assessment |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
5 |
Designing Classroom Language Tests |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
6 |
Standardized Testing |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
7 |
Standards-Based Assessment |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
8 |
Midterm |
Revision |
Sit-down exam |
|
9 |
Assessing Listening |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
10 |
Assessing Speaking |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
11 |
Assessing Reading |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
12 |
Assessing Writing |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
13 |
Beyond Test: Alternatives in Assessment |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
14 |
Grading and Students Evaluation |
Students are expected to get prepared for the assigned task |
Lecture / Brainstorming / Discussion |
|
15 |
Course Review |
Students are expected to do reflection and share their experiences |
Discussion |
|
16/17 |
Final exam |
Research |
Project submission |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines literary terms. |
0 |
|
2 |
Distinguishes characteristic features of different age groups. |
4 |
|
3 |
Benefits of basic concepts and principles while practicising. |
5 |
|
4 |
Distinguishes basic concepts and principles in language teaching. |
5 |
|
5 |
Transfers knowledge according to the characteristic features of specific age groups. |
5 |
|
6 |
Students list testing and assessment methods. |
5 |
|
7 |
Applies appropriate testing and assessment methods within context. |
5 |
|
8 |
Distinguishes methods of material development, use and adaptation. |
3 |
|
9 |
Chooses among methods and materials according to the needs (age, environment and physical conditions) of students
|
5 |
|
10 |
Adapts and develops materials according to needs. |
5 |
|
11 |
Evaluates course books according to the suitability for students´ profile. |
3 |
|
12 |
Criticises and chooses course books from different aspects. |
4 |
|
13 |
Gains theoretical knowledge of teaching language skills. |
5 |
|
14 |
Analyzes and interprets literary texts.. |
0 |
|
15 |
Translates from native language to foreign language and from foreign language to native language. |
0 |
|
16 |
Gains theoretical knowledge of translation. |
0 |
|
17 |
Reflects theoretical knowledge of language teaching skills in practice. |
5 |
|
18 |
Explains subfields of linguistics, distinguish basic terms and theories. |
0 |
|
19 |
Interprets how linguistic theories work in various languages. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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