Language assessment 4100-3SOPKJO
The course develops students’ knowledge and skills with respect to the description, assessment and measurement of foreign language competence in two perspectives: 1) on a global level i.e. in relation to the overall language proficiency of the student regardless of a specific learning process; 2) on a local level - in relation to the progress made by students in a specific course/programm. The course introduces the concept of language proficiency understood as the level of foreign language competence described on the 6-level scale of the European Language Description System (A1-C2). During the course students also learn about the principles of formative and summative assessment. The principles of constructing classroom achievement tests are also presented. Students learn how to design and administer reliable and valid language tests in grades I-III and IV-VIII in relation to the educational content described in the Core Curriculum. The course also discusses the structure and objectives of the eighth grader’s exam in a foreign language. The rules of preparing students for this exam are presented. Students will also learn about international tools for measuring foreign language competence in children and adolescents. Examples of international external language exams certifying language proficiency of children at the I and II educational stages are discussed: A2 Key (formerly KET); B1 Preliminary (formerly PET), in a new formula in force from 2020; Pearson Test of English Young Learners and TOEFL Primary.
Term 2023Z:
The course develops students’ knowledge and skills with respect to the description, assessment and measurement of foreign language in two perspectives: 1) on a global level i.e. in relation to the overall language proficiency of the student regardless of a specific learning process; 2) on a local level - in relation to the progress made by students in a specific course/programm. The course introduces the concept of language proficiency understood as the level of foreign language competence described on the 6-level scale of the European Language Description System (A1-C2). During the course students also learn about the principles of formative and summative assessment. The principles of constructing classroom achievement tests are also presented. Students learn how to design and administer reliable and valid language tests in grades I-III and IV-VIII in relation to the educational content described in the Core Curriculum. The course also discusses the structure and objectives of the eighth grader’s exam in a foreign language. The rules of preparing students for this exam are presented. Students will also learn about international tools for measuring foreign language competence in children and adolescents. Examples of international external language exams certifying language proficiency of children at the I and II educational stages are discussed: A2 Key (formerly KET); B1 Preliminary (formerly PET), in a new formula in force from 2020; Pearson Test of English Young Learners and TOEFL Primary. |
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
Knowledge: the graduate knows and understands
S_W03 the methods, norms, procedures and standards of good practice in educational institutions, related to teaching foreign languages and in particular the methods, techniques and principles of formative and summative assessment, the internal school grading system, types of tests and principles of testing and test construction; external exams; types, principles and functions of progress assessment in foreign language learning,
S_W19 the core curriculum regarding the content of teaching English at the first and second educational stages (primary school) and in particular the external exams taken at the end of each educational stage, the principles of constructing achievement tests and other tools and techniques used to assess progress and competence/skills in a foreign language
Skills: the graduate is able to
S_U02 plan and implement projects typical for foreign language teaching environments and in particular evaluate in a consistent and reliable way learner’s work and progress and construct an achievement test designed to assess a specific language skill/aspect of language knowledge
S_U03 diagnose the needs, abilities and aptitudes of every learner, as well as design and implement individually tailored teaching and educational programs
S_U05 observe and assess the suitability of a variety of methods, procedures and best practices, and select and apply the appropriate approach with the goal of accomplishing tasks and solving problems related to foreign language teaching
S_U19 using the basic organisational skills, plan and carry out tasks related to teaching foreign languages and, optionally, to the teaching of social studies
Social competences: the graduate is prepared to
S_K06 correctly identify the priorities for the implementation of specified tasks
S_K09 take action both in kindergarten, school and outside-of-school environment with the conviction about its appropriateness and effectiveness, in psychological, pedagogical and educational terms; is prepared to meet professional challenges
S_K10 see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession
Assessment criteria
The student receives credit on the basis of:
1) class attendance - the test includes 7 meetings per semester, 100% attendance is obligatory;
2) preparation and active participation in classes;
3) submitting written assignments and performing tasks on time in accordance with the instructions from the teacher both during classes and on the CKC UW platform.
4) obtaining positive grades in two key tasks:
- designing 1 original test for grades VII-VIII - the goal of the tests id to verify the mastery of the indicated scope of material from English language textbooks implementing the Core Curriculum at the second educational stages; pair work work; submission January 2021;
5) obtaining a positive grade in the final test.
Tests constructed by students are graded on the basis of the following criteria:
1) accuracy/ linguistic correctness in English (grammar, vocabulary, spelling);
2) the scope of the test and its validity - compliance with the indicated scope of the material, completeness of the test;
3) types of tasks/exercises and the degree of their familiarity;
4) organization of the content in the test, the sequencing/order of exercises;
5) completeness and correctness of instructions, examples;
5) degree of difficulty and doability of the test '
6) test layout, readability of the test;
8) scores and grading scale, weight of exercises/ questions;
9) completion of the assignment wishing the designated deadline;
10) compliance with the instructions (also in terms of formatting).
The final grade for the course in individual semesters is:
- 90% of the grade for the completion of key tasks (verified learning outcomes S_W03, S_W19, S_U02, S_U03, S_U05, S_U02, S_K09, S_K10)
- 10% of the mark for the preparation of partial tasks and active participation in classes (verified learning outcomes S_W03, S_W19, S_U02, S_U03, S_U05, S_U19, S_K06, S_K09, S_K10)
Grading scale:
90-100% - 5
85-89% - 4.5
75-84% - 4
70-74% - 3.5
60-69% - 3
0-59% - 2
Practical placement
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Bibliography
Bachman L., Damböck, B. (2018). Language assessment for classroom teachers. Oxford: OUP. (zasoby biblioteczne CKNJOiEE)
Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.
Carr, N.T. (2018). Designing and analyzing language tests, Book with CD-ROM. Oxford: OUP. (zasoby biblioteczne CKNJOiEE)
Dooley, J. (2019). Egzamin ósmoklasisty. Repetytorium. Język angielski. Student's book: Answer key. Warszawa: Express Publishing. (zasoby biblioteczne CKNJOiEE)
Dooley, J. (2019). Egzamin ósmoklasisty. Practice Test (+CD). Warszawa: Express Publishing.(zasoby biblioteczne CKNJOiEE)
Douglas, D. (2009). Understanding language testing. London: Hodder Education.
Green, A. (2013). Exploring language assessment and testing. Language in action. Routledge.
Hughes A. (2013). Testing for language teachers, (2nd edition). Cambridge: CUP. (zasoby biblioteczne CKNJOiEE)
Ioannou-Georgiou, P., Pavlou, P. (2003). Assessing young learners. Oxford: OUP.
Jang E. E. (2014). Focus on assessment. Oxford: OUP. (zasoby biblioteczne CKNJOiEE)
McKay, P. (2006). Assessing young language learners. Cambridge: CUP.
McNamara, T. (2008) Language testing. Oxford: OUP. (zasoby biblioteczne CKNJOiEE)
Ministerstwo Edukacji Narodowej (2019). Podstawa Programowa 2019/2020 https://podstawaprogramowa.pl
Nikolov. M. (2016). Assessing young learners of English: Global and local perspectives. New York: Springer.
Pinter, A. (2017). Teaching young language learners (Chapter 10, Assessment), (2nd edition). Oxford: OUP.
University of Cambridge ESOL Examinations (2011). Using the CEFR: Principles of Good Practice October 2011. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf
Ur, P. (1996). A course in language teaching: Practice and theory. Oxford: OUP.(zasoby biblioteczne CKNJOiEE)
+ textbooks for learning English in grades I-III and IV-VIII from the list of textbooks approved for school use for general education by the Ministry of Education and Science
! The list of bibliographic entries may be changed depending on the needs of students and the implementation of the course objectives.
Notes
Term 2023Z:
The course is an online course conducted in a remote synchronous mode. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: