Conducted in terms: 2024Z, 2025Z

Erasmus code: 05.1

ISCED code: 0110

ECTS credits: 1

Language: English

Organized by: Centre for Foreign Language Teacher Training and European Education UW

Language assessment 4100-3SOPKJO

The course develops students’ knowledge and skills in diagnosing, monitoring, and assessing the language achievements of primary school learners. Two perspectives of assessment are analysed: the global perspective – referring to the learner’s overall language proficiency as described by the CEFR scale (A1–C2), and the local perspective – referring to the learner’s progress and achievements within the teaching process. Students become familiar with the role and types of assessment, with particular focus on formal and informal, formative and summative assessment. They learn to evaluate learners’ oral and written performance in English at different proficiency levels and to apply appropriate tools in classroom practice. The course also introduces the principles of designing tests, quizzes, and other assessment tools, as well as their creation and application in primary school in line with the requirements of the Core Curriculum. The structure and objectives of the English eighth-grade exam are discussed, together with selected international tools for measuring children’s and adolescents’ language proficiency.

Term 2024Z:

The course develops students' knowledge and skills in the description, assessment and measurement of the student's linguistic competence from two perspectives: 1) a global perspective, i.e. in relation to the student's overall language proficiency, regardless of the local learning context; 2) a local perspective - in relation to the achievements/progress of students acquired/made as a result of participation in a specific course/lessons at the first and second educational stage. The course introduces the concept of language proficiency understood on a 6-point scale of the Common European Framework of Reference for Languages (A1-C2). During the course, students learn to understand the role of diagnosis, monitoring and assessment in teaching and to objectively, professionally and reliably evaluate students' assignments prepared in the classroom and at home. They also become familiar with the assessment process, its principles and types, including formative and summative assessment (semester and yearly), ongoing assessment and assessment functions. They learn to recognize typical student errors made by English students in speech and writing at various levels of language proficiency and use them in their teaching.
The course introduces the principles of constructing tests/examinations to assess students' skills and other tools useful in the process of assessing students during English lessons. The ability to create and administer tests in grades I-III and IV-VIII is developed in relation the requirements and teaching content in the Core Curriculum for English. The course discusses the structure and objectives of the eighth-grade English exam. Students also become familiar with international tools for measuring language competence in children and adolescents. Examples of international external language examinations certifying the language proficiency of children are discussed, e.g. A2 Key (formerly KET); B1 Preliminary (formerly PET), in a new formula effective from 2020; Pearson Test of English Young Learners and TOEFL Primary.
The course is conducted in the form of classes.

Prerequisites (description)

A student starting the course should demonstrate English language proficiency at least at the B2 level according to the CEFR. The student is able to identify and correct major language errors at the A1–B1 levels.

Course coordinators

Ewa Guz

Type of course

Term 2025Z:

foreign languages
obligatory courses
pedagogical qualifications

General:

obligatory courses
foreign languages
pedagogical qualifications

Term 2024Z:

obligatory courses
pedagogical qualifications
foreign languages

Mode

Remote learning

Learning outcomes

Symbols of programme learning outcomes: K_W01, K_W03, K_W09, K_W19, K_W21, K_U09, K_U19, K_U20, K_U23, K_K06, K_K09

Course learning outcomes:

Knowledge – in terms of knowledge, the graduate knows and understands:

D.1.1.W10 – the role of diagnosis, control, and assessment in teaching practice; types of assessment: formative, mid-term, and final, internal and external assessment; functions of assessment; (K_W01, K_W03, K_W09)

D.1.1.W11 – final examinations concluding an educational stage and methods of constructing tests, quizzes, and other tools useful in the process of assessing pupils in the taught subject; (K_W19, K_W21)

Skills – in terms of skills, the graduate is able to:

D.1.1.U8 – assess learners’ work in class and at home in a substantive, professional, and reliable manner; (K_U09)

D.1.1.U9 – design a test serving to assess specific skills of pupils; (K_U19)

D.1.1.U10 – identify errors typical of the taught subject or conducted classes and use them in the teaching process; (K_U20)

D.1.1.U11 – carry out an initial diagnosis of a pupil’s skills; (K_U23)

Social competences – in terms of social competences, the graduate is ready to:

D.1.1.K9 – stimulate pupils to lifelong learning through independent work; (K_K06, K_K09)

Assessment criteria

1. Course Completion Requirements

In order to be eligible for assessment, students must attend classes (one absence per semester is permitted; unexcused absences beyond this limit result in a “non-classified” grade (NK) and the necessity to retake the course) and complete all required assignments on time, both during online classes and at home.

The final grade is determined on the basis of the results obtained through the adopted assessment methods and criteria, according to the specified weights (point 2), calculated as the arithmetic mean of the grades achieved.

The use of AI tools and technologies supporting language processing is permitted only with the lecturer’s consent and after prior approval of their scope of use.

The use of such tools without the lecturer’s consent and prior agreement will be treated as a violation of the principles of academic integrity, resulting in the work being deemed non-independent and graded as a fail.

Note: AI-based tools may only be used to verify the linguistic accuracy of the final assessment test constructed for Grade 7. This use must be explicitly indicated in the version submitted for evaluation.

2. Assessment Methods

2.1 Original test for Grades 7–8 (weight: 50%; pair work; February 2025; D.1.1.W11 – K_W19, K_W21; D.1.1.U8 – K_U09; D.1.1.U9 – K_U19; D.1.1.U10 – K_U20; D.1.1.U11 – K_U23; D.1.1.K9 – K_K06, K_K09).

2.2 Final test (weight: 50%; individual; January 2025 – final class of the winter semester; D.1.1.W10 – K_W01, K_W03, K_W09; D.1.1.W11 – K_W19).

3. Assessment Criteria
The criteria are applied jointly in the evaluation of each tool; no separate weightings are assigned.

3.1 For the original test:

Linguistic accuracy (grammar, vocabulary, spelling) (D.1.1.U10 – K_U20).

Test scope and validity – compliance with the material, completeness (D.1.1.W11 – K_W19, K_W21).

Types of tasks/exercises and their alignment with the assessed language material (D.1.1.U9 – K_U19).

Organization of test content, sequencing of exercises (D.1.1.U9 – K_U19).

Completeness and correctness of instructions, selection of examples and questions (D.1.1.U9 – K_U19).

Level of difficulty of the test and individual tasks, feasibility of the test (test doability) (D.1.1.U8 – K_U09; D.1.1.U11 – K_U23).

Layout, distribution of exercises, clarity (D.1.1.K9 – K_K06, K_K09).

Scoring and grading scale, weighting of tasks/questions (D.1.1.W11 – K_W19, K_W21).

Compliance with assignment instructions (including formatting) (D.1.1.U8 – K_U09).

Meeting criteria 1–9 to a satisfactory degree (i.e., whether the test is usable in class after minor corrections) (D.1.1.U8 – K_U09; D.1.1.K9 – K_K06, K_K09).
The original test is assessed holistically on the basis of these criteria.

3.2 For the final test:

Content accuracy – knowledge, correct identification, and application of basic concepts, classifications, aims, and assessment techniques in language education (D.1.1.W10 – K_W01, K_W03, K_W09; D.1.1.W11 – K_W19).

Completeness and adequacy of answers (D.1.1.U8 – K_U09).
The final test is assessed according to the assigned scoring system and the grading scale below.

4. Grading Scale for the Final Test

90-100% – 5

85-89% – 4.5

75-84% – 4

70-74% – 3.5

60-69% – 3

0-59% – 2

Practical placement

Not applicable.

Bibliography

Literature

Bachman, L., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford: Oxford University Press. (zasoby biblioteczne CKNJOiEE)

Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.

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.

Ioannou-Georgiou, P., & Pavlou, P. (2003). Assessing young learners. Oxford: Oxford University Press.

McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.

McNamara, T. (2008). Language testing. Oxford: Oxford University Press. (zasoby biblioteczne CKNJOiEE)

Nikolov, M. (2016). Assessing young learners of English: Global and local perspectives. New York: Springer.

Pinter, A. (2017). Teaching young language learners (2nd ed., Chapter 10: Assessment). Oxford: Oxford University Press.

Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa I–III. Język obcy nowożytny. (n.d.). https://podstawaprogramowa.pl/Szkola-podstawowa-I-III

Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa IV–VIII. Język obcy nowożytny. (n.d.). https://podstawaprogramowa.pl/Szkola-podstawowa-IV-VIII/Jezyk-obcy-nowozytny

University of Cambridge ESOL Examinations. (2011). Using the CEFR: Principles of good practice. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf

Materiały dodatkowe: podręczniki do nauki języka angielskiego w szkole podstawowej z wykazu podręczników dopuszczonych do użytku szkolnego do kształcenia ogólnego przez Ministerstwo Edukacji i Nauki.

Term 2024Z:

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.
Podstawa Programowa. [Pl The Core Curriculum] Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa I-III. Język obcy nowożytny. https://podstawaprogramowa.pl/Szkola-podstawowa-I-III
Podstawa Programowa [Pl The Core Curriculum]. Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa IV-VIII. Język obcy nowożytny. https://podstawaprogramowa.pl/Szkola-podstawowa-IV-VIII/Jezyk-obcy-nowozytny
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.

Term 2025Z:

Literature: