Language assessment 4100-3SOPKJO
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.
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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. |
Prerequisites (description)
Course coordinators
Type of course
General: obligatory courses foreign languages pedagogical qualifications | Term 2024Z: obligatory courses pedagogical qualifications foreign languages |
Mode
Learning outcomes
K_W01 to an advanced degree selected facts, theories, institutions, processes, and phenomena related to the study areas: linguistics, which have practical application in teaching foreign languages at the first and second educational stages as regards assessing and measuring learner language ability in English as a foreign language
K_W03 the methods, norms, procedures and standards of practice in educational institutions, related to teaching foreign languages as regards assessing and measuring learner language ability in English as a foreign language
K_W09 the methodology to perform common tasks; the standards and procedures used in various educational areas as regards assessing and measuring learner language ability in English as a foreign language
K_W19 the core curriculum regarding the content of teaching English at the first and second educational stages and associated typical learning difficulties and in particular the requirements and principles of the eighth grade examination in a foreign modern language
K_W21 instruments and techniques in digitally assisted or online work or virtual exchange applicable assessing and measuring learner language ability in English as a foreign language
K_U09 analyse their own actions and identify possible areas for change in the future as regards assessing and measuring learner language ability in English as a foreign language
K_U19 using the basic organisational skills, plan and carry out tasks related to teaching foreign languages and, optionally, to the teaching and in particular with assessing and measuring learner language ability in English as a foreign language
K_U20 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional educational activities and in particular in assessing and measuring learner language ability in English as a foreign language
K_U23 animate the work of the learner and promote independence in knowledge acquisition, inspiring a positive approach to life-long learning and responsibility in making educational and professional decisions
K_K06 act in a mature, responsible and professional manner and control their emotions
K_K09 undertake psychological, pedagogic and educational actions in kindergarten, school and out-of-school settings; is confident of their meaning and appropriateness, is ready to face professional challenges 2
Assessment criteria
The condition for completing the course is 100% class attendance - the course includes 7 online live meetings per semester, 100% attendance is required.
The student receives credit and is graded on the basis of:
1) preparation and active participation in classes;
2) submitting written assignments and performing tasks on time in accordance with the instructions from the teacher both during classes and on the Kampus platform (K_W01 K_W03 K_W09 K_W19 K_W2).
3) obtaining positive grades in two key assignments:
- 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 2025 (K_U09 K_U19 K_U20 K_U23 K_K06),
- the final test in language assessment (K_W01 K_W03 K_W09 K_W19),
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/questions;
5) completeness and correctness of instructions, selection of examples/questions;
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) 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 assignments
- 10% of the mark for the preparation of class tasks and active participation in classes
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.
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.
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Term 2023Z:
Bachman L., Damböck, B. (2018). Language assessment for classroom teachers. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) |
Term 2024Z:
Bachman L., Damböck, B. (2018). Language assessment for classroom teachers. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) |
Notes
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Term 2023Z:
The course is an online course conducted in a remote synchronous mode. |
Term 2024Z:
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: