M1 - Assessing and Evaluating YL Language Teaching and Learning 2300-GPTE-M1-AEYL
The topics of the course include:
• The notions of evaluation, assessment, testing
• Test types
• Test construction: elements and stages
• Types of mistakes
• Error correction and feedback
• Assessment of language skills
• Formative assessment
• Assessment for learning (self-assessment and peer assessment)
• Making rubrics
• Summative assessment
All the above are realized through numerous discussions, in-class activities, home assignments. The main ideas are presented with the use of interactive presentations, instructional videos, student-led tasks, with individual and group reflection being their most prominent aspect.
Tryb prowadzenia
w sali
Koordynatorzy przedmiotu
Efekty kształcenia
By the end of the module the participants will be able to:
• construct test items to check the language elements they wish to measure
• indicate spoken and written errors and give appropriate feedback
• apply the assessment tools for the receptive and productive skills evaluation
• include a variety of formative and summative assessment tools in their activity/lesson plans for specified age groups and levels of advancement
• design and apply self-assessment and peer-assessment rubrics for specified age groups and levels of advancement
Kryteria oceniania
• Active participation in the in-class activities
• Individual and group assignments to be presented or led in class
• Final assessment planning assignment
• End-of-the-year module exam
Literatura
Books
• McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press. (Ch. 3, 4 9)
• Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing young learners. Oxford: Oxford University Press.
• Gardner, J. N. (2009). Assessment and learning. J. Gardner (Ed.). London: Sage.
• Black, P. Harrison, C. Lee, C. Marshall, B. and Wiliam, D. (2003). Assessment for learning: putting it into practice. Buckingham: Open University Press.
• Szpotowicz, M. & Szulc-Kurpacka, M (2009). Teaching English to young learners. Warsaw: Wydawnictwo Naukowe PWN, p170-186.
• Wylie, C., Lyon, C., (2016) Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (Revised)
Articles
• 10 Dimensions of Formative Assessment Practice (adapted from Wylie and Lyon (2016). Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice, p. 20.)
• Allan, D. (2003) Distinctions and dichotomies: Testing and Assessment in ELT
• Antoniou, P, James, M., (2013) Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies
• Tomlinson, C.A., Moon, T., Imbeau MB., (Assessment and Student Success in a Differentiated Classroom)
• Swaffield, S., (2011) Getting to the heart of authentic Assessment for Learning
• Black, P., Wiliam, D. (2009) Developing the theory of formative assessment
• Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, 4(3), 365-379.
• Prodromou, L. (1995). The backwash effect: from testing to teaching. ELT journal, 49(1), 13-25.
• William, D., (2011) What is assessment for learning?
• Wiliam, D. (2009). Assessment for learning: why, what and how? London: Institute of Education.
• William, D., (2004) Teachers developing assessment for learning: impact on student achievement
• Jones, J., (2005) Developing effective formative assessment practices in the primary modern foreign language (MFL) classroom
• Butler, Y., Lee, J., (2010) The effects of self-assessment among young learners of English
• Stiggins, R., (2011) Student-Centered Classroom Assessment
• Hasselgreen, A., (2005) Assessing the language of young learners
• Edelenbos, P., Vinje, M., (2000) The assessment of a foreign language at the end of primary (elementary) education
• Rea-Dickins, P., (2001) Mirror, mirror on the wall: identifying processes of classroom assessment
• Lam, R., Lee, i., (2009) Balancing the dual functions of portfolio assessment
• Gattullo, F., (2000) Formative assessment in ELT primary (elementary) classrooms: an Italian case study
The course is supported with a repository of in-class materials placed on a university e-learning educational platform Kampus https://kampus.come.uw.edu.pl/ The repository contains presentations, articles and instructional videos as well as links to websites supporting the idea of language assessment, eg.:
• Teaching Channel https://www.teachingchannel.org/
• EDCHAT® https://www.youtube.com/channel/UCxwQr-PDiuMkx90LP43p4yw
• Cambridge English https://www.youtube.com/results?search_query=understanding+assessment+what+every+teacher+should+know
• Teach for Life https://www.youtube.com/channel/UCtKSLA4sBvp4gU-NIGFEQgg
• Cult of Pedagogy https://www.youtube.com/channel/UCxEKnVOYnzM70yH7kDrU7bQ
• JFF https://www.youtube.com/watch?v=CkFWbC91PXQ&list=PU1AiC8eqYcUkt_OKyfAAr2g
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: