LN7055 - Language Testing and Assessment (2021/22)
| Module specification | Module approved to run in 2021/22 | |||||||||||||||
| Module title | Language Testing and Assessment | |||||||||||||||
| Module level | Masters (07) | |||||||||||||||
| Credit rating for module | 20 | |||||||||||||||
| School | Guildhall School of Business and Law | |||||||||||||||
| Total study hours | 200 | |||||||||||||||
|
||||||||||||||||
| Assessment components |
|
|||||||||||||||
| Running in 2021/22(Please note that module timeslots are subject to change) |
|
Module summary
This module examines the core concepts and common theoretical approaches to language testing and assessment. The module encourages students to evaluate their own language testing and assessment practices more reflectively and to consider the most widely used standardised tests more critically. You will discuss the common debates in the field of language testing and assessment and will explore English language tests in terms of their practicality, reliability, validity and authenticity.
Evaluating and examining local and international language tests will allow you to become familiar with the different types, purposes and objectives of language tests. You will also have the opportunities to design and develop English language tests that can be potentially useful in your future teaching practice.
The modules aims to:
1) Introduce, analyse and evaluate the main theoretical issues and current debates on matters of testing English as a second/foreign language, including the differences between testing and assessment, formative and summative assessment
2) Relate current theories and debates to students own national/professional language testing situation and every-day practices
3) Provide students with opportunities to critically analyse language tests and their application in their own contexts
4) Create opportunities for students to develop language tests that are appropriate, applicable and suitable for their teaching and assessment.
Prior learning requirements
None
Syllabus
The module introduces different types of language assessment methods and discusses the role that testing, and assessment have in the learning and teaching process. Students will study key aspects of language testing, such as validity, reliability, washback, authenticity and interactiveness (LO1, LO2). The module also explores how language skills are currently assessed by analysing a variety of tests and introduces alternatives assessments methods for students to critically analyse (LO3).
Students also study the role of feedback, formative and summative language assessment, as well as the creation and analysis of rubrics and rating scales (LO4). The module also offers an introduction to the use of technology in language assessment and discusses the impact of the Common European Framework of References for Languages (CEFR) in the English language teaching profession (LO2, LO3).
Balance of independent study and scheduled teaching activity
Students enrolled in this module will be encouraged to engage with recommended readings in preparation for unit. As the module adopts a blended-learning approach, students will have access to a dedicated module site (Weblearn) where they will find learning activities, class materials, lecture recordings, and online forums where they can interact with peers and tutors in synchronous and asynchronous ways.
Our students will have access to the university library website and make use of electronic journals, e-books, databases and full text journals. Support for developing and improving IT skills as well as information on other web based study support, is available on the library website. Students will have a nominated tutor who will support and guide them through the module and who they can consult in person, by email, or designated video-conference software.
Learning outcomes
On successful completion of this module, students will be able to:
1. identify and comment upon the theoretical debates within language testing
2. demonstrate an enhanced understanding of theory in language testing and a critical awareness of how language tests are used
3. provide a critical analysis of, and/or a theoretical rationale for language tests and assessment methods in local, national or international contexts
4. apply this knowledge at a practical level in evaluating and analysing tests and/or in designing language tests.
Assessment strategy
There are two assessments for this module:
(a) an individual presentation (12-15 minutes) in which the student presents a critique of a language test which was set for a specific group of learners in a particular context (e.g., standardised test, university/school English test, national English test, etc.). Students are expected to comment on the test validity, reliability of score, impact, and any important aspect of assessment that is relevant to the task. The presentation is submitted as a pre-recorded audio-visual file.
b) a 2000-2500 word coursework/essay in which the student will critically evaluate a theoretical area of language testing (topic/question to be negotiated with the tutor)
or
present a design for an English language test aimed to assess a chosen group of students in a particular context, together with its rationale and justification (2,000 – 2,500 words in total).