module specification

LN7076 - Language Testing and Assessment (Arabic) (2018/19)

Module specification Module approved to run in 2018/19
Module title Language Testing and Assessment (Arabic)
Module level Masters (07)
Credit rating for module 20
School Guildhall School of Business and Law
Total study hours 200
 
150 hours Guided independent study
50 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Oral Examination 50%   Oral presentation: analysis and evaluation of a language test
Coursework 50%   Essay-type course work
Running in 2018/19
Period Campus Day Time Module Leader
Spring semester North Tuesday Afternoon

Module summary

This module examines the core concepts and common theoretical approaches to language testing and introduces the new approaches to test design and assessment processes. The module encourages students to evaluate their own language testing and assessment practices more reflexively and to consider the tests that are commonly used more critically. It will discuss the common debates in the field of language testing and assessment and will explore a wide range of language tests in terms of their practicality, reliability, validity, authenticity and ethicality. Evaluating and examining a variety of local and international language tests will allow the students to become familiar with the different types, purposes and objectives of language tests. By engaging students in a variety of practical and interactive tasks, the module provides opportunities for designing and developing language tests that are useful in teachers’ everyday practices. The module also provides a global perspective towards the role and power of language tests by combining the introduction of the underlying principles of language testing with participants' personal and professional experience of language tests at local, national and global levels.

The module is taught in Arabic and the assessments are in Arabic or English.

Module aims

This module aims to broaden teachers’ perspectives to and deepen their understanding of language tests and assessment processes. By exploring the global context of language testing and language teaching, the module aims to highlight the intricate and direct interrelationship between language testing and teaching, and the significant impact language tests have on teaching, education, employment and immigration in modern life. One of the primary aims of the module is to increase teachers’ awareness of the importance of revisiting the traditional concepts of language testing and to encourage them to develop the insight and knowledge that support language teachers in their classroom-based assessments. The module specifically aims to:

  1. Introduce, analyse and evaluate the main theoretical issues and current debates on matters of testing as a second/foreign language, and specially 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. Provide them with opportunities to begin to develop language tests that are appropriate, applicable and suitable for their teaching and assessment. 

Syllabus

The module will cover areas such as
Primary concepts in language testing, test analysis, designing a test, major concerns in language testing, theories of language testing, culture and testing.

Learning and teaching

Students learn through a blended learning approach making use of electronic material s and working in small groups during seminar discussions. There are practical workshops of problem issues in testing and opportunities for discussion

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 in their practice
  3. provide a critical analysis of, and/or a theoretical rationale for language tests and assessment methods in a variety of local, national and international contexts;
  4. apply this knowledge at a practical level in evaluating and analysing tests, and in designing language tests in their teaching practice

Assessment strategy

a) a 20-minute individual presentation in which the student presents a critique of a language test which was set for a specific  group of learners

b) a 2000-2500 word coursework/essay in which the student will critically evaluate a theoretical area of language testing
or
Present a design for a test together with the rationale and description to develop their skills in designing and developing a test for their local practices.

Bibliography

Alderson, J. C. and J. Banerjee (2003). "State of the art: Language testing and assessment, part I." Language Teaching 34: 213-236.
Alderson, J. C. and J. Banerjee (2003). "State of the art: Language testing and assessment, part II." Language Teaching 35: 79-113.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford, Oxford University Press.
Davies, A. (2003). "Three heresies of language testing research." Language Testing 20(4): 355-368.
Douglas, D. (2010). Understanding Language Testing. London: Hodder Education.
Fulcher, G. (2003). Testing second language speaking. Harlow: Pearson Longman.
Fulcher, G. & Davidson, C. (2007) Language Testing and Assessment: And Advance Resourcebook. London: Routeledge
Leung, C. (2004). Developing Formative Teacher Assessment: Knowledge, Practice, and Change. Language Assessment Quarterly. 1(1): 19-41.

Selected Journals (online)
Language Testing
Language Assessment Quarterly
Assessment & Evaluation in Higher Education
System