Understanding Assessment 2019

Understanding Assessment
Blended Training Approach
25 March – 02 June 2019

Course Description
The purpose of this course is to help you get a working knowledge of basic principles of testing procedures which can be used in foreign language programs. You will learn to apply language testing principles to any language teaching situation you are in, and help to improve the language testing done wherever you are.
Course objectives
Upon successful completion of this subject participants should be able to:
1.       Understand the key concepts and the basic principles of language testing and assessment
2.       Differentiate between types of language tests and assessments
3.       Critically examine various language test item formats and create
4.       Reflect on the strengths and weaknesses of different task types
5.       Develop a basic working knowledge of constructing test items for the four skills of writing, speaking, reading, and listening
6.       Construct and design test items in at least one format.
Weekly Syllabus
Week Date Content Delivery
1 25 - 31 March Introduction: Purposes of and approaches to assessment, and test types, formats and uses Gathering (face-to-face)
2 01 - 07 April Key Principles of Testing: Aspects of validity, reliability, impact, practicality Digital Portfolio on the LMS
08 - 14 April Test development cycle
Language Levels and the CEFR
Online Synchronous Input Session and Digital Portfolio & Forum on the LMS
4 15 - 21 April Task types and rubrics Digital Portfolio on the LMS
5 22 - 28 April Testing grammar and vocabulary Forum & Wiki on the LMS
6 29 Apr - 05 May Testing reading Online Synchronous Input Session and Forum & Wiki on the LMS
7 06 - 12 May Testing listening Forum & Wiki on the LMS
8 13 - 19 May Testing writing Online Synchronous Input Session and Forum & Wiki on the LMS
9 20 - 26 May Testing speaking Forum & Wiki on the LMS
10 27 May - 02 June Evaluating tests and whole test design Online Synchronous Discussion
10 27 May - 02 June REFLECTION * Gathering (face-to-face)
Recommended Readings
Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge: Cambridge University Press.
Bachman, L.F. (1990). Fundamental Consideration in Language Testing. Oxford University Press.
Brown, J. D. (2005). Testing in language programs: a comprehensive guide to English language assessement. McGraw-Hill College.
Coombe, C., P. Davidson, B. O'Sullivan & S. Stoynoff (Eds.) 2012. The Cambridge Guide to Second Language Assessment. Dordrecht, Cambridge: Cambridge University Press.
Fulcher, G. and Davison, F. (2007). Language testing and assessment: An advanced resource book. New York: Routledge
Heaton, J. B. (1975). Writing English language tests: A practical guide for teachers of English as a second or foreign language. Longman Publishing Group.
Underhill, N. (1987). Testing Spoken Language: A Handbook of Oral Testing Technique. Cambridge: CUP.
Weir, C. J., & Weir, C. J. (1990). Communicative language testing. Hemel Hempstead: Prentice Hall.
Relevant Journals
•           Language Assessment Quarterly
•           Language Testing (Sage Journals)
•           Assessing Writing: An International Journal
* Because the week commencing June 3rd is Ramadan Feast, the last online session will be completed in about three days in week 10 and the reflection gathering will take place in the same week.

Dr Esin Caglayan is Head of English Preparatory Programs and Director of Teaching and Learning Center at Izmir University of Economics. She previously worked as Head of Testing Unit and Level Coordinator at IUE and as an English Language teacher and head of department in several schools. She graduated from Boğaziçi University, Department of English Language Teaching, and holds an MA and Ph.D. in Educational Administration and Supervision. She also received her Teacher Trainer Certificate from British Council in 2006. She is a member of the FOAI (Forum on Assessment Issues) Organization Committee and has given workshops on testing and assessment in several organizations. She continues to present at national and international conferences and her current professional interests include assessment literacy, educational technologies, and educational management.