Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION of IN-CLASS LEARNING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | This course explores the role of formative assessment in the language education. The impact of current trends in assessment will be analyzed as well as how assessments are used for the identification and placement of ESL students. |
| Course Content | This course contains; Introduction to the course,Language Learners & Assessment,Theory into Practice,Classroom Assessment of Language Use ,Assessment of Oral Language Proficiency -Pre/post assessment ,Standards and Bilingual and ESL Assessment - Language proficiency evaluation ,Large Scale Assessments,Reporting and interpreting test scores,Formative Assessment Tools in Speaking Skills,Assessment of reading skills,Assessment of Writing Skills,Integrating Multiple Measures in Assessment,Research and ESL Assessment,How to Assess ESL learners' progress?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, Students will be able to define basic assessment concepts, principles, and designs used in education. Students will be able to develop and evaluate different assessment tools. Students will be able to create alternative assessment protocols in accordance with age and proficiency levels. Students will be aware of important issues in the assessment of achievement and points to be integrated into the assessment. Students will be able to identify the stages of test development, the evaluation of learning outcomes, and the steps of scoring. | 19, 6, 9 | F |
| Teaching Methods: | 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Lecture notes and an artcle on SFL |
| 2 | Language Learners & Assessment | lecture notes Language Learners & Assessment |
| 3 | Theory into Practice | Lecture notes and an article on AFL theory |
| 4 | Classroom Assessment of Language Use | Lecture notes Classroom Assessment of Language Use |
| 5 | Assessment of Oral Language Proficiency -Pre/post assessment | Lecture notes Assessment of Oral Language Proficiency |
| 6 | Standards and Bilingual and ESL Assessment - Language proficiency evaluation | Lecture notes Standards and Bilingual and ESL Assessment |
| 7 | Large Scale Assessments | Lecture notes Large Scale Assessments |
| 8 | Reporting and interpreting test scores | Lecture notes Reporting and interpreting test scores |
| 9 | Formative Assessment Tools in Speaking Skills | Lecture notes Formative Assessment Tools in Speaking Skills |
| 10 | Assessment of reading skills | Lecture notes Assessment of reading skills |
| 11 | Assessment of Writing Skills | Lecture notes Assessment of Writing Skills |
| 12 | Integrating Multiple Measures in Assessment | Lecture notes Integrating Multiple Measures in Assessment |
| 13 | Research and ESL Assessment | Lecture notes Research and ESL Assessment |
| 14 | How to Assess ESL learners' progress? | Lecture notes How to Assess ESL learners' progress? |
| Resources |
| Heritage, M. (2010) Formative-Assessment: Making It Happen In the Classroom McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | ||||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | ||||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 8 | 32 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION of IN-CLASS LEARNING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | This course explores the role of formative assessment in the language education. The impact of current trends in assessment will be analyzed as well as how assessments are used for the identification and placement of ESL students. |
| Course Content | This course contains; Introduction to the course,Language Learners & Assessment,Theory into Practice,Classroom Assessment of Language Use ,Assessment of Oral Language Proficiency -Pre/post assessment ,Standards and Bilingual and ESL Assessment - Language proficiency evaluation ,Large Scale Assessments,Reporting and interpreting test scores,Formative Assessment Tools in Speaking Skills,Assessment of reading skills,Assessment of Writing Skills,Integrating Multiple Measures in Assessment,Research and ESL Assessment,How to Assess ESL learners' progress?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, Students will be able to define basic assessment concepts, principles, and designs used in education. Students will be able to develop and evaluate different assessment tools. Students will be able to create alternative assessment protocols in accordance with age and proficiency levels. Students will be aware of important issues in the assessment of achievement and points to be integrated into the assessment. Students will be able to identify the stages of test development, the evaluation of learning outcomes, and the steps of scoring. | 19, 6, 9 | F |
| Teaching Methods: | 19: Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course | Lecture notes and an artcle on SFL |
| 2 | Language Learners & Assessment | lecture notes Language Learners & Assessment |
| 3 | Theory into Practice | Lecture notes and an article on AFL theory |
| 4 | Classroom Assessment of Language Use | Lecture notes Classroom Assessment of Language Use |
| 5 | Assessment of Oral Language Proficiency -Pre/post assessment | Lecture notes Assessment of Oral Language Proficiency |
| 6 | Standards and Bilingual and ESL Assessment - Language proficiency evaluation | Lecture notes Standards and Bilingual and ESL Assessment |
| 7 | Large Scale Assessments | Lecture notes Large Scale Assessments |
| 8 | Reporting and interpreting test scores | Lecture notes Reporting and interpreting test scores |
| 9 | Formative Assessment Tools in Speaking Skills | Lecture notes Formative Assessment Tools in Speaking Skills |
| 10 | Assessment of reading skills | Lecture notes Assessment of reading skills |
| 11 | Assessment of Writing Skills | Lecture notes Assessment of Writing Skills |
| 12 | Integrating Multiple Measures in Assessment | Lecture notes Integrating Multiple Measures in Assessment |
| 13 | Research and ESL Assessment | Lecture notes Research and ESL Assessment |
| 14 | How to Assess ESL learners' progress? | Lecture notes How to Assess ESL learners' progress? |
| Resources |
| Heritage, M. (2010) Formative-Assessment: Making It Happen In the Classroom McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | ||||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | ||||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |