Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEST PREPARATION in ENGLISH LANGUAGE TEACHING | - | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | This course aims to introduce main concepts and principles of assessment and evaluation in foreign language teaching. The course also provides students with an opportunity to put theory into practice. |
| Course Content | This course contains; What is a test? Testing and Teaching. Approaches to Language Testing.,Principles and Concepts in Language Assessment,Designing Classroom Language Tests. Test Types.,Preparing Multiple Choice Questions. Item Analysis.,Assessing Listening,Collection, Evaluation, and Presentation of Listening Tests. ,Assessing Speaking,Collection, Evaluation, and Presentation of Speaking Tests.,Assessing Reading,Collection, Evaluation, and Presentation of Reading Tests.,Assessing Writing,Collection, Evaluation, and Presentation of Writing Tests.,Beyond Tests: Alternatives in Assessment,Reflection . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, students will be able to know the basic concepts of measurement and evaluation. | 10, 5, 6, 9 | F |
| Determine the validity and reliability of measurement tools. | 10, 5, 6, 9 | F |
| Know the techniques of measuring cognitive, affective and psycho-motor behaviors. | 16, 5, 9 | F |
| List the stages of test development. | 14, 16, 9 | F |
| Analyzes items and tests through application results. | 5, 6, 9 | F |
| Discusses alternative assessment techniques. | 10, 16 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is a test? Testing and Teaching. Approaches to Language Testing. | Study of Week 1 PPT presentation |
| 2 | Principles and Concepts in Language Assessment | Study of Week 2 PPT presentation |
| 3 | Designing Classroom Language Tests. Test Types. | Study of Week 3 PPT presentation |
| 4 | Preparing Multiple Choice Questions. Item Analysis. | Study of Week 4 PPT presentation |
| 5 | Assessing Listening | Study of Week 5 PPT presentation |
| 6 | Collection, Evaluation, and Presentation of Listening Tests. | Study of Week 6 PPT presentation |
| 7 | Assessing Speaking | Study of Week 7 PPT presentation |
| 8 | Collection, Evaluation, and Presentation of Speaking Tests. | Study of Week 8 PPT presentation |
| 9 | Assessing Reading | Study of Week 9 PPT presentation |
| 10 | Collection, Evaluation, and Presentation of Reading Tests. | Study of Week 10 PPT presentation |
| 11 | Assessing Writing | Study of Week 11 PPT presentation |
| 12 | Collection, Evaluation, and Presentation of Writing Tests. | Study of Week 12 PPT presentation |
| 13 | Beyond Tests: Alternatives in Assessment | Study of Week 13 PPT presentation |
| 14 | Reflection | Study of Week 14 PPT presentation |
| Resources |
| 1. Brown, D. & Abeywickrama, P. (2010). Language Assessment - Principles andClassroom Practice. (2nd edition). Pearson Longman, NY. 2. Hughes, A (1989) Testing for Language Teachers. Cambridge University Press. 3. Weir, C (1993) Understanding and Developing Language Tests. Prentice Hall. 4. Weir, C. & Roberts, J. (1994). Evaluation in ELT. Oxford, UK: Cambridge, Mass. 5. Brown, J. D. (2011). Testing in language programs: A comprehensive guide to English language assessment. 6. Weekly PPT study materials. |
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. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 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 | 3 | 42 | |||
| Guided Problem Solving | 2 | 6 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 8 | 32 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 8 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| 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 |
|---|---|---|---|---|---|
| TEST PREPARATION in ENGLISH LANGUAGE TEACHING | - | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | This course aims to introduce main concepts and principles of assessment and evaluation in foreign language teaching. The course also provides students with an opportunity to put theory into practice. |
| Course Content | This course contains; What is a test? Testing and Teaching. Approaches to Language Testing.,Principles and Concepts in Language Assessment,Designing Classroom Language Tests. Test Types.,Preparing Multiple Choice Questions. Item Analysis.,Assessing Listening,Collection, Evaluation, and Presentation of Listening Tests. ,Assessing Speaking,Collection, Evaluation, and Presentation of Speaking Tests.,Assessing Reading,Collection, Evaluation, and Presentation of Reading Tests.,Assessing Writing,Collection, Evaluation, and Presentation of Writing Tests.,Beyond Tests: Alternatives in Assessment,Reflection . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, students will be able to know the basic concepts of measurement and evaluation. | 10, 5, 6, 9 | F |
| Determine the validity and reliability of measurement tools. | 10, 5, 6, 9 | F |
| Know the techniques of measuring cognitive, affective and psycho-motor behaviors. | 16, 5, 9 | F |
| List the stages of test development. | 14, 16, 9 | F |
| Analyzes items and tests through application results. | 5, 6, 9 | F |
| Discusses alternative assessment techniques. | 10, 16 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is a test? Testing and Teaching. Approaches to Language Testing. | Study of Week 1 PPT presentation |
| 2 | Principles and Concepts in Language Assessment | Study of Week 2 PPT presentation |
| 3 | Designing Classroom Language Tests. Test Types. | Study of Week 3 PPT presentation |
| 4 | Preparing Multiple Choice Questions. Item Analysis. | Study of Week 4 PPT presentation |
| 5 | Assessing Listening | Study of Week 5 PPT presentation |
| 6 | Collection, Evaluation, and Presentation of Listening Tests. | Study of Week 6 PPT presentation |
| 7 | Assessing Speaking | Study of Week 7 PPT presentation |
| 8 | Collection, Evaluation, and Presentation of Speaking Tests. | Study of Week 8 PPT presentation |
| 9 | Assessing Reading | Study of Week 9 PPT presentation |
| 10 | Collection, Evaluation, and Presentation of Reading Tests. | Study of Week 10 PPT presentation |
| 11 | Assessing Writing | Study of Week 11 PPT presentation |
| 12 | Collection, Evaluation, and Presentation of Writing Tests. | Study of Week 12 PPT presentation |
| 13 | Beyond Tests: Alternatives in Assessment | Study of Week 13 PPT presentation |
| 14 | Reflection | Study of Week 14 PPT presentation |
| Resources |
| 1. Brown, D. & Abeywickrama, P. (2010). Language Assessment - Principles andClassroom Practice. (2nd edition). Pearson Longman, NY. 2. Hughes, A (1989) Testing for Language Teachers. Cambridge University Press. 3. Weir, C (1993) Understanding and Developing Language Tests. Prentice Hall. 4. Weir, C. & Roberts, J. (1994). Evaluation in ELT. Oxford, UK: Cambridge, Mass. 5. Brown, J. D. (2011). Testing in language programs: A comprehensive guide to English language assessment. 6. Weekly PPT study materials. |
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. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 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 | |