Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MEASUREMENT and EVALUATION in EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
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; Introduction,Assessment Concepts and Issues ,Principles of Language Assessment,Designing Classroom Language Tests ,Standards-Based Assessment,Standardized Testing ,Beyond Tests: Alternatives in Assessment,Assessing Listening,Assessing Speaking,Assessing Reading,Assessing Writing,Assessing Grammar and Vocabulary,Grading and Student Evaluation,Reflection . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Demonstrate familiarity with various theories, research issues and concepts in assessment for diverse English Language Learners. | 12, 14, 6, 9 | |
Demonstrate familiarity with past and current methods for assessment and their implications for teaching and learning English Language Learners. | 10, 16, 19, 20, 9 | |
Identify the major methods of assessments, their strength, weakness, and how, when and why to use them in classroom levels | 10, 12, 16, 19, 9 |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction | Brown Chapter 1 (Assessment Concepts and Issues) Kusimo, P., Ritter, M., Busick, K., Ferguson, C., Trumbull, E., & Solano-Flores, G. (2000). Making assessment work for everyone. WestEd, San Francisco, CA. pp.46-76. (Part II) |
2 | Assessment Concepts and Issues | Brown Chapter 1 (Assessment Concepts and Issues) Kusimo, P., Ritter, M., Busick, K., Ferguson, C., Trumbull, E., & Solano-Flores, G. (2000). Making assessment work for everyone. WestEd, San Francisco, CA. pp.46-76. (Part II) |
3 | Principles of Language Assessment | Brown Chapter 2: Principles of Language Assessment |
4 | Designing Classroom Language Tests | • Poehner, M. & Lantolf, J. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265. |
5 | Standards-Based Assessment | Brown, Chapters 4 & 5 (Standards-Based Assessment (ch 4) Standardized Testing (ch 5) Luxia, Q. (2005). Stakeholder’s conflicting aims undermine the washback function of a high-stakes test. Language Testing 22 (2), pp. 142-173. |
6 | Standardized Testing | Brown, Chapters 4 & 5 (Standards-Based Assessment (ch 4) Standardized Testing (ch 5) Luxia, Q. (2005). Stakeholder’s conflicting aims undermine the washback function of a high-stakes test. Language Testing 22 (2), pp. 142-173. |
7 | Beyond Tests: Alternatives in Assessment | Brown Chapter 6 (Beyond Tests: Alternatives in Assessments) Henning, J., Stone, J. & Kelly, J. (2009). Eight pre and post tests. Chapter 3 in Using Action Research to Improve Instruction: An Interactive Guide for Teachers. pp.128-135. |
8 | Assessing Listening | Brown Chapters 7 (Assessing Listening (ch 7) Kusimo, P., Ritter, M., Busick, K., Ferguson, C., Trumbull, E., & Solano-Flores, G. (2000). Making assessment work for everyone. WestEd, San Francisco, CA. pp.78-111 (part III) |
9 | Assessing Speaking | Brown Chapter 8 Assessing Speaking |
10 | Assessing Reading | Brown Chapter 9 (Assessing Reading) Grabe, W. (2008). Reading assessment. In Reading in a Second Language: Moving from Theory to Practice. Cambridge University Press. pp. 352-375. |
11 | Assessing Writing | Brown Chapter 10 Assessing Writing Ferris, D., & Hedgcock, J. (2005). Classroom approaches to ESL writing assessment. In Teaching ESL Composition: Purpose, Process, and Practice. Lawrence Erlbaum. pp. 299-343. |
12 | Assessing Grammar and Vocabulary | Brown Assessing Grammar and Vocabulary: Read the portion about assessing grammar: p.293-304 Thornbury, S. (1999). How to test grammar. In How to Teach Grammar. Pearson. pp. 141-150. |
13 | Grading and Student Evaluation | In-class work |
14 | Reflection | In-class work |
Resources |
Brown, D. & Abeywickrama, P. (2010). Language Assessment - Principles and Classroom Practice. (2nd edition). Pearson Longman, NY. Stoynoff, S. (2012). Looking backward and forward at classroom-based language assessment. ELT Journal 66/4. |
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 | 2 | 28 | |||
Guided Problem Solving | 4 | 3 | 12 | |||
Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 1 | 10 | 10 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 6 | 6 | |||
General Exam | 1 | 8 | 8 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 88 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(88/30) | 3 | |||||
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 |
---|---|---|---|---|---|
MEASUREMENT and EVALUATION in EDUCATION | - | Spring Semester | 2+0 | 2 | 3 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
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; Introduction,Assessment Concepts and Issues ,Principles of Language Assessment,Designing Classroom Language Tests ,Standards-Based Assessment,Standardized Testing ,Beyond Tests: Alternatives in Assessment,Assessing Listening,Assessing Speaking,Assessing Reading,Assessing Writing,Assessing Grammar and Vocabulary,Grading and Student Evaluation,Reflection . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Demonstrate familiarity with various theories, research issues and concepts in assessment for diverse English Language Learners. | 12, 14, 6, 9 | |
Demonstrate familiarity with past and current methods for assessment and their implications for teaching and learning English Language Learners. | 10, 16, 19, 20, 9 | |
Identify the major methods of assessments, their strength, weakness, and how, when and why to use them in classroom levels | 10, 12, 16, 19, 9 |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction | Brown Chapter 1 (Assessment Concepts and Issues) Kusimo, P., Ritter, M., Busick, K., Ferguson, C., Trumbull, E., & Solano-Flores, G. (2000). Making assessment work for everyone. WestEd, San Francisco, CA. pp.46-76. (Part II) |
2 | Assessment Concepts and Issues | Brown Chapter 1 (Assessment Concepts and Issues) Kusimo, P., Ritter, M., Busick, K., Ferguson, C., Trumbull, E., & Solano-Flores, G. (2000). Making assessment work for everyone. WestEd, San Francisco, CA. pp.46-76. (Part II) |
3 | Principles of Language Assessment | Brown Chapter 2: Principles of Language Assessment |
4 | Designing Classroom Language Tests | • Poehner, M. & Lantolf, J. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265. |
5 | Standards-Based Assessment | Brown, Chapters 4 & 5 (Standards-Based Assessment (ch 4) Standardized Testing (ch 5) Luxia, Q. (2005). Stakeholder’s conflicting aims undermine the washback function of a high-stakes test. Language Testing 22 (2), pp. 142-173. |
6 | Standardized Testing | Brown, Chapters 4 & 5 (Standards-Based Assessment (ch 4) Standardized Testing (ch 5) Luxia, Q. (2005). Stakeholder’s conflicting aims undermine the washback function of a high-stakes test. Language Testing 22 (2), pp. 142-173. |
7 | Beyond Tests: Alternatives in Assessment | Brown Chapter 6 (Beyond Tests: Alternatives in Assessments) Henning, J., Stone, J. & Kelly, J. (2009). Eight pre and post tests. Chapter 3 in Using Action Research to Improve Instruction: An Interactive Guide for Teachers. pp.128-135. |
8 | Assessing Listening | Brown Chapters 7 (Assessing Listening (ch 7) Kusimo, P., Ritter, M., Busick, K., Ferguson, C., Trumbull, E., & Solano-Flores, G. (2000). Making assessment work for everyone. WestEd, San Francisco, CA. pp.78-111 (part III) |
9 | Assessing Speaking | Brown Chapter 8 Assessing Speaking |
10 | Assessing Reading | Brown Chapter 9 (Assessing Reading) Grabe, W. (2008). Reading assessment. In Reading in a Second Language: Moving from Theory to Practice. Cambridge University Press. pp. 352-375. |
11 | Assessing Writing | Brown Chapter 10 Assessing Writing Ferris, D., & Hedgcock, J. (2005). Classroom approaches to ESL writing assessment. In Teaching ESL Composition: Purpose, Process, and Practice. Lawrence Erlbaum. pp. 299-343. |
12 | Assessing Grammar and Vocabulary | Brown Assessing Grammar and Vocabulary: Read the portion about assessing grammar: p.293-304 Thornbury, S. (1999). How to test grammar. In How to Teach Grammar. Pearson. pp. 141-150. |
13 | Grading and Student Evaluation | In-class work |
14 | Reflection | In-class work |
Resources |
Brown, D. & Abeywickrama, P. (2010). Language Assessment - Principles and Classroom Practice. (2nd edition). Pearson Longman, NY. Stoynoff, S. (2012). Looking backward and forward at classroom-based language assessment. ELT Journal 66/4. |
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 |