Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MEASUREMENT and EVALUATION in EDUCATION | ELT3215738 | Spring Semester | 2+2 | 3 | 6 |
| 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. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect.Dr. Mehmet ÇELİKBAŞ |
| Assistant(s) | |
| Aim | The aim of this course is to introduce students to the fundamental concepts and principles of assessment and evaluation in foreign language education. Additionally, students participate in activities that demonstrate how theoretical knowledge can be applied in practice. |
| Course Content | This course contains; Introduction,Concepts and Topics in Assessment,Foundations of Foreign Language Assessment, Designing Classroom Foreign Language Tests,Criterion-Referenced Assessment,Standardized Assessment,Beyond Assessment: Alternative Assessment,Assessment of Listening Skills,Assessment of Speaking Skills ,Assessment of Reading Skills,Assessment of Writing Skills,Assessment of Language and Vocabulary Knowledge ,Grading and Student Assessment,Course Reflection . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identifies key assessment methods at classroom levels, their strengths and weaknesses, and when, how, and why they should be used. | 16, 9 | A |
| Demonstrates the ability to recognize various theories, research topics, and concepts related to assessment for English language learners. | 16, 9 | A |
| Analyzes past and current assessment methods and their impact on teaching and learning for English language learners. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
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 | Concepts and Topics in Assessment | 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 | Foundations of Foreign Language Assessment | Brown Chapter 2: Principles of Language Assessment |
| 4 | Designing Classroom Foreign Language Tests | Poehner, M. & Lantolf, J. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265. |
| 5 | Criterion-Referenced 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 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. |
| 7 | Beyond Assessment: Alternative 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 | Assessment of Listening Skills | 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 | Assessment of Speaking Skills | Brown Chapter 8 Assessing Speaking |
| 10 | Assessment of Reading Skills | 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 | Assessment of Writing Skills | 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 | Assessment of Language and Vocabulary Knowledge | Brown Assessing Grammar and Vocabulary: Read the portion about assessing grammar: p.293-304Thornbury, S. (1999). How to test grammar. In How to Teach Grammar. Pearson. pp. 141-150. |
| 13 | Grading and Student Assessment | In-class work |
| 14 | Course 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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | ||||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | ||||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | ||||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | ||||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | ||||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | ||||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | ||||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | ||||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | ||||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | ||||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | ||||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | 4 | 56 | |||
| Guided Problem Solving | 1 | 8 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 8 | 24 | |||
| Term Project | 1 | 6 | 6 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 1 | 6 | 6 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 42 | 42 | |||
| Performance Task, Maintenance Plan | 1 | 4 | 4 | |||
| Total Workload(Hour) | 175 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(175/30) | 6 | |||||
| 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 | ELT3215738 | Spring Semester | 2+2 | 3 | 6 |
| 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. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Lect.Dr. Mehmet ÇELİKBAŞ |
| Assistant(s) | |
| Aim | The aim of this course is to introduce students to the fundamental concepts and principles of assessment and evaluation in foreign language education. Additionally, students participate in activities that demonstrate how theoretical knowledge can be applied in practice. |
| Course Content | This course contains; Introduction,Concepts and Topics in Assessment,Foundations of Foreign Language Assessment, Designing Classroom Foreign Language Tests,Criterion-Referenced Assessment,Standardized Assessment,Beyond Assessment: Alternative Assessment,Assessment of Listening Skills,Assessment of Speaking Skills ,Assessment of Reading Skills,Assessment of Writing Skills,Assessment of Language and Vocabulary Knowledge ,Grading and Student Assessment,Course Reflection . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Identifies key assessment methods at classroom levels, their strengths and weaknesses, and when, how, and why they should be used. | 16, 9 | A |
| Demonstrates the ability to recognize various theories, research topics, and concepts related to assessment for English language learners. | 16, 9 | A |
| Analyzes past and current assessment methods and their impact on teaching and learning for English language learners. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
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 | Concepts and Topics in Assessment | 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 | Foundations of Foreign Language Assessment | Brown Chapter 2: Principles of Language Assessment |
| 4 | Designing Classroom Foreign Language Tests | Poehner, M. & Lantolf, J. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265. |
| 5 | Criterion-Referenced 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 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. |
| 7 | Beyond Assessment: Alternative 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 | Assessment of Listening Skills | 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 | Assessment of Speaking Skills | Brown Chapter 8 Assessing Speaking |
| 10 | Assessment of Reading Skills | 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 | Assessment of Writing Skills | 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 | Assessment of Language and Vocabulary Knowledge | Brown Assessing Grammar and Vocabulary: Read the portion about assessing grammar: p.293-304Thornbury, S. (1999). How to test grammar. In How to Teach Grammar. Pearson. pp. 141-150. |
| 13 | Grading and Student Assessment | In-class work |
| 14 | Course 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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | ||||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | ||||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | ||||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | ||||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | ||||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | ||||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | ||||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | ||||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | ||||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | ||||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | ||||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | ||||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |