Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVALUATION of IN-CLASS LEARNING | ELT3211042 | 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 | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. Celal SARIOĞLU |
| 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?. |
| Course Learning Outcomes | 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. | 10, 12, 16, 19, 9 | C, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, H: Performance 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., & Wylie, E. C. (2020). Formative assessment in the disciplines: Framing a continuum of professional learning. Harvard Education Press. Heritage, M. (2010) Formative-Assessment: Making It Happen In the Classroom McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. |
| Mahapatra, S. K. (2021). Online formative assessment and feedback practices of ESL teachers in India, Bangladesh and Nepal: A multiple case study. The Asia-Pacific Education Researcher, 30(6), 519-530. * Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education, 33(2), 124-140. |
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. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 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. | X | |||||
| 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 | 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 | ELT3211042 | 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 | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. Celal SARIOĞLU |
| 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?. |
| Course Learning Outcomes | 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. | 10, 12, 16, 19, 9 | C, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, H: Performance 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., & Wylie, E. C. (2020). Formative assessment in the disciplines: Framing a continuum of professional learning. Harvard Education Press. Heritage, M. (2010) Formative-Assessment: Making It Happen In the Classroom McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press. |
| Mahapatra, S. K. (2021). Online formative assessment and feedback practices of ESL teachers in India, Bangladesh and Nepal: A multiple case study. The Asia-Pacific Education Researcher, 30(6), 519-530. * Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The effectiveness and features of formative assessment in US K-12 education: A systematic review. Applied Measurement in Education, 33(2), 124-140. |
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. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 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. | X | |||||
| 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 | |