| CODE | LHN5012 | ||||||||||||
| TITLE | ELT6 Language Assessment Literacy | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||||||
| DESCRIPTION | Teaching, learning, and assessment are interrelated and developments in the field have seen the theory and practice of assessment widen to embrace and give prominence to classroom-based assessment that feeds directly into students’ learning on a daily basis. This form of assessment is, nevertheless, generally complemented by formal testing which still has a role to play in charting and accrediting learners' achievement throughout their school life. Language Assessment Literacy (LAL) is viewed as an essential component of language teachers’ expertise. This study unit therefore covers the essential knowledge and skills necessary to construct and carry out both formal assessment and classroom-based assessment of English language, as well as English literature, in the Maltese educational context and beyond. Study-Unit Aims: This study-unit focuses on essential issues in English language and literature testing and the knowledge and skills teachers need to carry this out in a principled way. Students will be sensitised to the powerful gate-keeping nature of examinations and to the imperatives of the various forms of reliability and validity when constructing any form of language testing or literature testing whether at school level or national level. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Demonstrate an understanding of the various forms of reliability and validity in a language examination, as well as authenticity, impact, and practicality. - Discuss the backwash effects of tests and the ethical issues surrounding tests. - Demonstrate an understanding of the measurement basics related directly to classroom learning. - Explain the affective factors around assessment that can impact learning. - Demonstrate a knowledge of the various ways that Classroom-Based Assessment can be carried out. - Demonstrate an understanding of the role of feedback in learning - Read and interpret the results generated by international tests. - Evaluate the role and impact of assessment on society, institutions, and individuals. - Examine different stakeholders' perspectives. - Review the different ways results and performance can be reported. - Evaluate one’s own personal beliefs about assessment. 2. Skills: By the end of the study-unit the student will be able to: - Apply the tenets of language testing by critiquing a language test. - Design parts of a language test. - Apply Bloom's revised taxonomy in the design of tests. - Assign grades for tests and examinations using procedures which are reliable and transparent. - Use a valid national/international grading system in the assessment of a learner's performance. - Construct test items and align them to the curriculum. - Apply holistic and analytic rating scales to examples of students' work. - Design classroom-based assessment and teacher-made tests in ways that support their learners' development. - Communicate success criteria to learners and facilitate self- and peer-assessment. Main Text/s and any supplementary readings: Main Texts: - Coombe Christine, Keith Folse, and Nancy Hubley (2007) A Practical Guide to Assessing English Language Learners, (Michigan Teacher Training). Supplementary Readings: - Carr, Nathan T. (2011) Designing and Analyzing Language Tests. A hands-on introduction to language testing theory and practice. - Fulcher, Glenn (2010) Practical Language Testing Kindle Edition. - Green, Anthony (2014) Exploring Language Assessment and Testing: Language in Action (Routledge Introductions to Applied Linguistics) Kindle Edition. - Genesee, F. and John A. Upshur, (1996), Classroom-based evaluation in Second Language Education, Cambridge Language Education Series. - Gipps, C. (1998), Beyond Testing, Falmer Press. - Harris, M. and P McCann, (1994) Assessment Heinemann. - Heaton, J.B., (1988) Writing English Language Tests, Longman. - McNamara, T., (2000) Language Testing, OUP. - Mifsud, C. and Mallia, G. (Eds) (1999) Ways and Measures. - Weir, C. J. (1990) Communicative Language Testing, Prentice Hall International. - Weir, C.J. (1993) Understanding and Developing Language Tests, Prentice Hall. - http://www.assessment-reform-group.org.uk/AssessInsides.pdf- Assessment for Learning. - http://www.assessment-reform-group.org.uk/CIE3.pdf - Assessment for Learning, 10 Principles. - http://www.literacytrust.org.uk/Database/assessment.html (a variety of information on Assessment for Learning or Formative Assessment). - http://ericae.net/books/nea/teachers.pdfWhat teachers need to know about assessment. - http://www.fairtest.org/princind.htm- Principles and Indicators for Student Assessment Systems. - http://ss.uno.edu/SS/TeachDevel/Asses/AssemTech.html Classroom Assessment Techniques. - http://ericae.net/pare/getvn.asp?v=2&n=6 • Authentic Reading Assessment. - http://ericae.net/pare/getvn.asp?v=2&n=2 • The Case for Authentic Assessment. - http://www.ericfacility.net/ericdigests/ed395500.html - Practical Ideas on Alternative Assessment for ESL Students. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: First cycle degree and 70 ECTS in English, of which 25 ECTS must be in Language and Linguistics, and 25 ECTS in Literature. | ||||||||||||
| STUDY-UNIT TYPE | Lecture and Workshop | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Doreen Spiteri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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