COURSE TITLE: Language and Literature Assessment COURSE DESCRIPTION: This course exposes students to a variety of assessment methods appropriate for English language and Literature. It also explores a range of assessment principles and techniques based on some models of testing and evaluation which recognize the impact of the assessment context on student performance. Stress is given on those instruments and assessment methods which provide direction for instruction as well as diagnosis, including curriculum-based assessment, interviews, criterion-referenced assessment, and other alternative assessment techniques with a consistent emphasis on the assessment of English Language and Literature learning. COURSE GOAL: This course aims to develop the ability to devise pedagogically sound listening, speaking, writing, reading, and literature tests to assess language proficiency and achievement, and literary competence. COURSE OBJECTIVES: 1. Discuss the latest theories, principles and trends in assessment methods. 2. Distinguish norm-referenced from criterion-referenced tests and discrete point test to integrative test. 3. Critique teacher-made tests in Language and in Literature according to guidelines given for test types. 4. Conduct a teaching demo either in Language or in Literature and test students’ comprehension of the lesson by testing. 5. Write an essay stating own philosophy of Language and Literature testing using the theories, principles, and strategies discussed in the course. 6. Demonstrate an alternative way of assessing either Language or Literature learning as opposed to the traditional practice of paper and pen tests. 7. Report observation of a class that used authentic assessment and evaluation. COURSE OUTLINE: I. Principles and Purpose of Language Assessment a. Key Concepts b. Assessment and Evaluation Principles c. Purpose of Assessment d. Functions of Language Tests II. Types of Language Assessments a. Kinds of Assessment and Evaluation b. Types of Assessment Tools c. Kinds of Language Tests III. Approaches and Techniques of Language Testing a. Approaches of Language Testing b. Test Technique c. Test Construction d. Phases of Evaluation e. Stages of Test Construction IV. Authentic Assessment in Language Teaching a. Rationale for authentic assessment b. Techniques and Procedures c. Designing Rubric V. Testing the Receptive Skills a. Testing Listening b. Testing Reading VI. Testing the Productive Skills a. Testing Speaking b. Testing Writing VII. Testing Grammar VIII. Testing Literature a. Rationale of Literature Testing b. Types of Literature Tests c. Formats of Literature Tests d. Examples of Literature Tests GRADING Prelim Grade: CS+PE/2 Midterm Grade: CS+ME+PG/3 Final Grade: CS+FE+MG/3 REFERENCES Alderson, C., Clapham, C., & Wall. D. (1995). Language test construction and evaluation. New York: Cambridge UP. Bechman, L. F. , & Cohen, A. (Eds.). (1999). Interfaces between second language acquisition and language testing research. New York: Cambridge UP. Brown, J. D. (1994). Elements of language curriculum: A systematic approach to program development. New York: Heinle & Heinle. Chalhoub-Deville, M. (2000). Issues in computer-adaptive testing of reading proficiency: Studies in language testing 10. Cambridge: Cambridge UP. Dubin, F., & Olshtain, E. (1986). Course design. New York: Cambridge UP. Freeman, Y. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH: Heinemann. Graves, K., & Richards, J. (1996). Teachers as course developers (Cambridge language educations). New York: Cambridge UP. Graves, K. (1998). Designing language courses: A guide for teachers. Boston: Heinle & Heinle. Hughes, A. (2002). Testing for language teachers. New York: Cambridge UP. Kunnan, A. J. (Ed.). (2000). Fairness and validation in language assessment: Selected papers from the 19th language testing research colloquium, Orlando, Florida. New York: Cambridge UP. Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle. Richards, J. (2001). Curriculum development in language teaching (Cambridge language education). New York: Cambridge UP. Ur, P. (1996). A course in language teaching: Practice and theory. New York: Cambridge University Press.
