| School/Faculty/Institute | Faculty of Education | |||||
| Course Code | ELT 402 | |||||
| Course Title in English | Measurement and Assessment in ELT | |||||
| Course Title in Turkish | Measurement and Assessment in ELT | |||||
| Language of Instruction | EN | |||||
| Type of Course | Flipped Classroom | |||||
| Level of Course | Advanced | |||||
| Semester | Spring | |||||
| Contact Hours per Week |
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| Estimated Student Workload | 128 hours per semester | |||||
| Number of Credits | 5 ECTS | |||||
| Grading Mode | Standard Letter Grade | |||||
| Pre-requisites |
ELT 208 - Teaching Language Skills I: Listening and Speaking ELT 210 - Teaching Language Skills II: Reading and Writing EDS 309 - Measurement and Evaluation |
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| Expected Prior Knowledge | Measurement and Evaluation | |||||
| Co-requisites | None | |||||
| Registration Restrictions | Only Undergraduate Students | |||||
| Overall Educational Objective | To understand the importance of testing and the role of testing in language policy and to be able to evaluate tests and determine the relative quality of pre-existing language tests and assessments. | |||||
| Course Description | This course takes a critical look at language assessment by considering the impact such assessments have on both individuals and societies. The importance of quality instruments will be stressed. This entails examining ethical issues such as fairness, including the difference between equitable treatment and equal treatment of test participants. Additionally attention will be paid to the appropriate and inappropriate use of test scores. Students will also learn the basics of test design and creation. The six qualities of test usefulness as described by Bachman (1996) will be explored. A variety of test task types will be considered with advice for choosing the most appropriate task. Students of this course, having learned the importance of testing, are expected to become advocates for assessment literacy. Teachers should never be blind consumers of tests. | |||||
| Course Description in Turkish | Bu ders, söz konusu değerlendirmelerin hem bireyler hem de toplumlar üzerindeki etkisini göz önüne alarak dil değerlendirmesini eleştirel bir gözle ele almaktadır. Kaliteli araçların önemi vurgulanacaktır. Bu, adil muamele gibi etik sorunların, eşit muamele ve test katılımcılarının eşit muamele edilmesi arasındaki fark da dahil olmak üzere incelenmesini gerektirir. Ek olarak, test puanlarının uygun ve uygunsuz kullanımına dikkat edilecektir. Öğrenciler ayrıca test tasarımı ve yaratmanın temellerini öğreneceklerdir. Bachman (1996) tarafından açıklanan altı test avantajı niteliği araştırılacaktır. En uygun görevi seçmek için çeşitli test görev tipleri tavsiye ile değerlendirilecektir. Testin önemini öğrenen bu dersten öğrencilerin değerlendirme okuryazarlığının savunucusu olması beklenir. Öğretmenler asla test tüketicileri için kör olmamalıdır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) communicate verbally and in writing about the importance of assessment 2) create valid assessments for a variety of purposes 3) evaluate pre-existing assessment materials 4) develop and design a major test 5) analyze test scores for reliability 6) determine whether assessments are being used appropriately or inappropriately |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
|---|---|---|---|---|---|---|
| 1) Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | ||||||
| 2) Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | ||||||
| 3) Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | ||||||
| 4) Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | ||||||
| 5) Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | ||||||
| 6) Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | ||||||
| 7) Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | ||||||
| 8) Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | ||||||
| 9) Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | ||||||
| 10) Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | ||||||
| 11) Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | ||||||
| 12) Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | ||||||
| 13) Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | ||||||
| 14) Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Integrate concepts related to ELT based on previous competencies and realize inter-conceptual relations; demonstrate an understanding of evaluating the source, limits, authenticity and reliability of knowledge and discuss the methods related to generating this knowledge. | S | Exam,HW,Lab,Participation,Presentation,Project |
| 2) | Demonstrate knowledge of applied linguistics as related to Second Language (L2) teaching and learning. | S | Exam,HW,Lab,Participation,Presentation,Project |
| 3) | Think critically and independently about topics in Second Language Acquisition and Teaching, which are: L2 use, L2 analysis, L2 processes, and L2 pedagogy and program administration. | S | Exam,HW,Lab,Participation,Presentation,Project |
| 4) | Define the aim, structure, and process of Turkish education system, the approaches of classroom management and the concepts related with education. | S | Exam,HW,Lab,Participation,Presentation,Project |
| 5) | Demonstrate an understanding of the concepts and constructs related to assessment; use a variety of assessment methods, tools, and strategies to evaluate competencies. | H | Exam,HW,Lab,Participation,Presentation,Project |
| 6) | Prepare daily lesson plans according to the contemporary language learning theories and practices, taking learning styles and multiple intelligences into consideration. | N | |
| 7) | Analyze and contrast the British and American Literature on basic level. Explain basic concepts and principles of using literature and drama and apply them in foreign language teaching. | N | |
| 8) | Present a model to the society in terms of attitudes and behavior, which are democratic and ethical, both in the disciplinary and social levels, get involved with quality management processes and provide sustainability. | H | Exam,HW,Lab,Participation,Presentation,Project |
| 9) | Take responsibilities individually and within group works, realize the tasks in a responsible and effective way, work individually and as a part of a group to solve problems encountered during implementation; assess himself as an individual, use creative and powerful qualifications and try to develop weak sides. | H | Exam,HW,Project |
| 10) | Interpret social, economic, political and ideological conditions which have caused Turkish revolution; in accordance with Ataturk’s principles and reforms, and embrace the society, and adopt human ideals including love of home country, and national goals and aspirations. | S | Select,Participation |
| 11) | Select and use variety of information and communication technologies with computer software that is needed on the level of the field in the classroom to the level and beyond required by European Computer Use License. | H | Exam,HW,Lab,Participation,Presentation,Project |
| 12) | Gain life-long learning skills in the light of needs, follow social and art performances, show an awareness of the currently debated global issues, act in accordance with the regulations of Ministry of Education on issues such as legal responsibilities and rights, present an understanding of differences within national and international cultures and adaptability to different cultures; plan social responsibility activities and projects for the immediate environment. | H | HW |
| 13) | Display a willingness to co-operate with members of the teaching staff in their assigned school, communicate effectively with the school community and with society at large in the area of English language education. | H | Project |
| 14) | Demonstrate an ability to use English in C1 level of European Language Portfolio and foster an interest in learning another foreign language. | H | Exam,HW,Lab,Participation,Presentation,Project |
| Prepared by and Date | , December 2023 |
| Course Coordinator | ŞÜKRÜ NURAL |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. ASLI LİDİCE GÖKTÜRK SAĞLAM |
| Week | Subject |
| 1) | Introduction and foundational concepts |
| 2) | Creating ‘useful’ assessments |
| 3) | Varieties of language assessment design |
| 4) | Assessing Listening and Speaking |
| 5) | Assessing reading and writing |
| 6) | Assessing grammar and vocabulary |
| 7) | Standardized testing |
| 8) | Language planning and the role of language assessment |
| 9) | Critical perspectives of language assessment |
| 10) | Alternative assessments |
| 11) | Evaluating assessments |
| 12) | Item analysis |
| 13) | Issues of ethics, fairness, and consequences |
| 14) | Students presentations and course review |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Main course book: Language Assessment – Principles and Classroom Practices 2nd edition (Brown & Abeywickrama, 2010). Other materials to be provided by the instructor | ||||||||||||||||||
| Teaching Methods | The course will require extensive reading. Multimedia lecturing will be employed using audio, video, and PowerPoint. Students will do individual, group, and whole class work. Frequent quizzes on the readings should be expected. Class discussion and active participation is expected. | ||||||||||||||||||
| Homework and Projects | Students should be prepared to read at least two to three hours per week. Students will write 2 reaction papers on selected texts. Students will analyze two pre-existing assessments and make recommendations for improvements. Students will create an authentic (intended to be used) diagnostic exam in groups. Students will also have regular quizzes and a final exam. | ||||||||||||||||||
| Laboratory Work | --- | ||||||||||||||||||
| Computer Use | The course requires extensive computer use including research, writing, and presentation development. The computer is also an important tool for communication and students are expected to check their emails at least once a day. | ||||||||||||||||||
| Other Activities | Group work, peer sharing sessions, class discussions | ||||||||||||||||||
| Assessment Methods |
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| Course Administration |
Attendance is required for 70% of the course session, if you exceed this you may fail by F or FX. Any plagiarism or academic dishonesty will be treated very seriously with the most serious appropriate disciplinary action in the education context. Plagiarism involves copying any material from a book, online material, or another student or your own papers previously completed and graded in other classes without using proper citation. Plagiarism also involves asking anyone to review or do your assignment. Rules for attendance: The student must attend at least 70% of the classes. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54. |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 3 | 2 | 84 | ||
| Homework Assignments | 1 | 18 | 6 | 2 | 26 | ||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 128 | ||||||
| Total Workload/25 | 5.1 | ||||||
| ECTS | 5 | ||||||