Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| 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) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | ||||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | , December 2023 |
| Course Coordinator | ŞÜKRÜ NURAL |
| Semester | Spring |
| Name of Instructor | Asst. Prof. Dr. ASLI LİDİCE GÖKTÜRK SAĞLAM |
Course Contents
| 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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ECTS Student Workload Estimation
| 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 | ||||||