Module EFPM835 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM835: Foreign Language Testing and Assessment
This module descriptor refers to the 2021/2 academic year.
Module Aims
1. to understand key terms and concepts in language testing and current beliefs about assessment
2. to understand approaches and techniques in language testing – both objective and subjective testing typology
3. to critically examine the relationship of testing to teaching practice and syllabus design
4. to learn how to evaluate a test’s purpose and appropriateness, and understand the use made of tests
5. to design or critique a test for a described group of learners relevant to your context.
On successfully completing the programme you will be able to: | |
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Module-Specific Skills | 1. demonstrate an understanding of different approaches to language testing; 2. demonstrate an understanding of key technical terms applied to testing and relate these to their specific context; 3. create and modify tests; 4. evaluate assessment tools and results; 5. apply course input to their own, their peers' and abstract assessment situations |
Discipline-Specific Skills | 6. demonstrate the ability to recognise core issues in language testing and explore alternative solutions through critical debate. This will be done during group discussions and evidenced by satisfactory reference to the literature in the assignment. 7. demonstrate the ability to recognise how the role, design and social status of language testing may vary in different cultural contexts |
Personal and Key Skills | 8. analyse the relevant academic literature 9. practice independent study and group work 10. engage in critical debate with peers 11. digest, select and organise material to produce, to a deadline, a coherent and thoughtful assessment tool. 12. take responsibility and carry out agreed tasks within a co-operative group environment. |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Individual presentation of context and assessment design for summative task | 1000 words equivalent | 7, 9, 10 | Oral feedback from tutor and peers |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Assignment: critique a known test or design a test for their context | 100 | 3,750 words | 1-5, 6, 8, 11 | Written feedback |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Assignment | Resubmission of assignment | 1-5, 6, 8, 11 | 6 weeks |
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Alderson, J.C. (2000) Assessing Reading CUP
Brown, H. D. & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.
Buck, G. (2001). Assessing Listening. Cambridge: CUP
Douglas, D. (2010). Understanding Language Testing. Abingdon: Hodder Education.
Fulcher, G. (2010). Practical Language Testing. London: Hodder Education
Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment. London: Routledge.
Genesee, F. & Upshur, J. (eds.). (1996). Classroom based evaluation in Second Language Education. Cambridge: CUP.
Hughes, A. (2003: 2nd ed.). Testing for language teachers. Cambridge: CUP.
Luoma, S. (2004). Assessing Speaking. Cambridge: CUP
McKay, P. (2006). Assessing Young Language Learners. Cambridge: CUP
Tsagari, D. & Banerjee, J. (Eds) (2016). Handbook of Second Language Assessment. De Gruyter Mouton.
Weigle, S. (2002). Assessing Writing. Cambridge: CUP
Journal:Language Testing London. Edward Arnold
Language Assessment Quarterly Taylor and Francis