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 Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics
- An introduction to basic principles in language test construction and presentation through discussion of terminology and criteria used in the design of test specification checklists; the different purposes of tests and the distinction between norm- and criteria referenced tests; testing and assessment distinction.
- Objective testing techniques in language testing; item types; language area focus: grammar, vocabulary
- Principles of testing and assessment (Validity, reliability, practicality, authenticity, washback)
- Classroom assessment issues and alternative assessment methods. Dynamic assessment and teacher-based assessment.
- Meaning and use of Construct in language tests. Skills focus: listening, reading.
- Subjective testing methods; assessment rubrics; interrater reliability issues. Skills focus: writing, speaking.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 35 | 115 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| Category | Hours of study time | Description |
|---|---|---|
| Learning and teaching activities | 15 | lectures, seminars |
| Learning and teaching activities | 20 | guided reading |
| Guided independent study | 80 | self directed study |
| Guided independent study | 35 | assignment preparation |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Other Learning Resources
Students’ own test samples; sample tests from web resources.
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
