| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Test Desıgn In Englısh Language Teachıng | ELT 402 | 8 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ELİF BOZYİĞİT |
| Dersi Verenler | Dr.Öğr.Üyesi ELİF BOZYİĞİT, |
| Dersin Yardımcıları | Res. Assist. Kerem Can ALPAY |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | The aim of this course is to teach pre-service EFL teachers the basic concepts and principles of measurement and evaluation in foreign language education, to enable them to develop high-quality (valid and reliable) tests covering reading, writing, listening, and speaking skills along with vocabulary and grammar knowledge and to make evaluations based on test results. |
| Dersin İçeriği | Definition of test; testing and teaching; principles and concepts for measuring and evaluating language skills; types of tests (proficiency, placement, and achievement); assessment methods; criteria for test design (e.g., practicality, reliability, validity, authenticity and examining the impact of the exam); test design and assessment for different age groups (young learners and adult learners) and language proficiency levels (i.e., beginner, intermediate, and advanced) in language teaching; question types used to measure reading, writing, listening, and speaking skills along with vocabulary and grammar knowledge; test development techniques; test specifications; evaluation criteria; evaluating various question examples and exams; traditional and alternative assessment methods; self assessment and peer assessment; examining CEFR. |
| Kalkınma Amaçları |
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| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students will be able to identify the basic concepts and principles of measurement and evaluation in foreign language education. | Motivations to Show, Group Study, Self Study, Discussion, Brain Storming, Question-Answer, Role Playing, Observation, Sightseeing, Lab / Workshop, Problem Solving, Lecture, | |
| 2 | Students will be able to determine and interpret the validity and reliability of measurement tools. | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 3 | Students will be able to explain different test types (i.e., proficiency, placement, and achievement). | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 4 | Students will be able to describe and apply the techniques involved in test design and development. | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 5 | Students will be able to develop foreign language tests for different age groups (young learners and adult learners) and language proficiency levels (i.e., beginner, intermediate, and advanced). | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 6 | Students will be able to prepare different question types used to measure reading, writing, listening, and speaking skills along with vocabulary and grammar knowledge. | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 7 | Students will be able to interpret test results and make evaluative decisions. | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 8 | Students will be able to make item and test analysis of a foreign language test. | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, | |
| 9 | Students will be able to list and explain traditional and alternative evaluation techniques. | Lecture, Sightseeing, Observation, Role Playing, Question-Answer, Brain Storming, Discussion, Self Study, Group Study, Problem Solving, Lab / Workshop, Motivations to Show, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the course; Going over the course syllabus; Reasons for Assessment | Cheng & Fox (2017) Chapter 1- Why do we assess? |
| 2 | Assessment, Evaluation, and Testing Testing and Teaching; Approaches to language teaching; Test and testing types | Davis (2018) Terminology- Assessment, Evaluation, and Testing Hughes (2003) Chapter 1- Teaching and testing Heaton (1989) Chapter 2 Approaches to language testing Hughes (2003) Chapter 3- Kinds of test and testing |
| 3 | Validity and Reliability; Stages of test development | Hughes (2003) Chapter 4 Validity Hughes (2003) Chapter 5 Reliability Hughes (2003) Chapter 7 Stages of test development Green & Fulcher (2021) Chapter 7 Test design cycle |
| 4 | Common test techniques; Subjective and objective testing techniques; Criteria and types of tests | Green (2021) Part I The assessment cycle Heaton (1989) Chapter 3 Objective testing Hughes (2003) Chapter 8 Common test techniques Banerjee et al. (2021) Chapter 8 Choosing test formats and task types |
| 5 | Alternative assessment; Interpreting test scores | Al-Mahrooqi & Denman (2018) Alternative assessment Alderson et al. (1995) Chapter 2 Test Specifications Sadeghi (2018) Analyzing test results Heaton (1989) Chapter 11 Interpreting test scores Alderson et al. (1995) Chapter 9 Post-tests reports |
| 6 | Assessing L2 grammar | Dakin (2018) Grammar assessment Heaton (1989) Chapter 4 Grammar Spinner (2021) Measuring grammar |
| 7 | Assessing L2 vocabulary | Hughes (2003) Chapter 14 Testing grammar and vocabulary Heaton (1989) Chapter 5 Vocabulary |
| 8 | Midterm | |
| 9 | Assessing receptive skills in L2: Reading comprehension | Hubley (2018) Reading assessment Heaton (1989) Chapter 8 Testing reading comprehension Jeon & Yamashita (2021) Measuring L2 reading |
| 10 | Assessing receptive skills in L2: Listening comprehension | Sanavi & Mohammadi (2018) Listening assessment Heaton (1989) Chapter 6 Listening comprehension tests Batty (2021) Measuring L2 listening |
| 11 | Assessing productive skills in L2: Writing ability | Heaton (1989) Chapter 9 Testing the writing skills Cushing (2018) Scoring writing Yoon & Burton (2021) Measuring L2 writing |
| 12 | Assessing productive skills in L2: Speaking ability | Sheetz et al. (2018) Speaking assessment Heaton (1989) Chapter 7 Oral production tests Nakatsuhara et al. (2021) Measuring L2 speaking |
| 13 | Project: Collection, Evaluation, and Presentation of Different Tests | Gitsaki & Robby (2018) Ethics in testing and assessment Hughes (2003) Appendix 1 Statistical analysis of test data |
| 14 | Project: Collection, Evaluation, and Presentation of Different Tests (contd.) | Gitsaki & Robby (2018) Ethics in testing and assessment Hughes (2003) Appendix 1 Statistical analysis of test data |
| Kaynaklar | |
|---|---|
| Ders Notu | Cushing, S. T. (2018). Scoring writing. The TESOL Encyclopedia of English Language Teaching, 1-7. Dakin, J. W. (2018). Grammar assessment. The TESOL Encyclopedia of English Language Teaching, 1-7. Gitsaki, C., & Robby, M. A. (2018). Ethics in testing and assessment. The TESOL Encyclopedia of English Language Teaching, 1-6. Hubley, N. J. (2018). Reading Assessment. The TESOL Encyclopedia of English Language Teaching, 1-7. Sadeghi, K. (2018). Analyzing test results. The TESOL Encyclopedia of English Language Teaching, 1-5. Sanavi, R. V., & Mohammadi, M. (2018). Listening assessment. The TESOL Encyclopedia of English Language Teaching, 1-7. Sheetz, D., Coldwell, S., & Coombe, C. (2018). Speaking assessment. The TESOL Encyclopedia of English Language Teaching, 1-8. The Common European Framework of Reference for Languages (CEFR) descriptors
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| Ders Kaynakları | Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press. Banerjee, J., Lestari, S. B., & Rossi, E. (2021). Choosing test formats and task types. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 78-89). Routledge. Batty, A. O. (2021). Measuring L2 listening. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 275-284). Routledge. Cheng, L., & Fox, J. (2017). Assessment in the language classroom. Palgrave. Davis, J. M. (2018). Terminology: Assessment, evaluation, and testing. The TESOL Encyclopedia of English Language Teaching, 1-7. Green, A., & Fulcher,G. (2021). Test design cycle. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 69-77). Routledge. Green, A. (2021). Exploring language assessment and testing: Language in action (2nd ed.). Routledge. Heaton, J. B. (1989). Writing English language tests. Longman. Hsieh, C.N., & Chapman, M. (2021). Testing the L2 of young learners. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 403-412). Routledge. Hughes, A. (2003). Testing for language teachers. Cambridge University Press. Nakatsuhara, F., Inoue, C., & Khabbazbashi, N. (2021). Measuring L2 speaking. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 285-294). Routledge. Spinner, P. (2021). Measuring grammar. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 233-242). Routledge. Jeon, E. H., & Yamashita, J. (2021) Measuring L2 reading. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 265-274). Routledge. Yoon & Burton (2021) Measuring L2 writing. In P. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 295-304). Routledge. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. | X | |||||
| 2 | Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach. | ||||||
| 3 | As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation. | ||||||
| 4 | Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. | X | |||||
| 5 | Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. | X | |||||
| 6 | Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. | ||||||
| 7 | Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. | X | |||||
| 8 | Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students. | ||||||
| 9 | Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 10 | Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 11 | At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. | X | |||||
| 12 | Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. | ||||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Students will be able to identify the basic concepts and principles of measurement and evaluation in foreign language education. | ||||||||||||
| 2 | Students will be able to determine and interpret the validity and reliability of measurement tools. | ||||||||||||
| 3 | Students will be able to explain different test types (i.e., proficiency, placement, and achievement). | ||||||||||||
| 4 | Students will be able to describe and apply the techniques involved in test design and development. | ||||||||||||
| 5 | Students will be able to develop foreign language tests for different age groups (young learners and adult learners) and language proficiency levels (i.e., beginner, intermediate, and advanced). | ||||||||||||
| 6 | Students will be able to prepare different question types used to measure reading, writing, listening, and speaking skills along with vocabulary and grammar knowledge. | ||||||||||||
| 7 | Students will be able to interpret test results and make evaluative decisions. | ||||||||||||
| 8 | Students will be able to make item and test analysis of a foreign language test. | ||||||||||||
| 9 | Students will be able to list and explain traditional and alternative evaluation techniques. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| Toplam | 0 |
| Toplam | 0 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 1 | 1 |
| Performance Task (Application) | 2 | 10 | 20 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 111 | ||
| Toplam İş Yükü / 25 (Saat) | 4,44 | ||
| dersAKTSKredisi | 4 | ||