Tutor: Teguh Khaerudin
English Department - UIN Syarif Hidayatullah Jakarta
Academic Year 2016/2017
Course Description
The course is about the use of testing and assessment in second language learning. It will mainly discuss the principles and techniques of assessment in language classroom as opposed to those of testing since the latter has been discussed in the previous course prerequisite of this very course, i.e. Language Testing and Evaluation I. Assessment is viewed as an important and integrated practice in language classroom that is used to improve learning. Principles of effective classroom assessment, techniques of assessment, analysis of quality assessment, and the development of plausible classroom language assessment will be the main topics of discussion throughout the course.
Course Objective
Upon completion of this course, teacher students should be able to:
- explain the use of test and assessment in language education;
- demonstrate understanding of the principles of assessment in language classroom;
- examine the values of different techniques of classroom assessment;
- design, integrate, and evaluate authentic, appropriate assessment techniques to enhance the learning process
Course Schedule
Unit 1: Introduction to Language Test and Evaluation II
Class Discussion:
Structured Task:
Readings: (1) James, 1998; (2) Richards, 1974
Unit 2: Theories of Learning and Assessment
Class Discussion:
Structured Task:
Unit 3: Summative and Formative Assessments
Class Discussion:
Structured Task:
Readings:
Unit 4: Assessment for Learning: What do we mean?
Class Discussion: The term Assessment for Learning has been used and discussed in the previous meetings of this course, but what does it really mean? What differs the word ‘for’ in the phrase from ‘of’ and ‘as’ when they are used in the middle of the phrase? What are quality assessment?
Structured Task: Read the chapter by Bartlett and the article by Black & William
Unit 5: Classroom Assessment Techniques: in the start of the lesson
Class Discussion: Formative assessment can be used in any stage of the lesson. In the beginning of the lesson, teacher can gather useful information about his/ her students’ state of learning using some techniques of formative assessment. In this chapter, we will discuss some techniques of formative assessment that can be used in the beginning of the lesson.
Structured Task: Teacher trainees’ make a summary of the reading in the form of a poster
Unit 6: Classroom Assessment Techniques: in the body of the lesson
Class Discussion: In this unit, the class will start with a poster presentation session by teacher trainees about the classroom assessment techniques in the start of the lesson. The class proceeds with lecture and discussion on using assessment to drive learning.
Structured Task: Read a chapter from Bartlett and write a summary
Unit 7: Classroom Assessment Techniques: the final assessment
Class Discussion: Assessing students should not be done by the teacher only to assign score or prove if the students have learned something. Assessment should also encourage students to assess their own progress and consolidate learning. It should inform teachers for their future planning. In this unit, teacher trainees will discuss some classroom assessment techniques that can be used in the end of a lesson.
Structured Task: Teacher trainees will develop a detail lesson plan for an English class that utilise the classroom assessment techniques that have been discussed in the last three units of this course. (Pair)
Unit 8: Powerful Questioning
Class Discussion: Questioning is one of the most common techniques of classroom assessment. However, it is often of lower quality because teachers only ask questions that require lower order thinking skills to answer, such as recalling facts and figures. In this unit, we will discuss how questioning can and should be used to challenge learning and encourage thinking.
Structured Task: Teacher trainees discuss and develop different questions a teacher can use to encourage learning in all domains of thinking order. (pair)
Unit 9: Marking and Feedback
Class Discussion: Another important decision teachers need to consider in using classroom assessment is on how they are going to mark or provide feedback for students. In this unit, we will discuss how marking and feedback can be used to develop students’ learning, not merely judge their comprehension or mastery of the materials being taught.
Structured Task: Teacher trainees read a chapter from Bartlett.
Unit 10: Wrap it Up
Class Discussion: In this unit, teacher trainees will present their lesson plan that incorporate classroom assessment techniques discussed throughout this course and supplement their choice of techniques with sound explanation and argument.
Structured Task: Teacher trainees finish their final project
Unit 11: Self and Peer Assessment
In this course, students are encouraged to do self and peer assessment as part of their learning activities. This practice is considered beneficial in terms of helping learners understand better what are the quality works expected from them. There are also some other advantages and disadvantages in using self and peer assessment.
Course Assignments
The following assignments are designed in alignment with the objectives of this course aiming at improving the teacher trainees' learning experiences and outcomes as well as at providing opportunities for teacher trainees to prove their learning.
Readings
- Alber, R. (2013). 5 Powerful Questions Teachers Can Ask Students. Retrieved from https://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber
- Bartlett, J. (2015). Outstanding assessment for learning in the classroom. New York: Routledge.
- Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press.
- Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards Through Classroom Assessment. Kappan, 92(1), 81-90.
- Fautley, M., & Savage, J. (2010). Assessment for Learning and Teaching in Secondary Schools. Exeter: Learning Matters Ltd.
- Stenger, M. (2014). 5 Research-Based Tips for Providing Students with Meaningful Feedback. Retrieved from https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
