Introductory description

Assessment in TESOL serves a pedagogic function in that it informs the teaching and learning process, and a classification function in the area of proficiency testing and for normative and comparative purposes. As a mechanism for data collection it is also one of the components of research into language teaching and learning. This option aims to foster a critical understanding of language assessment as it applies to a variety of language learning situations.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The proposed weekly outline of the module is as below:

• Week 1: Key elements of language assessment (e.g. reliability, validity, transparency, practicality, washback, norm referencing & criterion referencing, traditional v new perspectives on assessment)
• Week 2: Identifying and conceptualising language assessment constructs
• Week 3: Assessment design 1 (traditional assessment focus)
• Week 4: Assessment design 2 (performance assessment focus)
• Week 5: Assessment design 3 (alternative assessment focus)
• Week 6: Case study: pre- and post-enrolment language testing
• Week 7: Interpreting and using assessment data
• Week 8: Language assessment and ethical issues; learning-oriented assessment

The main theoretical/practical aspects of language assessment referred to throughout the course are as follows:

• Reliability, validity, transparency and practicality
• Positive washback and test impact
• Formative assessment and ‘assessment for learning’
• Communicative language assessment
• Performance-based assessment (including Common European Framework of Reference)
• Ethical approaches to assessment (ALTE and EALTA guidelines, etc)
• Portfolio assessment and self-assessment
• Critical language testing and the ‘voice’ of the test taker
• Learning-oriented assessment

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate a sound understanding of the fundamental principles of assessment, including an awareness of the metalanguage and terminology used;
• Critically evaluate the assessment procedures and practice they encounter in their own research/teaching context, the better to make an appropriate and judicious selection of assessment instruments, and to draw up suitable recommendations for development and change;
• Contribute more confidently to assessment design and development projects, so as to promote improved assessment outcomes for their students;
• Understand the conceptual discourse of assessment at a wider societal level;
• Operate in an ethical and principled way in the world of testing by taking into account the competing needs of a range of stakeholders in the assessment process, and in particular, the test-takers themselves.

Indicative reading list

Alderson, J. C., Clapham, C. and Wall, D. 1995. Language Test Construction and Evaluation. Cambridge
University Press.
Fulcher, G. and Davidson, F. 2007. Language Testing and Assessment: an advanced resource book.
Routledge.
Fulcher, G. 2015. Re-examining language testing: A philosophical and social inquiry. Routledge.
Green, A. 2014. Exploring Language Assessment and Testing: Language in action. Routledge.
Hughes, A. 2003. Testing for Language Teachers. Cambridge University Press.
McNamara, T. 1996. Measuring Second Language Performance. Longman.
McNamara, T. 2000. Language Testing. Oxford University Press
Weir, C. J. 2005. Language Testing and Validation: an Evidence-Based Approach. Palgrave Macmillan

Assessing language skills
Alderson, J. C. 2000. Assessing Reading. Cambridge University Press.
Buck, G. 2001. Assessing Listening. Cambridge University Press.
Chapelle, C. and Douglas, D. 2006. Assessing Language through Computer Technology. Cambridge
University Press.
Douglas, D. 2000. Assessing Language for Specific Purposes. Cambridge University Press.
Luoma, S. 2003. Assessing Speaking. Cambridge University Press
Purpura, J. 2004. Assessing Grammar. Cambridge University Press.
Read, J. 2000. Assessing Vocabulary. Cambridge University Press.
Weigle, S. C. 2002. Assessing Writing. Cambridge University Press.

Alternative forms of assessment
Boud, D. 2013. Enhancing learning through self-assessment. Routledge.
Hamp-Lyons, L. and Condon, W., 2000. Assessing the portfolio: Principles for practice, theory, and research. Hampton Pr.

International

The module has an international focus in that it fosters a critical understanding of the construction, development and implementation of large scale, global language assessment. Students following the module will be better able to subsequently engage in assessment development and in their own local/global contexts.

Subject specific skills

• demonstrate a sound understanding of the fundamental principles of assessment, including an awareness of the metalanguage and terminology used
• understand how assessment involves a range of stakeholders and relates to wider society
• critically evaluate the assessment procedures and practice they encounter in their own educational context
• contribute more confidently to assessment design and development projects, so as to promote improved assessment outcomes for their students
• operate in an ethical and principled way in the world of testing by taking into account the competing needs of a range of stakeholders in the assessment process, and in particular, the test-takers themselves

Transferable skills

• Participate constructively in group discussions
• Structure and communicate ideas effectively in writing
• Plan and manage time and workload to meet deadlines
• Synthesize information from a range of sources
• Use assessment data appropriately, in the light of relevant theories and concepts
• Reflect critically on personal experience and professional practice and relate to relevant theory