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 web page

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.

Week-by-week programme:

1. Key questions in assessment (incl. definitions)
2. How to assess (overview of means)
3. What to assess (overview of constructs)
4. Analysing assessment activities (key examples)
5. Classroom-based assessment
6. Standardised assessment
7. Assessing a module on assessment
8. Assessment case study

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

Amaya, P., Agudo, J. E., Sanchez, H., Rico, M., & Hernandez-Linares, R. (2013). Educational e-portfolios: Uses and tools. Procedia – Social and Behavioural Sciences, 93, 1169-1173.
https://doi.org/10.1016/j.sbspro.2013.10.009

Anderson, J. (2017b). Peer needs analysis. English Teaching Professional, 113, 49-51.
Assessment Reform Group. (2002). Assessment for learning: 10 principles. Research-based principles to guide classroom practice. Assessment Reform Group Publications.

Bachman, L. F. (1991). What does language testing have to offer? TESOL Quarterly, 25(4), 671-704. https://doi.org/10.2307/3587082

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/10.1177/003172170408600105

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman.

Carless, D. (2007). Learning‐oriented assessment: conceptual bases and practical implications, Innovations in Education and Teaching International, 44(1), 57-66. https://doi.org/10.1080/14703290601081332

Coombe, C. (2018). An A to Z of second language assessment: How language teachers understand assessment concepts. British Council.
https://www.britishcouncil.org/sites/default/files/a_to_z_glossary_final.pdf

Douglas, D. (2009). Understanding language testing. Routledge.

Earl, L. M. (2006). Assessment as learning. In W. Hawley (Ed.), The keys to effective schools: Educational reform as continuous improvement (pp. 85-97). Corwin.

Harding, L. (2014). Communicative Language Testing: Current Issues and Future Research, Language Assessment Quarterly, 11(2), 186-197, https://doi.org/10.1080/15434303.2014.895829

Jenkins, J., & Leung, C. (2017). Assessing English as a Lingua Franca. In E. Shohamy, I. G. Or & S. May (Eds.), Language testing and assessment (3rd ed.)(pp. 103-117). Springer. https://doi.org/10.1007/978-3-319-02261-1_7

Kellaghan, T., Stufflebeam, D. L., & Wingate, L. A. (2003). Introduction. In T. Kellaghan & D. L. Stufflebeam (Eds.), International handbook of educational evaluation. Part one: Perspectives. (pp. 1-6). Kluwer.

Leung, C. (2013). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (1st ed.) (pp. 1-10) Wiley.

Leung. C., Lewkowicz, & Jenkins, J. (2016). English for academic purposes: A need for remodelling. Englishes in Practice, 3(3), 55-73. https://doi.org/10.1515/eip-2016-0003

Lopez, A. A., Turkan, S., & Guzman-Orth, D. (2017). Assessing multilingual competence. In E. Shohamy, I. G. Or & S. May (Eds.), Language testing and assessment (3rd ed.)(pp. 91-102). Springer. https://doi.org/10.1007/978-3-319-02261-1_6

Mason, R., Pegler, C., & Weller, M. (2004). E-portfolios: An assessment tool for online courses. British Journal of Educational Technology, 35(6), 717-727. https://doi.org/10.1111/j.1467-8535.2004.00429.x

McGinley, K. (2006). The ‘Test of Interactive English’ – from conception to implementation. ELT Journal, 60(4), 374-381. https://doi.org/10.1093/elt/ccl028

Murray, N. (2014). Reflections on the implementation of post-enrolment English language assessment. Language Assessment Quarterly, 11(3), 325-337. https://doi.org/10.1080/15434303.2013.824975

Olson, A. M., & Sabers, D. (2008). Standardized tests. In T. L. Good (Ed.), 21st century education: A reference handbook (pp. 423-430). Sage. https://dx.doi.org/10.4135/9781412964012.n46

Scarino, A. (2017). Culture and language assessment. In E. Shohamy, I. G. Or & S. May (Eds.), Language testing and assessment (3rd ed.)(pp. 15-31). Springer. https://doi.org/10.1007/978-3-319-02261-1_3

Scarino, A., & Liddicoat, A. J. (2009). Teaching and learning languages: A guide. Department of Education, Australian Government. https://tllg.unisa.edu.au/uploads/1/2/7/6/127656642/gllt.pdf

Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M. K., & Yin, Y. (2008). On the impact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295-314. https://doi.org/10.1080/08957340802347647

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001

Wiliam, D. (2012). Feedback: Part of a system. Educational Leadership, 70(1), 30-34. https://www.ascd.org/el/articles/feedback-part-of-a-system

Zeng, W., Huang, F., Yu, L., & Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning—a critical review of literature. Educational Assessment, Evaluation and Accountability, 30, 211-250. https://doi.org/10.1007/s11092-018-9281-9

Research element

Interdisciplinary

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