Introductory description

Assessment is an essential component of the teaching-learning process. Without it, we cannot know what learning has happened, nor can we plan for future teaching or evaluate our own practice as teachers. In order to teach effectively, we therefore need to understand the theory and practice behind both classroom-based assessment acts and larger-scale standardised assessments in TESOL, as well as the relationship between these. By doing so, we develop both our assessment literacy to manage and monitor learning more effectively and our research literacy by understanding the role that assessment of proficiency and/or learning may play in research.

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.

This indicative module outline offers an overview of the typical topics that are covered each week; actual sessions may differ:

1. Key questions in assessment, including definitions and reasons for carrying out assessment
2. How to assess: an overview of means and an introduction to the informal-formal assessment continuum
3. What to assess: an overview of the constructs (e.g. concepts of proficiency) underpinning assessment acts
4. Analysing assessment activities: classifying and evaluating example activities
5. Classroom-based assessment: structuring assessment within the curriculum and providing effective feedback on learning
6. Standardised assessment: understanding key concepts underpinning large-scale assessment, its uses and how we can help learners to prepare for large-scale tests and examinations
7. Assessing a module on assessment: turning the focus onto how this module is being assessed, evaluating the assignment tasks and assessment criteria themselves
8. Assessment case study: an insight into how an assessment tool was designed, implemented and evaluated for a specific context

Learning outcomes

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

• Describe a wide range of both classroom-based and large-scale assessment acts and their role in teaching and learning
• Explain how assessment and feedback activities can be incorporated meaningfully into TESOL curricula
• Identify how, when and why teachers can and should carry out acts of assessments
• Use appropriate terminology to describe, compare and evaluate assessment acts along the informal-formal continuum
• Discuss critically the relationship between constructs of language ability or proficiency and tools designed to assess these
• Identify recent developments in the field of language assessment theory and how these may impact on TESOL practice
• Justify choices of, or changes to, assessment acts in context
• Critically evaluate the value and role of language and learning assessment activities, both classroom-based acts and large-scale standardised testing

Indicative reading list

Brown, H. D., & Abeywickrama, P. (2019). Language assessment: principles and classroom practices (3rd ed). Pearson.
Douglas, D. (2017). Understanding language testing. Routledge.
Jones, N., & Saville, N. (2016). Learning oriented assessment: a systemic approach. Cambridge University Press.
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
Shohamy, E., Or, I. G., & May, S. (2017). Language testing and assessment. Springer.
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

View reading list on Talis Aspire

Research element

A number of research approaches in applied linguistics involve assessment of language proficiency or learning. By strengthening students’ underlying assessment literacy, this module prepares learners for conducting such research. Students may also opt to investigate aspects of assessment for their dissertations in term 3 (e.g., evaluate a standardised test or formative feedback approach).

International

The module will incorporate analysis and evaluation of a number of large-scale tests used both in specific national contexts (e.g., the Gaokao exams in China) and internationally (e.g., the IELTS test). It will also encourage reflection of assessment practices and culture in specific national and curricular contexts with which the students are familiar.

Subject specific skills

• Describe, analyse, compare and evaluate classroom-based and large-scale assessment acts
• Incorporate assessment and feedback activities meaningfully into TESOL curricula so as to facilitate appropriate learning
• Discuss critically the relationship between constructs of language ability or proficiency and tools designed to assess these
• Discuss contemporary theoretical issues in language assessment appropriately
• Justify choices of, or changes to, assessment acts in context

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
• Make use of assessment acts appropriately, in the light of relevant theories and concepts
• Reflect critically on personal experience and professional practice and relate to relevant theory