Ud PPDH3

UNIT DESCRIPTION
Unit: LANGUAGE TESTING AND ASSESSMENT

Lecturers: Bao Kham, Ed.D
Length of time: 30 periods
Class: Undergraduate Students (2022-2023)
OBJECTIVES
By the end of the unit, students will be able to:
In terms of knowledge:
- Explain the core concepts of language testing and assessment (testing,

assessment, and evaluation) and related concepts.
- Distinguish the basic concepts of assessment: formative and summative.
- Explore the concept of language assessment literacy in relation to teacher
professional development.
- Exemplify the different forms of formative and summative assessment
In terms of skills
- Apply the different forms of formative assessment: quizzes, project, interviews,

peer and self-assessment.
- Analyze learners’ errors and use constructive feedback.
- Design tasks for measuring learners’ progress and achievements.
- Plan formative asessment, using regular and periodic assessment.
In terms of autonomy and accountability
- Value the role of assessment as part of the teaching process.

- Commit themselves to effective continuous professional development for
assessment as part of the teaching process.
- Commit themselves to applying different forms of assessment in their teaching
practice for quality learning.
1
CONTENT
The major content concentrates on the different three parts: (1) basic concepts of
language assessment, (2) formative asessment, (3) summative assessment, (4)
language asessment literacy
PART 1: BASIC CONCEPTS OF LANGUAGE ASSESSMENT

1. Testing, assessment, and evaluation
2. Formative and summative assessment
PART 2: FORMATIVE ASSESSMENT
1. The typical features of formative assessment?
2. Planning formative assessment
2.1. Regular and periodic assessment
2.2. Formative assessment strategies
2.3. Tools for planned formative assessment (Quizzes, project, interviews,
portfolio, self and peer)
PART 3: SUMMATIVE ASSESSMENT
1. Typical features of summative assessment
2. Designing tasks to test:
2.1. listening skills
2.2. reading skills
2.3. speaking skills
2.4. writing skills
2.5. language knowledge (pronunciation, grammar, vocabulary)
3. Qualities of tests (reliability, validity, authenticity, practicality, washback)
PART 4: LANGUAGE ASSESSMENT LITERACY
1. Defining language assessment
2. Developing language assessment literacy
2
SCHEDULE
Weeks Content Focus Mode of
instruction
1 Introduction to the unit f2f & online
2-3 PART 1: BASIC CONCEPTS f2f & online
1. Testing, assessment, and evaluation

2. Formative and summative assessment
4-7 PART 2: FORMATIVE ASSESSMENT f2f & online
1. The typical features of formative assessment?

2. Planning formative assessment
2.1. Regular and periodic assessment
2.2. Formative assessment strategies
2.3. Tools for planned formative assessment
(Observation, quizzes, project, interviews, portfolio,
self and peer)
8-12 PART 3: SUMMATIVE ASSESSMENT f2f & online
1. Typical features of summative assessment
2. Designing tasks to test:
2.1. listening skills
2.2. reading skills
2.3. speaking skills
2.4. writing skills
2.5. language knowledge (pronunciation, grammar,
vocabulary)
3. Qualities of tests (reliability, validity, authenticity,
practicality, washback)
13-14 PART 4: LANGUAGE ASSESSMENT LITERACY f2f & online
1. Defining language assessment literacy
2. Developing language assessment literacy
15 Wrap-up/ Questions & Answers. f2f & online
3
MATERIALS
Brown, H. D., & Abeywickrama, P. (2018). Language assessment: Principles and

classroom practices (Third edition). White Plains, NY: Pearson Education.
Cambridge Assessment English (2021). Formative Assessment Guidelines for Upper-
secondary School Teachers (Grades 10 to 12).
Cambridge Assessment English (2021). Formative Assessment Manual: Upper
secondary Grade 10.
secondary Grade 11.
secondary Grade 12.
Carr., N.T.(2011). Designing and Analyzing Language Tests. OUP.
Cheng, L., and Fox, J. (2017). Assessment in the Classroom: Teacher Supporting
Student Learning. MacMillan Education and Palgrave.
De Boer, I., de Vegt, F., Pluk, H., and Latijnhouwers, M. (2021). Rubrics – A Tool for
Feedback and Assessment Viewed from Different Perspectives: Enhancing Learning
and Assessment Quality. IAMSE & Springer.
Heaton, J.B. (1988). Writing English Language Tests. Longman: London and New
York.
Mary, G. (2019). Assessing Learning. British Council.
Tsagari, D., Vogt, K., Froehlich, V., Csepes, I., Fekete, A., Green, A., Hamp-Lyons,
L., Sifakis, N. and Kordia, S. (2018). Handbook of Assessment for Language Teachers.
Eramus+ & Teachers’ Assessment Literacy Enhancement.
Center for Educational Research and Innovation (2005). Formative Assessment:
Improving Learning in Secondary Classrooms. OECD.
ASSESSMENT
Categories %
Participation 10
Assignments 1 & 2 30
Exams 60
4
TEACHING & LEARNING ACTIVITIES
Online Discussions
You will need to show your view and arguments for your view and against your
classmates’ views on topics raised by the lecturer around the role of assessment and
EFL teachers in the teaching and learning process. Your participation will be assessed
in terms of:
- Quality of argument: you need to show how your argument develops and how
you defense your view or argue against other views.
- Evidence of reading: you need to show that you have read different materials.
- Clarity of argument: you need to show that your arguments and views are very
easy to follow and understand.
- Interactivity: you need to show that you are very active in response to the
teacher’s questions/views and also your class partners’.
Marking Rubrics
Exceeds Meets Mostly meets Partially Poorly

requirements all all meets meets
25 requirements requirements requirements requirements
20 15 10 05
Quality of Highly Qualified Mostly Partially Poorly
argument qualified qualified qualified qualified
Evidence of Highly Clearly Mostly Partially Not evident
reading evident Evident Evident clear
Clarity of Highly Quite clear Mostly Clear Partially Unclear
argument clear clear
Interactivity Highly Obviously Mostly Partially Poorly
interactive interactive interactive interactive interactive
100 80 60 40 20
5
Writing Journal Entries
The purpose of writing journals is to help develop a clear understanding of the use of
assessment in language teaching. Based on the readings, students express their thought
and, through their expression, they are not only aware of the role of assessment but
also observe the growth of their views regarding the use of assessment.
The criteria for assessment of journal entries can include:
- Evidence of reading: you need to show that you have read different materials.
- Quality of argument: you need to show how your argument develops and how
you defense your view or argue against other views.
- Clarity of argument: you need to show that your arguments and views are very
clear in your expressions of meanings and very easy to follow and understand.
- Coherence and cohesion: you need to show how your view is structured to aid
understanding.
Marking Rubrics
Exceeds Meets Mostly meets Partially Poorly

requirements all all meets meets
25 requirements requirements requirements requirements
20 15 10 05
Quality of Highly Qualified Mostly Partially Poorly
argument qualified qualified qualified qualified
Evidence of Highly Clearly Mostly Partially Not evident
reading evident Evident Evident clear
Clarity of Highly Quite clear Mostly Clear Partially Unclear
argument clear clear
Cohesion & Highly Cohesive & Mostly Partially Not cohesive
coherence cohesive & coherent cohesive & cohesive & & coherent
coherently coherent coherent
100 80 60 40 20
6
Practice Activities
The purpose of the practice work is to gain experience with applying different
assessment tools to language teaching in our local contexts. The practice space is a
kind of wiki where students in groups can present their activities, giving comments,
making modifications, etc.
The criteria for assessment of a task or activity with the application of assessment tools
can include:
- Objective Feasibility: The tool is used for the right purpose and the right
function.
- Activity Appropriateness: The activity is appropriate for students’ levels of
language proficiency and their levels of technical command.
- Relevant Sequence: The series of activities are appropriately ordered and made
easy to implement.
- Plan Clarity: The task or activity is explicitly easy to understand and follow.
- Plan Cohesion and coherence: The practice work is cohesively and coherently
structured & presented.
Marking Rubrics
Poor Fair Good Excellent

Objective 5 10 15 20
Feasibility
Activity 5 10 15 20
Appropriateness
Relevant 5 10 15 20
Sequence
Plan Clarity 5 10 15 20
Cohesion & 5 10 15 20
coherence
25 50 75 100
7
Assignments
There are TWO assignments for this unit. These assignments are carried out according
to groups.
Assignment 1: Developing an assessment plan
- Students are required to develop an assessment plan for 03 units in the

textbooks that are currently used (for grade 6, 7, 8 or 9 at lower secondary level,
and grade 10, 11 or 12 at upper secondary level).
- Students are also required to illustrate the assessment plan with ONE sample
assessment activity (either formative or summative) which includes the
assessment type (loại hình đánh giá), objectives (mục tiêu đánh giá), method
(phương pháp đánh giá), and tools (các công cụ đánh giá), as well as specific
procedures to conduct this assessment activity (if applicable). The assessment
plan needs to follow the key principles of assessments as guided Circular
22/2021/TT-BGDĐT for lower and upper secondary school students.
Assignment 2: Developing test tasks to test either students’ skill performance

or their language knowledge.
- Students are required to develop a progress test for a number of units in the
textbook currently used (grade 6, 7, 8 or 9 at lower secondary level, and grade
10, 11 or 12 at upper secondary level).
- Students are also required to choose appropriate tasks for appropriate purposes
to ensure the test meet all the qualities of a good test.

Ud PPDH3

Uploaded by

Copyright:

Available Formats

Ud PPDH3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ud PPDH3

Uploaded by

Copyright:

Available Formats

UNIT DESCRIPTION

Unit: LANGUAGE TESTING AND ASSESSMENT

By the end of the unit, students will be able to:

- Explain the core concepts of language testing and assessment (testing,

- Apply the different forms of formative assessment: quizzes, project, interviews,

In terms of autonomy and accountability

- Value the role of assessment as part of the teaching process.

PART 1: BASIC CONCEPTS OF LANGUAGE ASSESSMENT

1. Typical features of summative assessment

2. Designing tasks to test:

2.1. listening skills

2.2. reading skills

2.3. speaking skills

2.4. writing skills

2.5. language knowledge (pronunciation, grammar, vocabulary)

3. Qualities of tests (reliability, validity, authenticity, practicality, washback)

PART 4: LANGUAGE ASSESSMENT LITERACY

1. Defining language assessment

2. Developing language assessment literacy

1. Testing, assessment, and evaluation

1. The typical features of formative assessment?

Brown, H. D., & Abeywickrama, P. (2018). Language assessment: Principles and

Exceeds Meets Mostly meets Partially Poorly

The criteria for assessment of journal entries can include:

Exceeds Meets Mostly meets Partially Poorly

Poor Fair Good Excellent

Assignment 1: Developing an assessment plan

- Students are required to develop an assessment plan for 03 units in the

Assignment 2: Developing test tasks to test either students’ skill performance

You might also like