COURSE DESCRIPTION

This course exposes students to a variety of assessment methods appropriate for English
language and Literature. It also explores a range of assessment principles and techniques based
on some models of testing and evaluation which recognize the impact of the assessment context
on student performance. Stress is given on those instruments and assessment methods which
provide direction for instruction as well as diagnosis, including curriculum-based assessment,
interviews, criterion-referenced assessment, and other alternative assessment techniques with a
consistent emphasis on the assessment of English Language and Literature learning.

COURSE GOAL
This course aims to develop the ability to devise pedagogically sound listening, speaking,
writing, reading, and literature tests to assess language proficiency and achievement, and literary
competence.

COURSE OBJECTIVES
1. Discuss the latest theories, principles and trends in assessment methods.
2. Distinguish norm-referenced from criterion-referenced tests and discrete point test to integrative
test.
3. Critique teacher-made tests in Language and in Literature according to guidelines given for test
types.
4. Conduct a teaching demo either in Language or in Literature and test students’ comprehension of
the lesson by testing.
5. Write an essay stating own philosophy of Language and Literature testing using the theories,
principles, and strategies discussed in the course.
6. Demonstrate an alternative way of assessing either Language or Literature learning as opposed to
the traditional practice of paper and pen tests.
7. Report observation of a class that used authentic assessment and evaluation.

COURSE OUTLINE
I. Principles and Purpose of Language Assessment
a. Key Concepts
b. Assessment and Evaluation Principles
c. Purpose of Assessment
d. Functions of Language Tests
II. Types of Language Assessments
a. Kinds of Assessment and Evaluation
b. Types of Assessment Tools
c. Kinds of Language Tests

III. Approaches and Techniques of Language Testing

a. Approaches of Language Testing
b. Test Technique

Test Construction
d. Phases of Evaluation
e. Stages of Test Construction
IV. Authentic Assessment in Language Teaching
a. Rationale for authentic assessment
b. Techniques and Procedures
c. Designing Rubric

V. Testing the Receptive Skills

a. Testing Listening
b. Testing Reading

VI. Testing the Productive Skills

a. Testing Speaking
b. Testing Writing

VII. Testing Grammar

VIII. Testing Literature

a. Rationale of Literature Testing
b. Types of Literature Tests
c. Formats of Literature Tests
d. Examples of Literature Tests
GRADING
25% Class participation and weekly assignments
25% Portfolio: reflection paper, compilation of English tests
25% Micro-teaching
25% Final exam

REFERENCES
Alderson, C., Clapham, C., & Wall. D. (1995). Language test construction and evaluation.
New York: Cambridge UP.
Bechman, L. F. , & Cohen, A. (Eds.). (1999). Interfaces between second language
acquisition and language testing research. New York: Cambridge UP.
Brown, J. D. (1994). Elements of language curriculum: A systematic approach to program
development. New York: Heinle & Heinle.
Chalhoub-Deville, M. (2000). Issues in computer-adaptive testing of reading proficiency:
Studies in language testing 10. Cambridge: Cambridge UP.
Dubin, F., & Olshtain, E. (1986). Course design. New York: Cambridge UP.
Freeman, Y. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH:
Heinemann.
Graves, K., & Richards, J. (1996). Teachers as course developers (Cambridge language
educations). New York: Cambridge UP.
Graves, K. (1998). Designing language courses: A guide for teachers. Boston: Heinle &
Heinle.
Hughes, A. (2002). Testing for language teachers. New York: Cambridge UP.
Kunnan, A. J. (Ed.). (2000). Fairness and validation in language assessment: Selected papers
from the 19th language testing research colloquium, Orlando, Florida. New York:
Cambridge UP.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Richards, J. (2001). Curriculum development in language teaching (Cambridge language
education). New York: Cambridge UP.
Ur, P. (1996). A course in language teaching: Practice and theory. New York: Cambridge
University Press.