Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Course Syllabus

1. COURSE IDENTIFICATION

Faculty or Unit: Escuela de Ciencias de

Abbreviation: ECEDU
la Educación
Academic Level: Profesional Academic Field: Formación disciplinar
Course: Testing and Evaluation in ELT Code: 551028
Course Type: Metodológico Number of credits: 3
Course Designer: Edner Suárez
Course Editor: Edner Suárez Alomia
Alomia
Preparation Date November 2018 Updating Date: December 2019
Course Description:
The course is part of the disciplinary training field and is part of the training component
in the Program of Bachelor's degree in Foreign Languages with Emphasis in English;

The course is theoretical of three (3) credits, and will be used as a strategy in the
project (ABPr) based in learning and has been designed to run in 16 weeks

This course is divided into three units as they are three credits. The units refer to
specific knowledge fields about assessment in language teaching, specially focused
on English as a foreign language.
The first unit wants the student to get close to the concept of evaluation, testing and
assessment in general pedagogical lines. In this unit, methods and approaches are
to be explored by student and wants him/her to analyze how are his/her previous
knowledge about assessment in general learning.
Finally, the types of assessment are discussed to get an own position supported by
theory and experience.
In the second unit, the knowledge about Assessment and Testing in Language
Teaching Is explored by the students, supported by the authors and material
suggested in the course. In this Unit, the design of tests and types of assessment.
The third Unit will face the student to specific kinds of test which evaluate specific
skills in language teaching. In this way, the students will start to interpret the
differences between assessing a skill from another, design specific tests and prove
them with specific student population.

2. EDUCATIONAL PURPOSES

It´s proposed in the course to strengthen students in concepts and knowledge of

sustainable evaluation tests through the study and appropriation of methods and
regulations required for the purpose.

To Support the students of the course in the application of knowledge and use of
methods for the evaluation

To recognize the process of testing, evaluation and assessment in English language

testing.

To design tests which look for assessing ways for specific skills

Course Competences:

(1). The student analyzes judgmentally the types of evaluation and tests depending
on development of specific skills and according to the context and specific purposes
the students present.
(2). The student proposes an evaluation for the communities of English Leaners
through technology
(3). The student designs, try and evaluate different kinds of test based on reliability
and validity, to pursuit specific purposes and depending on students’ needs and
context.

3. COURSE CONTENTS

Units Required Bibliographic References

/topic
s
 Williams, J. (2012). Technology Education for Teachers. Rotterdam: Sense
Publishers. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad
.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=576423&lang=es&
site=ehost-live
Read point 4. Learning in Technology

1. Unit
1- Akbarov, A. (2012). Communication Approach in English Through the
Testin Internet. Newcastle upon Tyne: Cambridge Scholars Publishing. Retrieved
g and from
Evalua http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad
tion .edu.co:2969/login.aspx?direct=true&db=e000xww&AN=522805&lang=es&
Proces site=ehost-live
s (Read Unit 5)

Smith, G. E., & Throne, S. (2007). Differentiating Instruction with

Technology in K-5 Classrooms. Eugene, Or: International Society for
Technology in Education [ISTE]. Retrieved from https://search-ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=nlebk&AN=4
76092&lang=es&site=ehost-live

Tickle, L. (1990). Design And Technology In Primary School Classrooms :

Developing Teachers’ Perspectives And Practices. London, Eng: Routledge.
Retrieved from https://search-ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=nlebk&AN=4
60068&lang=es&site=ehost-live

Pierson, M., & Borthwick, A. (2008). Transforming Classroom Practice :

Professional Development Strategies in Educational Technology. Eugene,
Or: International Society for Technology in Education [ISTE]. Retrieved
from https://search-ebscohost-
com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=nlebk&AN=4
76126&lang=es&site=ehost-live

Unit 1 OVI:
 The following Virtual Informative Object will help you to identify important
elements for the course.
Suarez, E.(23,10,2019).551020_OVI_1_Technology_in_Education Retrieved
from http://hdl.handle.net/10596/23496
Deaf Learners
Martin, D. S., & Moores, D. F. (2006). Deaf Learners: Developments in
Curriculum and Instruction. Washington, DC: Gallaudet University Press.
2. Unit Retrieved from
2- http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad
Testin .edu.co:2969/login.aspx?direct=true&db=e000xww&AN=204693&lang=es&
g and site=ehost-live
Assess (Read P. 3 to 11)
ment Literacy for Visual Learners
Devine A. Literacy for Visual Learners: Teaching Children with Learning
Differences to Read, Write, Communicate and Create. London: Jessica
Kingsley Publishers; 2016.Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad
.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=1061112&lang=es
&site=ehost-live
(Read Ch.1)

Learners Across the Content Areas

Haynes, J., & Zacarian, D. (2010). Teaching English Language Learners
Across the Content Areas. Alexandria, Va: Assoc. for Supervision and
Curriculum Development. Retrieved
from http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.
unad.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=317219&lang
=es&site=ehost-live
(Read Ch.3)
Monitoring English Learners
Purmensky, K. L. (2009). Service-learning for Diverse Communities : Critical
Pedagogy and Mentoring English Language Learners. Charlotte, N.C.:
Information Age Publishing. Retrieved
from: http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtua
l.unad.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=470230&lan
g=es&site=ehost-live
 (Read part I)
Learners with Special Needs
Kontra, E. H., & Kormos, J. (2008). Language Learners with Special Needs :
An International Perspective. Bristol: Multilingual Matters. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad
.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=235286&lang=es&
site=ehost-live
(Read Ch.6)
Unit 2 OVI:
The following Virtual Informative Object will help you to identify important
elements for the course.
Suaréz , E. (24,01,2019). 551020_English_ Learners. Retrieved
from http://hdl.handle.net/10596/23556
3. Unit English language transformation services - Cambridge English. Retrieved
3- from
Assess
https://www.cambridgeenglish.org/Images/472259-consultancy-case-
ing
studies-ministries.pdf
Comm
unicati
ve
Evaluation and English language teaching – Cambridge. Retrieved from
Skills
https://www.cambridge.org/core/journals/language-
teaching/article/evaluation-and-english-language-
teaching/9192CEDC529D8A9DDC8AD710CD4995BD

Flateby, T. L. (2010). Improving Writing and Thinking Through

Assessment. Charlotte, N.C.: Information Age Publishing. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad
.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=469990&lang=es&
site=ehost-live
(Read Ch.3)
Fulcher, G. (2014). Testing Second Language Speaking. London: Routledge.
Retrieved
 from http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.
unad.edu.co:2969/login.aspx?direct=true&db=e000xww&AN=861877&lang
=es&site=ehost-live
Unit 3 OVI:
The following Virtual Informative Object will help you to identify important
elements for the course.
Suárez, E. (24,01,2019). 551020 OVI_3_ Evaluation a Foreign Language.
[Archivo de video]. Retrieved form http://hdl.handle.net/10596/23555
Additional bibliographic references for the course:

Unit 1:
Chen, I., & Kidd, T. T. (2011). Ubiquitous Learning : Strategies for Pedagogy, Course
Design, and Technology. Charlotte, NC: Information Age Publishing. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad.edu.co:
2969/login.aspx?direct=true&db=e000xww&AN=470389&lang=es&site=ehost-
live&ebv=EB&ppid=pp_61
(Read part II)
Unit 2:
Sasson, D. (2013). Speaking and Writing for English Language Learners :
Collaborative Teaching for Greater Success with K-6. Lanham, Maryland: R&L
Education. Retrieved from
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad.edu.co:
2969/login.aspx?direct=true&db=e000xww&AN=651108&lang=es&site=ehost-live

Unit 3:

Fisher, D., & Frey, N. (2007). Checking for Understanding : Formative Assessment
Techniques for Your Classroom. Alexandria, Va: Assoc. for Supervision and
Curriculum Development. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?url=https://bibliotecavirtual.unad.edu.co:
2969/login.aspx?direct=true&db=e000xww&AN=208130&lang=es&site=ehost-live

(Read chapter 7)

4. LEARNING STRATEGY

Description of the learning strategy:

The strategy that is implemented in the course is based on tests and evaluation
which is used in order to provide a meaningful learning experience that involves the
students in the sustainable evaluation through processes which comprehensively
develops their abilities, attitudes and values. starting from a concrete reality in an
academic environment, supported in the practice of evaluation.

Each subject of the course is developed in a logical and sequential way, associating
it with knowledge that must be consulted by the students in the didactic resources
arranged in the knowledge environment and the specific explanation of each unit.

Unit 1 – Testing and Evaluation Process

(1) Technology in Education

Unit 2 – Testing and Assessment

(1) Community of English Learners

Unit 3 – Assessing Communicative Skills

(1) Proposal of evaluation

Step 1 – To recognize concepts in testing and evaluation process

Step 2 – Discuss relevant aspects when designing a linguistic evaluation related to
the types of evaluation through technology

Step 3 – Choose and justify one of the suggested community of English Learners
Step 4 – Performs an analysis of an evaluation proposal

5. DISTRIBUTION OF ACADEMIC ACTIVITIES FOR THE COURSE

Week Contents to develop Activity to develop according to the

learning strategy
1 Previous Knowledge Step –1. Comparative chart about terms:
Reflection about assessments.
 B. Answer questions according to their prior
knowledge and pedagogical experience as a
2 student or as a teacher

The types of assessment have to be supported

by theory and in the collaborative forum

Step 2 – The students have to discuss relevant

aspects when designing a linguistic evaluation
related to the types of evaluation through
Unit 1 – Testing and technology in the collaborative forum
Evaluation Process

3 All peers in the collaborative learning environment

forum should discuss the importance of proposed
ideas about doing an excellent job.
Students must make pertinent feedback taking into
account the suggested parameters

4 Unit 1 – Testing and Step 2 – The students have to discuss relevant

Evaluation Process aspects when designing a linguistic evaluation
related to the types of evaluation through
technology in the collaborative forum

All peers in the collaborative learning environment

forum should discuss the importance of proposed
ideas about doing an excellent job.
Students must make pertinent feedback taking into
account the suggested parameters

5 Unit 1 – Testing and Step 2 – The students have to discuss relevant

Evaluation Process aspects when designing a linguistic evaluation
related to the types of evaluation through
technology in the collaborative forum
 All peers in the collaborative learning environment
forum should discuss the importance of proposed
ideas about doing an excellent job.
Students must make pertinent feedback taking into
account the suggested parameters

6 Unit 1 – Testing and Step 2 – The students have to discuss relevant

Evaluation Process aspects when designing a linguistic evaluation
related to the types of evaluation through
technology in the collaborative forum

All peers in the collaborative learning environment

forum have to discuss the importance of proposed
ideas about doing an excellent job.
Students must make pertinent feedback taking into
account the suggested parameters

7 Unit 2 – Testing and Step 3 – Identify a community of English

Assessment learners in your community.

Present an analysis of this population

containing their characteristics (age, English
hour intensity in the institution where they are
studying the language, etc.), context
(economics, geographical location, education
level, etc.), and their learning purpose (why
they are studying English).

8 Unit 2 – Testing and Step 3 – Identify a community of English

Assessment learners.

Present an analysis of this population

containing their characteristics (age, English
hour intensity in the institution where they are
studying the language, etc.), context
 (economics, geographical location, education
level, etc.), and their learning purpose (why
they are studying English).

9 Unit 2 – Testing and Identify a community of English learners.

Assessment

Present an analysis of this population containing

their characteristics (age, English hour intensity
in the institution where they are studying the
language, etc.), context (economics,
geographical location, education level, etc.),
and their learning purpose (why they are
studying English).

10 Unit 2 – Testing and Identify a community of English learners.

Assessment
.
Present an analysis of this population containing
their characteristics (age, English hour intensity
in the institution where they are studying the
language, etc.), context (economics,
geographical location, education level, etc.),
and their learning purpose (why they are
studying English).

11 Unit 3 – Assessing Step 4 – The students have to Performs an

Communicative Skills analysis of an evaluation proposal taking into
account : speaking, writing, reading, listening,
vocabulary and grammar according to the
population chosen

The analysis has to be carry out in the

collaborative forum.

The student have to work actively for a better

understanding of the activity and feedback
ppers´contributions on time
12 Unit 3 – Assessing Step 4 – The students have to Performs an
Communicative Skills analysis of an evaluation proposal taking into
account : speaking, writing, reading, listening,
vocabulary and grammar according to the
population chosen

The analysis has to be carry out in the

collaborative forum.

The student have to work actively for a better

understanding of the activity and feedback
ppers´contributions on time

13 . Unit 3 – Assessing Step 4 – The students have to Performs an

Communicative Skills analysis of an evaluation proposal taking into
account : speaking, writing, reading, listening,
vocabulary and grammar according to the
population chosen

The analysis has to be carry out in the

collaborative forum.

The student have to work actively for a better

understanding of the activity and feedback
ppers´contributions on time

14 . Unit 3 – Assessing Step 4 – The students have to Performs an

Communicative Skills analysis of an evaluation proposal taking into
account : speaking, writing, reading, listening,
vocabulary and grammar according to the
population chosen

The analysis has to be carrying out in the

collaborative forum.

The student have to work actively for a better

understanding of the activity and feedback
ppers´contributions on time
15 Step 5: Proposal of The students have apply an evaluation
and Evaluation proposal video for the community chosen.
16
The students have to work individually for the
accomplishment final task.

6. STRATEGIES OF ACADEMIC SUPPORT

Description of academic support strategies to apply in this course

The teacher will develop the following strategies, which guarantee the
accompaniment during the development of the course to the student:

Permanent review in the collaborative forums, generating deep feedback of each of

the advances made by students for the significant construction of new knowledge
and learning.

Permanent review of student income to generate early alerts.

Sending emails welcoming the course and remembering the activity that is being
developed.

Invitation to participate in the webconferences to explain in detail each activity that

is developed and to clear the students' concerns.

Invitation to participate in the B - Leanings in order to strengthen the topics that will
be covered in the course, through reading or videos looking for the comments of the
students.

In case, the student does not respond to the emails make a call to the cell phone to
know the reasons why not participate in the activities.

Respond permanently to the emails that students send, requesting help or

generating some concern.

Attention via Skype according to the established synchronic schedules, through the
creation of a Test Evaluation group, to which students interested in receiving
accompaniment by that means will be linked. This should not exclude for any reason
to the accompaniment in the forum of collaborative work, on the contrary, it is
complementary.
Attention in the WhatsApp through the creation of an Evaluation group, to which the
students interested in receiving the accompaniment by that means, will be linked.
This should not exclude for any reason to the accompaniment in the forum of
collaborative work, on the contrary, it is complementary.

7. COURSE EVALUATION PLAN

Products to submit Highest Weighting

Week Evaluation
according to the Learning Score / / 500
number Moment
Strategy 500 points points
1-2 Initial Previous Knowledge 25 25
Technology in Education
Intermediate
3-6 125
Unit 1
Community of English
Intermediate learners. 350
7-10 125
Unit 2

Intermediate Proposal of evaluation

11-14 100
Unit 3
15-16 Final Final Exam 125 125
Total Score 500 Points 500 Points