Assessment and Learning Materials - 2nd semester
Objectives
By the end of the seminar the student should
a) understand and be able to discuss and defend the theoretical principles underlying assessment;
b) know how to develop and use a variety of assessment models and tools;
c) understand the concepts underlying learning-oriented assessment (LoA);
d) be able to implement a learning-oriented approach to assessment;
e) have become familiar with the Common European Framework of Reference for Languages, the ´English Profile´ project and the European Language Portfolio;
f) have developed the ability to analyse basic features of course books (including advantages and disadvantages)
g) have developed the ability to analyse and discuss the selection, adaptation and rejection of published ELT course books
h) have developed the ability to produce supplementary materials with specific characteristics (level, age group, purpose, etc.)
General characterization
Code
722171245
Credits
10
Responsible teacher
Carolyn Leslie
Hours
Weekly - 3 letivas + 1 tutorial
Total - Available soon
Teaching language
English
Prerequisites
n.a.
Bibliography
Council of Europe (2001): A Common European Framework of Reference for Languages, Cambridge: Cambridge University Press
Cushing-Weigle, S. (2002) Assessing Writing, Cambridge:Cambridge University Press
Hughes, A. (2003) Testing for Language Teachers, Cambridge: Cambridge University Press
Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet, Strasbourg: Council of Europe Language Policy Division, accessible at http://www.coe.int/T/DG4/Portfolio/documents/
McKay, P. (2006) Assessing Young Language Learners, Cambridge: Cambridge University Press
Copland, F. & Mann, S. (2012) The Coursebook and Beyond. Tokyo & San Francisco: Abax ELT Publishers
Harwood, N. (2014) (ed.) English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave Macmillan
Tomlinson, B. (2011) Materials Development in Language Teaching, Cambridge: Cambridge University Press
Teaching method
The teaching-learning process developed in Seminar 5 takes place in a virtual environment (e-learning using a Moodle platform) and will involve three separate teaching modules: 1) Principles of assessment and testing; 2) Learning-oriented assessment and the CEFR; and 3) Learning and teaching materials. The learning methods used combine individual study with collaborative work. Students are required to carry out individual reading and research work and to develop a critical reflection on course materials. Collaborative work is conducted in discussion forums in which students are expected to participate by
presenting their reflections and conclusions, debating specific questions or topics, and presenting and discussing their own coursework and that of their course colleagues.
Evaluation method
Assessment is continuous, and based on the quality and pertinence of forum discussions and on the works (individual and group) presented for discussion and evaluation.
Coursework: 60% Final paper: 40%
Subject matter
Assessment and Evaluation:
- Ethical issues; assessment theory
- Assessment models, tools and techniques
- Writing and evaluating classroom tests
- Assessing writing and speaking
- Learner self-assessment & autonomy; monitoring progress
- Learning-oriented assessment - principles & practice
- The Common European Framework of Reference, English Profile, and the European Language Portfolio
Teaching and learning materials:
a) Analysis of course books from the point of view of language content (presentation/practice and selection/grading of new language), cultural content (appropriacy/inclusivity), skills development and other associated factors (layout, design, use of colour).
b) Approaches to adapting published teaching materials for different teaching contexts (including ESP)
c) Production of teaching materials for grammar practice, vocabulary development, skills work and cultural awareness