Course units

On this page you will find access to materials (pdfs or powerpoints, mainly) summarizing the contents of each unit from the course syllabus. These units contain most of the material, but they do not alone constitute the whole of the material for the final exam. It is highly recommendable that you go to class and take your own notes on what the teacher explains in class.

Here is a powerpoint presentation summarizing the contents for Unit 1, Introducing SL assessment: Key issues and terms.

Adopting, adapting, and developing language tests (Ch. 2 from Brown, J.D. (2005). Testing in language programs. A comprehensive guide to English language assessment. McGraw-Hill.)

(Read pp. 18-26: Theoretical issues; Language Teaching Methodology Issues; The Competence/Performance Issue; The Discrte-Point/Integrative Issue). Also, read the chapter “Alternatives in assessment” included in Unit 8 (in particular, Discrete-Point and Integrative tests & Communicative tests).

Here is a powerpoint presentation summarizing the contents for Unit 2, L2 Testing (1): Test Typology.

To learn more about the difference between criterion-referenced and norm-referenced testing, visit NORM-REFERENCED VS CRITERION-REFERENCED TESTING from altalang.com

Also, about the distinction between Norm and Criterion referenced testing (NRTs/CRTs), read the corresponding section from the chapter “Alternatives in assessment” included in Unit 8.

Remember that you also need to read the part of “Are you testwise?…” (from Coombe, C., Folse, K., and Hubley, N. 2007. A practical guide to assessing English language learners. Ann Arbor, MI: The University of Michigan Press. ) dedicated to test types and testing purposes.

Here is a powerpoint presentation summarizing the contents for Unit 3, L2 Testing (2): The cornerstones of language testing.

To learn more about these fundamental issues in language testing, you can watch the following videos from Dr. Fulcher's Language Testing Resources Website:

- Validity
- Reliability (this one you need to read compulsorily for Practical 1)
- Impact (this one you need to read compulsorily for Practical 1)
- Automated scoring

In this unit, we will describe and classify test task according to a number of criteria (such as, for example, how the task is scored, objectively or subjectively; or whether a given language skill/element is tested directly or indirectly, etc.). Here is the presentation for Unit 4.

Developing good quality language test items. Please, read the whole chapter for types of tasks and scoring criteria for the different tasks. (Ch. 3 from Brown, J.D. (2005). Testing in language programs. A comprehensive guide to English language assessment. McGraw-Hill.)

Also, I have included a document (Test design principles and specifications) about some aspects that need to be taken into consideration in test design. It is a very easy reading, so please, go ahead and have a look at it. If you should have any doubts as to any of the contents of this document, don't hesitate to ask me in class or in my office hours.

Day, R. & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, Vol 17.1 (60-73).

6.1. Assessing writing (Ch. 4 from Coombe, C., Folse, K. & Hubley, N. 2007. A practical guide to assessing English language learners. Ann Arbor, The University of Michigan Press).

Also, have a look at “Developing good quality language test items” (Unit 4 above) for examples of analytic and holistic scoring rubrics for speaking and writing.

6.2. Assessing speaking (Ch. 6 from Coombe, C., Folse, K. & Hubley, N. 2007. A practical guide to assessing English language learners. Ann Arbor, The University of Michigan Press).

Also, have a look at “Developing good quality language test items” (Unit 4 above) for examples of analytic and holistic scoring rubrics for speaking and writing.

There are no specific readings assigned for this unit, aside from the notes you have taken in class and the practical work we have done for this part of the contents of the course.

Alternatives in assessment (Ch. 4 from Douglas, D. 2010. Understanding language testing. Hodder Education)