FLE413 ENGLISH LANGUAGE TESTING AND EVALUATION
| Course Code: | 4500413 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 4.5 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Lecturer Dr. DENİZ ÇOPUR |
| Offered Semester: | Fall Semesters. |
Course Objectives
On successful completion of this course, students will be able to
*list the differences between testing and assessment
*use basic terms and concepts related to language testing appropriately where/when necessary
*utilize summative and formative assessment techniques where necessary
*perform various processes and practices related to the assessment of language proficiency successfully
*perform statistical analysis of testing data
*design, implement and evaluate a variety of testing instruments for specific groups of language learners
*evaluate tests and test results/items
Course Content
Types of tests; test preparation techniques for the purpose of measuring various English language skills; the practice of preparing various types of questions; evaluation and analysis techniques; statistical calculations.
Course Learning Outcomes
On successful completion of this course, students will be able to
(1) use basic terms and concepts related to language testing appropriately where/when necessary
(2) express successfully their knowledge related to the role of tests within the curriculum design for language teaching
(3) discuss the importance of test selection according to the profile of the learners and the teaching context
(4) select tests according to the profile of the learners and the teaching context
(5) write, implement and evaluate a variety of testing instruments for a specific group of language learners
(6) use different techniques for adapting language test
(7) use various processes and practices related to the assessment of language proficiency successfully
(8) perform statistical analysis of testing data
(9) evaluate tests and test results/items
(10) discuss the advantages and disadvantages of using published and class teacher-written tests
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution