Department: English

Faculty of Education and Language Studies

CES 3113 ESL TESTING AND EVALUATION

Course Outline Semester 4, 2015/34
Study period: Year 3 / Semester 1
ADMINISTRATIVE INFORMATION
Credit Value
Pre-requisites
Co-requisite units
Significance
Method of Delivery

3 credits (3 + 0) : 3 hours lecture

Nil.
Nil
Core subject
Lecture

Tutorial
Laboratory Exercise
Problem Based Learning
Case Study
Project

Result type
Course Co-ordinator
Contact details
Administrative contact
Website for Unit Materials

Grade/Mark
Miss Norhayati Mohd Zin
Email norhayati@unisel.edu.my ; Tel. 0192280225 Fax. Nil Location BJ
Cik Huda Tel. 03-3280 5094 Fax. NIl
Location BJ
www.edmodo.com Group Code: sakcfp

Student Consultation

To be informed

LEARNING INFORMATION
Aim
This course aims to:
expose students to the development of testing in relation to language learning;
explore the concepts and principles of the various types of tests.
Course Learning Outcomes
Successful students in this course can:
explain the prevalent concepts in ESL testing;
construct practical ESL tests based on principles learnt;
identify the criteria of a good language test and different techniques in language testing, and
interpret the current development in language testing.

Skills and Competencies

communicate in standard English with clarity and fluency using correct pronunciation and intonation
comprehend academic and non-academic texts written in English and respond critically
present and perform confidently in public
relate and exchange ideas to accomplish desired outcomes through teamwork

pursue life-long learning to meet global challenges

Learning activities
Explain in detail the pattern and purpose of lectures, tutorials, workshops, seminars, online learning activities, and so on.
Essential texts
Arshad Abd. Samad. (2010) Essentials of Language Testing for Malaysian Teachers (Revised Edition). Selangor: UPM
Press
Brown, H. Douglas. (2004) Language Assessment Principles and Classroom Practices. USA: Pearson Education
Madsen, H.S. (1983). Techniques in Testing. Oxford: OUP
Recommended texts
Alderson, J.C., Clapham, C. and Wall, D. (1995) Language Test Construction and Evaluation. UK: Cambridge University
Press
Huges, A. (2003) Testing for Language Teachers. UK: Cambridge University Press
Mc. Namara, T. (2007) Language Testing. Oxford: OUP
Rea-Dickins, P. and Germaine K. (2007) Language Teaching: A Scheme for Teacher Education (Evaluation). Oxford:
OUP
Learning resources
http://languagetesting.info/articles/artlt.html
http://www.clef-campaign.org/
http://www.eltnews.gr/news_details.asp?news_id=326
COURSE PROGRAM OVERVIEW
Week

Begin Date

Lecture/Seminar

1.

Introduction to testing in education & TESL

2.

Definition of terms in testing and evaluation.

Benefits of tests to students, teachers, schools,
and national level.

3.

Validity and reliability in testing and evaluation

4.

Construction of language tests MCQ and essay

5.

Testing grammar and testing vocabulary

6.

Testing listening and Testing oral production

7.

Testing writing skills and testing reading

comprehension

Tutorial/Other

Assessment Due

Task 1 out

Task 2 in
(Class hour)
Task 2 and 3 out
Test 1

Start task 2

8.
9.

Discussion on project assignment compilation

of data and organisation of data

10.

Carry out MCQ tests paper in schools

11.

To mark and analyse data

12.

Basic statistics in classroom

13.

Item analysis (revise assignments)

14.

Wrap-up syllabus

15.

Revision

Task 3 in
Test 2

ASSESSMENT INFORMATION
Assessment summary

Coursework
Tests
Online tasks
Final exam
Total

Assessment tasks

40%
10%
10%
40%
100%
Value
%

Date due

Unit learning outcomes

assessed

1. Task 1 (Individual work)

Critical Review on journal

10%

Week 3
(class hour)

2. Task 2 (Group work)

Presentation based on topic given by lecturer

10%

Presentation

CLO 3

3. Task 3 (Group work)

Progress Assessment: Create MCQ test paper & essay test paper

20%

Week 13
(class hour)

CLO 2

In order to pass this course, a student must attain at least 40 marks for the overall assessment.
Referencing style
APA Style, please refer to Term Paper Guidelines for reference.
Detailed information on each assessment task
Assessment task 1
a. 1 journal will be distributed to students
b. Students need to summarised the content of the journal in 400 words
c. Font and spacing: Times New Roman (12) and double-spacing
d. Penalties of 5 marks for late submission
Assessment task 2
a. The presentation is based on the topic given
b. Marks will be awarded based on your fluency, organisation and depth of discussion.
c. A prepared text should be handed to lecturer a day before the presentation.
Font and spacing: Times New Roman (12) and double-spacing.
d. Penalties of 5 marks for late submission.
Assessment task 3
Work in groups
Topic based on science, technology and environment
Find articles from newspaper or magazines
Cut out original advertisement and articles as proof (appendix)
Plan your Examination Specification Table based on Blooms Taxanomy
Built 20 MCQ (stem and options) and essay question.
Plan and arrange your questions into a proper exam paper (format included)
Test your MCQ in schools with at least 30 students.
Run an item analysis
Penalties of 5 marks for late submission.
It is the students responsibility to keep a copy of every assignment submitted.

STUDENTS RIGHTS AND RESPONSIBILITIES

It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights
and responsibilities as a student. These include:

the Universitys Guiding Ethical Principles,

the Universitys policy and statements on plagiarism and academic integrity,
copyright principles and responsibilities,
the Universitys policies on appropriate use of software and computer facilities,
students responsibility to check enrolment,
deadlines, appeals, and grievance resolution,
student feedback,
other policies and procedures

MARKING SCHEME
ASSIGNMENT 1
1

Total

Organization

Audience cannot
understand
presentation because
there is no sequence
of information.

Audience has difficulty

following presentation
because student
jumps around.

Student presents
information in logical
sequence which
audience can follow.

Student presents
information in logical,
interesting sequence
which audience can
follow.

Subject Knowledge

Student does not have

grasp of information;
student cannot answer
questions about
subject.

Student demonstrates
Student is
Student is at ease and full knowledge (more
uncomfortable with
answers most
than required) by
information and is able
questions with
answering all class
to answer only
explanations and some questions with
rudimentary questions,
elaboration.
explanations and
but fails to elaborate.
elaboration.

Visual Aids

Student occasionally
Student uses
uses visual aids that
superfluous visual aids
rarely support the
or no visual aids.
presentation.

Student's visual aids

relate to the
presentation.

Student's visual aids

explain and reinforce
the presentation.

Mechanics

Student's presentation
Presentation has three
has four or more
misspellings and/or
spelling errors and/or
grammatical errors.
grammatical errors.

Presentation has no
more than two
misspellings and/or
grammatical errors.

Presentation has no
misspellings or
grammatical errors.

Eye Contact

Student occasionally
Student makes no eye
uses eye contact, but
contact and only reads
still reads mostly from
from notes.
notes.

Student maintains eye

contact most of the
time but frequently
returns to notes.

Student maintains eye

contact with audience,
seldom returning to
notes.

Verbal Techniques

Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for audience in
the back of class to
hear.

Student's voice is low.

Student incorrectly
pronounces terms.
Audience members
have difficulty hearing
presentation.

Student's voice is
clear. Student
pronounces most
words correctly. Most
audience members
can hear presentation.

Student uses a clear

voice and correct,
precise pronunciation
of terms so that all
audience members
can hear presentation.

Group Work

Cannot work with

others in most
situations. Cannot
share decisions or
responsibilities.

Works well with

Works with others, but
others. Takes part in
has difficulty sharing
most decisions and
decisions and
shares in the
responsibilities.
responsibilities.

Works very well with

others. Assumes a
clear role in decision
making and
responsibilities.
Total Points:

A= 26-28

B= 24-25

MARKING SCHEME
ASSIGNMENT 2
Portfolio Assessment Rubric
5

C= 21-23

D= 19-20

F= 0-18

Group Members & ID

1. _____________________________________________________

2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________

Date

Component
Collecting & selecting materials
Planning & allocation of questions
(Bloom Taxonomy)
Preparing questions
Editing
Finalizing questions
Draft exam questions paper
Editing
Finalizing exam questions paper
Testing exam questions in school
Collecting & analyzing data
Result of Item analysis
Overall Report
Group performance
TOTAL

Comment

Marks
/2
/3
/10
/5
/5
/5
/5
/5
/5
/10
/10
/10
/5
/80

Sign