Postgraduate Course: Language Testing (EDUA11045)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||Language testing aims to provide an introduction to important issues in language testing (through relevant literature), practical experience of designing language test items (through a test design project), a wider understanding of research in the field of language testing (based on current research articles) and an additional insight into socio-cultural and ethical aspects of language testing.
The course aims to cover these topics:
1. Accountability, validity and fairness in language testing.
2. Reliability and rating scales.
3. Assessing productive skills (writing and speaking)
4. Assessing receptive skills (listening and reading)
5. Testing techniques and procedures
6. Evaluating test items.
7. Considering ethics.
The course will be taught through a workshop-based interaction with a focus on group interaction. Students are also expected to engage with the topic outside the class, for example by working in small project groups. The outcomes of this engagement will be directly relevant for their written assignment.
The course links directly into knowledges established through previous modules of the programme. For example, it enhances the understanding of language skills and system. It aligns language assessment within the larger context of learning outcomes and curriculum aims and investigates how language is learned and thus how it should be tested.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2021/22, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 8,
Supervised Practical/Workshop/Studio Hours 8,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||One summative assignment adding up to 4,000 words consisting of different parts, for example, a number of reflective journals on the test project, demonstrating critical development of knowledge and understanding of test concepts, and a comparison of two language tests, demonstrating critical awareness of issues regarding different types, domains and purposes of language tests, or similar issues.
||Students submit an aspect of their reflective writing to provide feedback on the nature of critical reflection.
|No Exam Information
On completion of this course, the student will be able to:
- show familiarity with a wide range of current ideas and methods in language testing.
- relate them to theories and assumptions about language, and learning, and human abilities.
- have a basic competence in writing classroom tests and evaluating published tests.
- use tests as research tools, e.g. in formative curriculum evaluation.
- show familiarity, at a basic level, with the concerns of professional test writers.
|Alderson J. (2000). Assessing Reading. Cambridge: Cambridge University Press.|
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Baxter, A. (2009). Evaluating your Students. London: Richmond.
Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.
Davies, A. (2014). ¿Fifty Years of Language Assessment¿. In Kunnan, A (ed.). The Companion to Language Assessment. London: Wiley, pp. 1 ¿ 19.
Fulcher, G. (2010). Practical Language Testing. London: Hodder.
Hughes, A. (2003). Testing For Language Teachers. Cambridge: Cambridge University Press.
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.
Purpora, J. (2004). Assessing Grammar. Cambridge: Cambridge University Press.
Weir, C. (1990). Communicative Language Testing. New York: Prentice Hall
|Graduate Attributes and Skills
||Students develop their evaluative skills through the critical engagement with existing language tests.
Students develop their communication skills through project group work on developing language tests.
Student develop their autonomous learning skills through the project group work.
|Keywords||language testing construct items validity
|Course organiser||Dr Claudia Rosenhan
Tel: (0131 6)51 6464
|Course secretary||Miss Hanna Albrecht
Tel: (0131 6)51 6012