The University of Southampton
Courses

LING6007 Assessment of Language Proficiency

Module Overview

A range of key constructs in assessment theory and currently popular techniques in assessing language proficiency are reviewed and critically discussed. The overall processes involved in designing and implementing assessment procedures which are valid, reliable and fit for purpose are explored. An important component of the unit is the design, trialling and/or review of particular assessment instruments relevant to participants' professional activities, and you will be expected to contribute actively to this dimension of the module in the workshop sessions.

Aims and Objectives

Module Aims

• deepen your understanding of the various purposes and forms of assessment used in language teaching and learning; • develop your practical skills in assessing language proficiency and achievement.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • key theoretical constructs which underpin language assessment;
  • the educational and vocational uses of language tests and assessments;
  • a range of techniques for the assessment of particular language skills;
  • a range of current professionally produced language assessment schemes, relevant to your professional practice.
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • communicate professional and research ideas in a variety of formats, oral and written;
  • identify, select and draw upon a wide range of academic and professional resources, printed and electronic;
  • use information technology appropriately to support professional activity;
  • demonstrate interpersonal skills whilst working with others in the investigation of problems, and in the presentation of arguments and evidence;
  • identify issues in primary and secondary source materials and debate them in class..
  • take appropriate ethical issues into account in professional activity.
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • apply assessment theory in analysing and critiquing current language tests
  • distinguish among different forms and purposes of language testing, and design assessment schemes which are fit for purpose
  • design and trial new instruments for assessing a range of language skills (speaking, listening, reading, writing)
  • assess language learners’ performance in a reliable and valid manner.

Syllabus

A range of key constructs in assessment theory and currently popular techniques in assessing language proficiency are reviewed and critically discussed. The overall processes involved in designing and implementing assessment procedures which are valid, reliable and fit for purpose are explored. An important component of the unit is the design, trialling and/or review of particular assessment instruments relevant to participants' professional activities, and you will be expected to contribute actively to this dimension of the unit in the workshop sessions.

Special Features

In the tutor led seminars you will receive formal input on current issues in assessment theory and the design of language assessment instruments, and have the opportunity to discuss and critique the purposes and values underlying current assessment practice. In the workshops you will role play test taking and scoring using a variety of published instruments, and evaluate these critically in the light of your experience. The summative assessment task allows you to integrate and synthesise the theoretical knowledge and practical skills developed on the unit, in designing/ evaluating a language assessment scheme relevant to your own professional context.

Learning and Teaching

Teaching and learning methods

Teaching methods include • tutor led seminars; • practical workshops; • virtual learning environment (Blackboard site). Learning activities include • gaining hands-on experience of test analysis, design etc in workshops; • locating and using assessment resources, including on-line resources; • design and implementation of small scale assessment projects; • private study.

TypeHours
Teaching24
Independent Study126
Total study time150

Resources & Reading list

Bachman, L and Palmer, A (1996). Language Testing in Practice. 

Bachman, L (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language Testing. ,17 , pp. 1—42.

Clapham, C and Corson, D (eds) (1997). Language Testing and Assessment. Vol 7 of Encyclopedia of Language and Education. 

Hughes, A (1989). Testing for Language Teachers. 

Stobart, G and Gipps, C (1997). Assessment: A Teacher’s guide to the issues. 

Assessment

Summative

MethodPercentage contribution
Practical assessment 100%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal & External

Share this module Facebook Google+ Twitter Weibo

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×