Assessment of Language Proficiency

Learning Outcomes

Knowledge and Understanding

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

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

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• take appropriate ethical issues into account in professional activity.
• communicate professional and research ideas.
• use information technology appropriately to support professional activity;
• identify, select and draw upon a wide range of academic and professional resources, printed and electronic;

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

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.

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.

Resources & Reading list

Journal Articles

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

Textbooks

Shohamy E., Or I., May S. (2017). Language Testing and Assessment. Encyclopedia of Language and Education (3rd ed.).

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

Weir, C. & O’Sullivan, B (2018). Assessing English on the Global Stage, The British Council and English Language Testing, 1941-2016.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External