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Course Pro Forma

Program Ijazah Sarjana Muda Perguruan Dengan Kepujian Course Title Course Code Credit Contact Hours Pre-requisite Year Semester Learning Outcomes Language Assessment Penilaian Bahasa TSL3112 3 (3+0) 45 hours Nil Three Two 1. Demonstrate an understanding of the principles and practices of language assessment. (1.1, 1.2, 1.4) 2. Design, construct and use various test types to assess language skills and content areas in the context of primary schools. (1.4, 2.3, 2.4) 3. Interpret data and report students’ performance. (1.4, 2.4, 3.4, 4.3) 4. Use appropriate assessment methods to assess language skills and language content. (1.3, 1.6, 2.3, 2.4) 5. Reflect and discuss issues and concerns in language assessment in Malaysia and other countries. (1.6, 5.5, 6.4, 7.2 ) Synopsis This course focuses on the overview of assessment, role and purposes of assessment in teaching and learning, basic testing terminology, basic principles of assessment, designing classroom language test, assessing language skills and content, scoring, grading and assessment criteria, item analysis and interpretation, reporting of assessment data, and reflecting on issues and concerns related to assessment in Malaysian primary schools. Kursus in memberi fokus terhadap penilaian secara menyeluruh, peranan dan tujuan penilaian dalam pengajaran dan pembelajaran, terma asas pentaksiran, prinsip asas penilaian, mereka dan membentuk ujian bahasa dalam bilik darjah, menilai kemahiran dan isi kandungan bahasa, permarkahan, penggreddan dan kriteria penilaian, menganalisis dan menterjemah item, melapor data penilaian, dan membuat refleksi terhadap isu-isu berkenaan yang berkaitan dengan penilaian di sekolah rendah di Malaysia. 1

Speaking.Discrete point test/integrative test/communicative test 2 3 • 3 . Concurrent and Predictive Validity • Practicability • Objectivity • Washback effect • Authenticity • Interpretability 3 4 3 3 5 Designing Classroom Language Test • • • • • Stages of Test Construction Preparing Test Blueprint / Test Specification Bloom’s and SOLO Taxonomies Guidelines for constructing test items Test Format 4 5 6 Assessing Language Skills and Content • Types of Test Items to assess language skills: . Aptitude and Placement Tests 3 3 Basic Testing Terminology • Norm-Referenced and Criterion Referenced Test • Formative and Summative Test • Objective and Subjective Test Basic Principles of Assessment Characteristics of a Test: • Reliability: Rater and Test Administration Reliability Factors influencing Reliability • Validity : Face Validity. Measurement. Content Validity. Reading and Writing . Issues & Trends Definition of Terms: • Test.Malaysian context Hours 3 2 Role and Purposes of Assessment in Teaching and Learning • • • Reasons/Purposes of Assessment Assessment of Learning/Assessment for Learning Types of tests : Proficiency. Achievement.Listening.Topic 1 Content Overview of Assessment : Context. Construct Validity. Evaluation. Assessment • Historical Development in Language Assessment • Changing trends in Language Assessment .Objective and Subjective Testing Types of Test Items to Assess Language Content: . Diagnostic.

S. Grading and Assessment Criteria • Approaches of Scoring : .Objective . M. 3 . (2004).Holistic .C. Mean . Cambridge: Cambridge University Press. California: Corwin Press. Median .Standard Deviation. Gottlieb.Topic 7 Content Scoring. J. Serdang: University Putra Malaysia Press. Arshad.Analytic Item Analysis and Interpretation • Basic Statistics: . Language assessment: Principles and classroom practices. Assessing reading.Mode. Essentials of language testing for Malaysian teachers. H.Distractor Analysis Hours 3 8 3 • 3 9 Reporting of Assessment Data • Purposes of Reporting • Reporting Methods Issues and Concerns related to assessment in Malaysian primary schools • Exam-oriented System • Cognitive Levels of Assessment • School-based Assessment • Alternative Assessment 3 10 3 TOTAL 45 Assessment Main References Coursework Examination 50% 50% Brown. Standard Score and Interpretation of Data Item Analysis . Additional References Alderson. A. Assessing English language learners: Bridges from language proficiency to academic achievement.Item Difficulty and Item Discrimination . (2004). New York: Longman. (2000).D. (2006).

M. Assessment.Brindley. (2003). New York: McGraw hill.) Practical English Language Teaching. P. Redman. (1994).G. In D. Cambridge. (2000). Oxford: Heinnemann. & McCann. S. Harris. Classroom-based assessment. Nunan (ed. Test your vocabulary. 4 . G. Cambridge University Press.