You are on page 1of 10



Course Description

This course aims to equip the students with the knowledge

and skills necessary in assessment as an integral part of
language learning and teaching process. It explores the
principles and methods of assessing students’ performance and
achievement in language and literature with emphasis on the four
macro skills: reading, writing, speaking, and listening. It
provides opportunities for students to gain in-depth
understanding of the language learners and the chance to prepare
assessment tools and evaluate the same.
This also exposes students to a variety of assessment
methods appropriate for English language and Literature. It also
explores a range of assessment principles and techniques based
on some models of testing and evaluation which recognize the
impact of the assessment context on student performance. Stress
is given on those instruments and assessment methods which
provide direction for instruction as well as diagnosis,
including curriculum-based assessment, interviews, criterion-
referenced assessment and other alternative assessment
techniques with a consistent emphasis on the assessment of
English Language and Literature learning.

Course Objectives

At the end of the semester, the students should be able to:

a. develop the ability to devise/ formulate pedagogically

sound listening, speaking, writing, reading, and
literature tests to assess language proficiency and
achievement, and literary competence.
b. discuss the latest theories, principles and trends in
assessment methods.
c. distinguish norm-referenced from criterion-referenced
tests and discrete point test to integrative test.
d. critique teacher-made tests in Language and in Literature
according to guidelines given for test types.
e. conduct a teaching demo in Language and in Literature and
test students’ comprehension of the lesson by testing.
f. write an essay stating own philosophy of Language and
Literature testing using the theories, principles, and
strategies discussed in the course.
g. demonstrate an alternative way of assessing either
Language or Literature learning as opposed to the
traditional practice of paper and pen tests.
h. report observation of a class that used authentic
assessment and evaluation.
Course Policies

1. Since this is a discussion-oriented course, participation

and attendance are crucial to successful completion of the
2. If you miss more than two classes during the semester, your
grade will be negatively affected and you may be encouraged
to drop the class.
3. Absences can be excused for medical reasons and/or family
emergencies only and require sufficient documentation (note
from a doctor, receipt with the date and time, etc.).
4. Alternative assignments are not given; missed papers and
presentations are considered against the final grade.
5. Alternative exams are not given.
6. Tardiness is unacceptable, as are coming to class
unprepared, not paying attention during class,
or sleeping in class.
7. Electronic devices for personal messaging, or
entertainment cannot be used during class. Please
turn off cellular/mobile phones, pagers, and other personal
electronic devices before the class.

8. Scholastic dishonesty includes, but is not limited to,

statements, acts of the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic
dishonesty involves one of the following acts: cheating,
plagiarism, collusion and/or falsifying academic records.

Course Requirements

1. Attendance and participation ( report and teaching

demonstration one language and one literature ) – 30%
2. Prelim, midterm and final exam – 40%
3. Essay, Compilation of Assessment Tools, Language Tests
and Language Testing Approaches and Techniques
( Portfolio ) Construction of 25- item language test
following the guidelines of test construction with
Table of Specification and construction of 25 –item
literature test with Table of Specification - 30%

Course Outline

I. Principles and Purpose of Language Assessment

a. Key Concepts
b. Assessment and Evaluation Principles
c. Purpose of Assessment
d. Functions of Language Tests
II. Types of Language Assessments
a. Kinds of Assessment and Evaluation
b. Types of Assessment Tools
c. Kinds of Language Tests
III. Approaches and Techniques of Language Testing
a. Approaches of Language Testing
b. Test Technique
c. Test Construction
d. Phases of Evaluation
e. Stages of Test Construction

IV. Authentic Assessment in Language Teaching

a. Rationale for authentic assessment
b. Techniques and Procedures
c. Designing Rubric

V. Testing the Receptive Skills

a. Testing Listening
b. Testing Reading

VI. Testing the Productive Skills

a. Testing Speaking
b. Testing Writing

VII. Testing Grammar

VIII. Testing Literature

a. Rationale of Literature Testing
b. Types of Literature Tests
c. Formats of Literature Tests
d. Examples of Literature Tests


Oral Evaluation Rubric: Based on Iowa State University, 2005. Oral Presentation Rubric:

Criteria Distinguished Proficient Basic Unacceptable

1. Organization -- Extremely well -- Generally well -- Somewhat -- Poor or non

20% organized. organized. existent
-- Introduces the purpose of
the presentation clearly and -- Introduces the -- Introduces the organization.
purpose of the purpose of the -- Does not clearly
presentation clearly. presentation introduce the
includes smooth,
-- Includes transitions -- Includes some purpose of the
clever transitions
to connect key points transitions to presentation
which are succinct but not
-- Presents most connect key points -- Uses ineffective
choppy in order to connect
information in a
key points but there is difficulty transitions that
logical sequence; A
-- Student presents few minor points may
in following the rarely connect
be confusing
information in logical, presentation. points
interesting sequence which -- Ends with a
audience can follow. -- Student jumps -- Presentation is
summary of main
-- Ends with an around topics. choppy and
points showing some
evaluation of the
accurate conclusion evidence presented. Several points are disjointed; no

showing thoughtful, confusing. apparent logical

strong evaluation of -- Ends with a order of presentation

the evidence summary or -- Ends without a

resented. 16-19 conclusion; little summary or

20/20 evidence of conclusion.

evaluating content

based on


12-15 11 and below

2. Content: Depth --Speaker provides --For the most part, --Explanations of -No reference is made to
literature or
and Accuracy of an accurate and explanations of concepts and/or
theory. Thesis not
Content complete explanation of concepts and theories are
clear; information
30% theories, drawing upon theories are accurate inaccurate or
relevant literature. included that does
and complete. Some incomplete. Little
Applications of not support thesis in
helpful applications attempt is made to
theory are included any way.
of theory are tie in theory. There
to illuminate issues. - Presents little or no
included. is a great deal of
-- Provides evidence evidence of valid
-- Presents evidence information that is research.
of extensive
of valid not connected to the -- Shows little
and valid research
research with presentation thesis. evidence of the
with multiple
multiple sources. -- Presents evidence combination of
and varied sources.
-- Combines existing of research with ideas.
-- Combines and sources.
ideas to form -- Information
evaluates existing -- Combines existing
new insights. included is sufficiently
ideas to form new ideas.
-- No significant inaccurate that the
insights. -- Enough errors are
errors are made; a listener cannot
-- Information made to distract a
few inconsistencies depend on the
completely accurate; knowledgeable
or errors in presentation as a
all names and facts listener, but some
information. source of accurate
were precise and information is
-- Level of information.
explicit accurate.
presentation is -- Presentation
-- Level of -- Portions of
generally consistently is too
presentation is presentation are too
appropriate for the appropriate. elementary or too elementary or too

audience. sophisticated for sophisticated for the

audience. audience.

30/30 24-29 19-23 18 and below

3. Research -Went above and beyond to --Did a very good --Used the material --Did not utilize
Effort research
job of researching; provided in an resources
10% information;
utilized materials acceptable manner, effectively; did little
solicited material in
provided to their full but did not consult or no fact gathering
addition to what was
potential; solicited any additional on the topic.
provided; brought in
a few additional resources.
personal ideas and materials

information to of research to

enhance the presentation enhance the


6-7 5 and below

3. Creativity -Very original, clever, and --Some originality -Little or no -- Bland,

creative approach
5% apparent; clever at variation; a few predictable, and
that captures
times; good variety original touches but lacked “zip”.
audience's attention.
and blending of for the most part Repetitive with little

materials/media. material presented or no variety; little

with little originality creative energy

or interpretation.
4 3 1-2

4. Use of --Graphics are --While graphics -- Occasional use of --Student uses

Communication designed to reinforce relate and aid graphics that rarely superfluous
Aids presentation thesis presentation thesis, support presentation graphics, no
(e.g., and maximize these media are not thesis; visual aids graphics, or
Transparencies, audience as varied and not as were not colorful or graphics that are so
Slides, Posters, understanding; use well connected to clear. poorly prepared that
Handouts, of media is varied presentation thesis. - Choppy, time they detract from the

Computer- and appropriate with --Font size is wasting use of presentation.

media not being appropriate for multimedia; lacks --Font is too small
added simply for the reading. smooth transition

sake of use. --Appropriate from one medium to

--Visual aids were information is another.

colorful and large prepared. Some --Font is too small to

enough to be seen. material is not be easily seen.

--Media are prepared supported --Communication

in a professional aids are poorly

manner. Details are prepared or used

minimized so that inappropriately. Too

main points stand out. much information is

included. Unimportant

material is highlighted.

4 1-2

5. Use of -- Clear articulation; proper - Clear articulation -- Audience -- Presenter is

volume; steady rate;
Language: enthusiasm; but not as polished; occasionally has obviously anxious

Grammar, Word confidence; speaker slightly trouble hearing the and cannot be heard

Choice, Voice is clearly uncomfortable at presentation; seems or monotone with

5% comfortable in front times. Most can hear uncomfortable. little or no

of the group. -- Student expression.
-- Correct, precise incorrectly -- Student mumbles,
- Student pronounces
pronunciation of pronounces terms. incorrectly
most words
terms pronounces terms

-- Selects words
-- Selects rich and
varied words for appropriate for -- Selects words - Selects words

context and uses context and uses inappropriate for inappropriate

correct grammar. correct grammar. context; uses for context; Uses

-- Presentation has -- Presentation has incorrect grammar. incorrect grammar.

no misspellings or no more than two -- Presentation has -- Student's

grammatical errors. misspellings and/or three misspellings presentation has four

-- Sentences are grammatical errors and/or grammatical or more spelling

complete and -- For the most part, errors. errors and/or

grammatical, and sentences are -- Can follow the grammatical errors.

they flow together complete and presentation, but -- Cannot focus on

easily. Words are grammatical, and some grammatical the ideas presented
because of
chosen for their they flow together errors and use of
difficulties with
precise meaning. easily. With a few slang are evident.
grammar and
exceptions, words Some sentences are
are chosen for their incomplete/ halting,
and/or vocabulary is

somewhat limited or

5/5 4 inappropriate.

6. Eye Contact -- Maintains eye -- Student maintains -- Some eye -- Student reads all

5% contact; eye contact most of contact, but not or most of the report

presentation is like a the time but maintained and at with no eye contact.

planned frequently returns to least half the time-

conversation. notes. reads most of the report.

5/5 4 1-2

7. Personal --Personal --For the most part, -- Personal -- Personal

Appearance appearance is personal appearance appearance is appearance is

5% completely is appropriate for the somewhat inappropriate for the

appropriate for the occasion and the inappropriate for the occasion and

occasion and the audience. occasion and audience.

audience. 4 audience.

5/5 3 1-2
8. Audience --Encourages --Encourages --Reluctantly --Avoids or

Interaction, audience interaction. audience interaction. interacts with the discourages active

Questions and Calls on classmates --Demonstrates audience. audience participation.

Answers. by name. knowledge of the --Demonstrates --Demonstrates

10% --Demonstrates topic by responding some knowledge of incomplete

extensive knowledge accurately and

rudimentary questions knowledge of the
appropriately by
of the topic by topic by responding
addressing questions . responding
inaccurately and
confidently, precisely At ease with answers to accurately to questions.
all questions but fails to inappropriately to
and appropriately to all elaborate. questions.

questions. 3 1-2


9. Length of --Within 1 ½ to three hours --Maximim:3 1/2-4 --Within 4-5 hours --Too long or too
Presentation short; 3 hours above

5% 5/5 or less than 1 ½ hours

3 1-2


1. Organization


2. Content: Depth and Accuracy of Content


3. Research Effort


3. Creativity


4. Use of Communication Aids

(e.g., Transparencies, Slides, Posters, Handouts, Computer-Generated


5. Use of Language: Grammar, Word Choice, Voice


6. Eye Contact


7. Personal Appearance


8. Audience Interaction, Questions and Answers.


9. Length of Presentation


95-100: 1.0 (Distinguished)

90-94: 1.25 (Excellent)

85-89: 1.5 (Very Good)

80-84: 1.75 (Proficient)

75-79: 2.0 (Fair or Basic)

70-74: 2.25 (Passing or Basic)

65-69: 2.5 (Conditional or Unacceptable)

Below 65: (Failure)

Alderson, C., Clapham, C., & Wall. D. (1995). Language test
construction and evaluation. New York: Cambridge UP.
Bechman, L. F. , & Cohen, A. (Eds.). (1999). Interfaces between
second language acquisition and language testing research. New
York: Cambridge UP.
Brown, J. D. (1994). Elements of language curriculum: A
systematic approach to program development. New York: Heinle &
Chalhoub-Deville, M. (2000). Issues in computer-adaptive
testing of reading proficiency: Studies in language
testing 10. Cambridge: Cambridge UP.
Dubin, F., & Olshtain, E. (1986). Course design. New York:
Cambridge UP.
Freeman, Y. (1998). ESL/EFL teaching: Principles for success.
Portsmouth, NH: Heinemann.
Graves, K., & Richards, J. (1996). Teachers as course
developers (Cambridge language educations). New York: Cambridge
Graves, K. (1998). Designing language courses: A guide for
teachers. Boston: Heinle & Heinle.
Hughes, A. (2002). Testing for language teachers. New York:
Cambridge UP.
Kunnan, A. J. (Ed.). (2000). Fairness and validation in language
assessment: Selected papers from the 19th language testing
research colloquium, Orlando, Florida. New York: Cambridge

Prepared by

Instructor 1, STE- English