Testing and Evaluation Course for English Language Learners

Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación

Syllabus of the Course Testing and Evaluation in ELT, Code 518023
1. Course Information
The course is part of the academic unit: Escuela de Ciencias de la Educación

ECEDU
Academic degree level: Profesional Training field: Disciplinar
Number of credits: 3 Course type: Methodological
The course does not have a re-Take Course designed by: Edner Suárez
exam Alomia
Course updated by:
Date of update: Wednesday, June 22,

Date of design: Tuesday, June 21, 2022
2022
Course Description:
The course Testing and Evaluation in ELT, is part of the immersion practice route of
the Licenciatura en Lenguas Extranjeras con Énfasis en Inglés, it belongs to the NP2
called: Pedagogical and didactic strategies with the use of ICT to strengthen teaching
in foreign languages. The development of the Course Testing and Evaluation in ELT,
provides students with the didactic and pedagogical elements necessary to advance
in this stage of the route of immersion practice
The course is devoted to the review of different kind of tests used in teaching English
as a foreign language. As this is a methodological practical course, its objective is to
expose students to the real context. In the course, the Phase-Based Learning (PBL)
pedagogical strategy will be used through activities chained one to another with a
series of phases to follow in face-to-face and virtual environments.
This practical course is divided into three units and has been designed to be
completed in 16 weeks. The first unit is oriented to designing tests in Language
1
Teaching. The second unit consists of tests application for evaluating English as a
foreign language according to the needs of the educational context. In the third unit
teacher in training makes a Tests Result Analysis and English Language Assessment.
Number of credits 3
Work units 3
Immersion practice working hours
32 Hours I.E Chosen
16 Hours activities of the
course
Total 48 Hours
Testing and Evaluation in ELT course is developed from the immersion phase of the
Pedagogical and Educational practice adjusted to Resolution 18583 of 2017 of the
Ministry of National Education. In this sense, it is developed from the implementation
of immersion exercises and educational research, it is oriented from the development
of a transformative and prospective leadership in face-to-face environments and
virtual learning environments.
The teacher in training is concerned with making teaching a reason for their work and
their life project, making it a reflective exercise that allows them to create and recreate
in a pertinent and purposeful way the teaching and learning processes, the educational
processes in which performs its work.
Immersion practice allows the promotion of teaching and learning activities that favor
the conceptual and attitudinal development of students in the discipline or field they
teach. Also, incorporate with pedagogical criteria the use of information and
communication technologies (ICT) to educational processes in their sociocultural
context.
This course has the following scenarios for the development of immersion and
educational practice activities:
Physical scenarios.
They are those that allow the development of practical activities in the UNAD's own
facilities or that are operated under alliances established with other institutions,
2
companies or organizations, complying with the characteristics and quality conditions
required to satisfy the training process planned from face-to-face exercises. , virtual
or in alternation.
 Basic and secondary education
 Bilingual institutions
 English club
 Virtual Community
 LiLEI Strategy
 SINEP
 INVIL
Simulated scenarios with the support of information and communication
technologies.
Testing and Evaluation in ELT course has the Pedagogical Practices Simulator as an
academic tool that allows undergraduate students to propose and carry out
simulated pedagogical and didactic practices, leveraged in problem situations, to
strengthen competencies of the training of graduates that they can then apply in
their field practices in the different learning environments of evaluation.
2. Course Learning Purpose:
The course learning purpose is:

To strengthen in students in the development of testing applicable in virtual and
face-to-face learning environments by analyzing educational contexts, theoretical
concepts and using tools that facilitate the learning-teaching process of English as a
foreign language.
3. Learning Outcomes:
At the end of the course the student will be able to:

Learning Outcome 1: identify the various types of testing and evaluation in English
as a foreign language through the analysis of different sources
3
Learning Outcome 2: design different kind of tests through technological tools to
children, adolescents and adults according to the needs of the educational context.
Learning Outcome 3: apply different tests to children, adolescents or adults
according to the needs of the educational context.
Learning Outcome 4: develop their practices process in simulated situations in
English language teaching and learning.
Learning Outcome 5: support the immersion process that was carried out during
the academic period through a video.
4. Learning Strategy:
The Learning Strategy for the course is: Phase-Based Learning (PBL)
This Learning Strategy is based on: a pedagogical design in which an authentic or

artificial phase is the basis for learning, teaching and evaluation activities. Problem
situations serve as essential scaffolding for the entire learning process and activities
(Naidu, Menon, Gunawardena, Lekamge, and Karunanayaka, 2005). According to
Naidu (2004) the best scenarios are those that are extracted from real life as they
are likely to contain complexity needed to value skills, and knowledge. It requires
skills in the management of information, and theoretical knowledge by implementing
what has been learned throughout the academic process.
It also involves their performance at the individual level in understanding the

scenarios and the capacity for team dialogue, advocating for a more complex view of
the situations and reflected in their pedagogical proposals.
Additionally, the School of Education (ECEDU) established, in Resolution 18583 of

2017, that the Strategy called ESAPEC Learning Strategy, a face-to face support
strategy mandatory for the Practical Component of each bachelor program. This
strategy sets up a number of hours for teacher's support in situ and 3 face-to-face
mandatory encounters at UNAD, one encounter per unit.
If the health emergency continues, the meetings will be carried out through a
technological tool.
The Learning Strategy is organized in 5 Phases

 Phase 1: Assessment Context
4
 Phase 2: Assessment Design
 Phase 3: Assessment Application
 Phase 4: Practical Component - Simulated Practices.
 Phase 5: Meaningful experiences video
For the development of each unit the immersion practice forms are established,
which can be found in the phase 4 - Practical Component - Simulated Practices
5. Course Contents and Bibliographic References
Unit 1: Testing and Assessing Design
In this unit, the following contents will be addressed:

• Designing and Assessing in Language Teaching
To address the contents, the following bibliographic references are required:
CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT KEY ENGLISH TEST Reading and

Writinghttps://www.anglo.edu.uy › uploads › (2018/05) n.d.
https://procuartocorella.weebly.com/cambridge-exams-ket--pet.html
C.W. Valentine. (2015). Intelligence Tests for Children. Routledge.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.co
m/login.aspx?direct=true&db=nlebk&AN=1001926&lang=es&site=eds-
live&scope=site
FORSYTHE, M., JACKSON, J., & KING, J. (2019). Turning Tests Into Tasks: How to
Build Summative Performance Assessments From Standardized Test
Questions. Science Scope, 42(7), 67–74.
m/login.aspx?direct=true&db=eue&AN=134949572&lang=es&site=eds-
live&scope=site
Puspawati, I. (2014). Fairness Issues in a Standardized English Test for Nonnative
Speakers of English. TESOL Journal, 5(3), 555–572.
m/login.aspx?direct=true&db=eue&AN=103605965&lang=es&site=eds-
live&scope=site
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación
5
APA 7ª Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Suarez, E. (27, 06, 2022). 518023_VIO_Type_of_Evaluations.mp4. [Video file].
https://repository.unad.edu.co/handle/10596/50080
Unit 2: Testing and Assessment

 Assessment in Language Teaching
 Testing in Language Teaching
 Assessment Application
To address the contents, the following bibliographic references are required:
Diane J. Tedick. (2005). Second Language Teacher Education : International

Perspectives.
Routledge.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.c
om/login.aspx?direct=true&db=e000xww&AN=119249&lang=es&site=eho
st-live
Gary D. Phye. (1997). Handbook of Classroom Assessment : Learning, Achievement,
and
Adjustment. Academic Press.
st-live
Madsen, L. E. (2011). Achievement Tests: Types, Interpretations and Uses. Nova
Science
Publishers, Inc.
st-live
6
Unit 3: Assessing Skills

 Specific testing analysis
 Completion of pedagogical and educational practice formats
Davis, J. M. (2018). Useful Assessment and Evaluation in Language Education.

Georgetown
University Press.
om/login.aspx?direct=true&db=e000xww&AN=1812190&lang=es&site=eh
ost-live
Joyce E. Many. (2018). Implementing and Analyzing Performance Assessments in
Teacher
Education. Information Age Publishing.
om/login.aspx?direct=true&db=e000xww&AN=1660770&lang=es&site=eh
ost-live
6. Organization of Weekly Academic Activities and Course Evaluation Plan
Initial Moment:
Phase 1 Assessment Context

To be developed from week 1 to week 2
This responds to Learning Outcome: 1
The activities are: Questions and answers about evaluations and Reflections based
on teacher-in-training experiences.
Initial moment evaluation
7
The evaluation criteria for this activity are: The student reflects on each of the
questions based on his/her experience as a teacher in training, through the
educational context
The highest score for this activity is 25 points, corresponding to 5% of the course
evaluation.
Intermediate Moment
Phase 2 Assessment Design

The activities are: Assessment designed, lesson plans, presentation letter, ARL, and
Complete work plan.
Evaluation of Phase 2
The evaluation criteria for this activity are: The student designs different kind of
tests through technological tools to children, adolescents and adults according to the
needs of the educational context.
The highest score for this activity is 125 points.
Phase 3 Assessment Application

The activities are: Three teaching journals and Assessments applied to students.
The evaluation criteria for this activity are: The student applies different tests to
children, adolescents or adults in virtual and face-to-face environments according to
the needs of the educational context.
Phase 4 Practical Component - Simulated Practices

The activities are: Simulated practices analysis, and Practice forms with the required
signatures.
8
The evaluation criteria for this activity are: The student develops his/her practice
process in simulated situations in English language teaching and learning.
The highest score for this evaluation moment is 350 points, corresponding to 70% of
the course evaluation.
Final Moment
Phase 5 Meaningful experiences video

The activities are: A video describing meaningful experiences process of the
immersion practice; The student must be seen in the video, and it must contain at
least 8 slides according to instructions given in the Activity Guide.
The evaluation criteria for this activity are The student makes a video expressing the
significant experiences throughout the practice process carried out in the course
The learning evidences for this activity are A video describing meaningful
experiences process of the immersion practice; The student must be seen in the
video, and it must contain at least 8 slides
The highest score for this activity is 125 points, corresponding to 25% of the course
evaluation.
7. Teacher’s Support
To develop the course activities, you will have the support of a teacher or tutor. The
options for this academic support are:
 Virtual Campus E-mail
 Collaborative Forums
 Skype Sessions
 Online Conference Sessions or Web Conferences
 Face-to-Face Practical Component in External Institution
Support Sessions in Professional Practical Site
9
10

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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

The course is part of the academic unit: Escuela de Ciencias de la Educación

Academic degree level: Profesional Training field: Disciplinar

Number of credits: 3 Course type: Methodological

Course updated by:

Date of update: Wednesday, June 22,

2. Course Learning Purpose:

The course learning purpose is:

At the end of the course the student will be able to:

This Learning Strategy is based on: a pedagogical design in which an authentic or

It also involves their performance at the individual level in understanding the

Additionally, the School of Education (ECEDU) established, in Resolution 18583 of

The Learning Strategy is organized in 5 Phases

5. Course Contents and Bibliographic References

Unit 1: Testing and Assessing Design

In this unit, the following contents will be addressed:

To address the contents, the following bibliographic references are required:

CAMBRIDGE ENGLISH LANGUAGE ASSESSMENT KEY ENGLISH TEST Reading and

Unit 2: Testing and Assessment

In this unit, the following contents will be addressed:

To address the contents, the following bibliographic references are required:

Diane J. Tedick. (2005). Second Language Teacher Education : International

In this unit, the following contents will be addressed:

Davis, J. M. (2018). Useful Assessment and Evaluation in Language Education.

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Phase 1 Assessment Context

Initial moment evaluation

Phase 2 Assessment Design

Phase 3 Assessment Application

Phase 4 Practical Component - Simulated Practices

Phase 5 Meaningful experiences video

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Diane J. Tedick. (2005). Second Language Teacher Education : International