LANGUAGE ASSESSMENT:

COURSE INTRODUCTION

COURSE INSTRUCTOR: DR. NGUYEN THI HONG THAM

EMAIL: HONGTHAMNGUYEN@HCMUSSH.EDU.VN
 AIMS
This course is designed to
•  develop the participants’ knowledge and skills of
language testing and assessment.
•  provide them with fundamental theories, approaches,
principles, and practical techniques in language testing
and assessment.
These will serve as a background for their present or future
classroom assessment practices.
 COURSE OUTLINE
•  Basic concepts and principles of language testing and
assessment
•  Developing test specifications for language assessment
•  Designing objective tests and assessment tasks
•  Assessing language areas (Vocabulary and Grammar) and
skills (Listening, Speaking, Reading, and Writing).
•  Marking students’ performances: rating scales and rubrics.
COURSE LEARNING OUTCOMES
On completion of the course, the participants will be
able to

•  explain key concepts and principles of language

testing and assessment.
•  evaluate different assessment methods.
•  identify procedures of designing tests and assessment
tasks.
•  design an assessment scheme and tasks for a language
course.
•  develop critical thinking and teamwork skills.
READING
Required texts:
Brown, H. and Abeywickrama, P. (2019) Language
assessment –Principles and classroom practices. New
York: Pearson Longman, 3rd edition
Cheng, L. and Fox, J. (2017) Assessment in the Language
Classroom: Teachers support student learning, UK:
Palgrave.
Coombe, C., Davidson, P., O'Sullivan, B., & Stoynoff, S. (Eds.)
(2012) The Cambridge guide to second language
assessment, Cambridge: Cambridge University Press.
 RECOMMENDED TEXTS

Bachman, L. F. & Palmer, A. S. (2010). Language

assessment in Practice: design and developing useful
language tests. Oxford: Oxford University Press.
Fulcher, G. and Davidson, F. (2012) The Routledge
Handbook of Language Testing, London: Routledge.
Fulcher, G. (2010) Practical language testing, London:
Hodder Education.
Hughes, A. (2003). Testing for language teachers
(2nded.). Cambridge: Cambridge University Press.
ASSESSMENT
Assessment task Weight

A1. Group reading summaries + 40%

presentation (10%)

A2. Group Portfolio (30%)

A3. Final test 60%

Passing grade: 55/100 (5.5/10)

 GROUP’S READING SUMMARY AND
PRESENTATION
In each session, all the groups will submit their summaries of the
reading. The assigned group will present their summary to the class
in 20 minutes and answer the other groups’ questions.

1.  Key concepts and meanings

2. Main points

3. Your group’s questions about the

chapter
GROUP PORTFOLIO GUIDELINES

Students will work in groups to design assessment in a

pre-intermediate General English course.

Ø Course duration: three months/12 weeks.

Ø Three sessions/week.
Ø 1.5 hours/session
 GROUP PORTFOLIO GUIDELINES
 The group portfolio should include:
i.  Title page (Institution/Faculty name, title of the project, names
of group members, student code, instructor, date of
publication)
ii.  Group participation evaluation
iii.  Introduction to the portfolio (including the objectives of the
portfolio)
iv.  Description of the students (their age, English proficiency level,
etc.)
v.  Course learning outcomes aligned with the assessment tasks
and the assessment plan
VI. The assessment tasks in order. Each task should
include:
Ø Specification of the task
Ø The task itself
Ø The items in order
Ø Key to each task (for listening and reading tasks)
Ø Rubric (for speaking and writing tasks)
VII. Conclusion
VIII. References (if any)
IX. Appendices

Note:
§ Put the copies of the selected reading texts and transcripts of
the listening tasks in the appendices.
§ Highlight and number the content used for questions/items.
Format:

This portfolio should be around 4,000-5,000 words

(excluding references and appendices, if any), of
1.5-line spacing, using Times New Roman font style
(font size 12).
 THE GROUP PORTFOLIO RUBRIC
Criterion Very good Good Satisfactory Needs
improvement
Learner engagement:
Effort invested in selecting and
evaluating assessment tasks and
selected texts
Variety and accuracy:
The assessment tasks and selected
texts show a level of variety and
accuracy regarding their content.
Creativity:
The assessment tasks and texts show
a level of originality and variety
regarding their content, text type, etc.
Language:
The vocabulary used is varied and not
repetitive, and structures are varied.
The language produced is accurate;
the communicative message comes
across.
 COURSE SCHEDULE
Session Topic Reading texts
1 -  Course introduction -  Brown, H. and Abeywickrama, P. (2019)
-  Key concepts and Chapter 1
issues

2 -  Principles of language -  Brown, H. and Abeywickrama, P. (2019)

assessment Chapter 2
- Further reading: The Council of Europe
(2002). Common European Framework of
Reference for Languages: Learning, Teaching,
Assessment, chapters 9 + 11.
3. -  Aligning assessment
with course learning
outcomes Cheng and Fox (2017) Chapters 2 + 4 (G1+2)
-  Creating a classroom
assessment plan
-  Designing test
specifications
 COURSE SCHEDULE
Session Topic Reading texts

4. Designing classroom Brown, H. and Abeywickrama, P. (2019)

language tests Chapter 4 (G3)

5. Alternatives in Brown, H. and Abeywickrama, P. (2010)

assessment Chapter 6 (G4)

6. Assessing Vocabulary - Coombe et al. (2012) Chapters 28+29.

and Grammar (G5)

- Further reading: Brown, H. and

Abeywickrama, P. (2019) Chapter 10
 COURSE SCHEDULE
Session Topic Reading texts
7. Assessing the -  Coombe et al. (2012) Chapters 24+26.
receptive skills: (G1+2)
Listening and -  Further reading: Brown, H. and
Reading Abeywickrama, P. (2019) Chapters
6+8.

8. Assessing the - Coombe et al. (2012) Chapters 25+27

productive skills: (G3+4)
Speaking and Writing
- Further reading: Brown, H. and
Abeywickrama, P. (2019) Chapters
7+9
9. Marking - Coombe et al. (2012) Chapter 34. (G5)
assessments: rating
scales and rubrics - Further reading: Brown, H. and
Abeywickrama, P. (2019) Chapter 11
 COURSE REGULATIONS
The students are expected to:
•  attend at least 80% of the sessions in order to pass the course.
•  be well prepared and take an active role in class discussions.
•  work collaboratively with their peers in group discussions and project.
•  submit their assignments by the due dates. For late submitted work, 5%
of the component grades will be deducted per day.
Failure of the assignment will be imposed as a penalty for cheating and
plagiarism.