Assessment & Evaluation in TESOL/SEN
| Code | School | Level | Credits | Semesters |
| EDUC3046 | Education | 3 | 20 | Spring Malaysia |
- Code
- EDUC3046
- School
- Education
- Level
- 3
- Credits
- 20
- Semesters
- Spring Malaysia
Summary
This module considers:
- Different theories of assessment
- The purposes and types of assessment for TESOL
- The structure and scheme for creating assessment items
- Differentiation or accommodation of the Assessment/evaluation methods use for students with TESOL
- Advantage and disadvantage of each assessment method and when to use it.
Target Students
Only available for School of Education Level '3' students.
Classes
- One 1-hour seminar each week for 12 weeks
- One 2-hour lecture each week for 12 weeks
Assessment
- 50% Assignment 1
- 50% Assignment 2
Educational Aims
The students will understand the theoretical framework and purpose of different type of assessmentThe students will be able to apply class content to practical useCritically thinking about the issue related to assessment in TESOLLearning Outcomes
Knowledge and Understanding
A1 broad understanding of current debate and issue related to assessment and the practice in TESOL and/or SEN
A2 theoretical and practical knowledge about assessment and evaluation methods in TESOL and Special educational needs
A3 in-depth knowledge and understanding of a chosen specialism in relation to assessment/evaluation
Intellectual skills
B1 compare, contrast and evaluate different assessment/evaluation system and its functional purposes
B3 develop inquiries into learning and teaching and apply the knowledge gained;
Professional/practical skills
C1 have developed professional competence in assessing TESOL or SEN students through the application of knowledge, skills and understanding developed throughout the course;
C2 be able to communicate clearly, confidently and appropriately, in speech and in writing, in a range of professional contexts;
C3 be able to engage in independent research, making use of scholarly reviews and primary sources;
C4 be able to manage their own future learning and continuing professional development;
C5 demonstrate an awareness of and sensitivity to diversity and difference in educational settings and a commitment to equitable practice;
Transferable/key skills
D1 relate learning to their own experience and practice;
D2 collaborate as part of a group, taking the lead where appropriate, and fulfilling agreed responsibilities;
D3 reflect upon their personal development and learning;
D4 use ICT confidently and appropriately for study, teaching and self-development
Conveners
- Ms Suria Selasih Angit @ Asra Ramlan