Assessment in Language Education

Code

EDUC4251

School

Education

Level

4

Credits

30

Semesters

Spring Malaysia

Summary

Summary of Content:
The module will look at:

• Purposes of assessment
• Types of assessment
• Communicative assessment
• Assessing the ‘4 Skills’
• Case studies of key international exams
• Current issues in language assessment

Target Students

Students taking Postgraduate Certificate, Postgraduate Diploma and MA Teaching English to Speakers of Other Languages (TESOL). And other programmes within the School of Education.

Classes

• One 8-hour lecture each week for 4 weeks

30 hours face-to-face over two consecutive weekends

Assessment

• 100% Assignment: An assignment of 6,000 words with 10% tolerance either way

Assessed by end of designated period

Educational Aims

Learning Outcomes

A. Knowledge and Understanding
On successful completion of the module, candidates will have knowledge and understanding of::

• English as a linguistic system, related sub-disciplines within the field of applied linguistics and second language acquisition theories
• the varying characteristics of language learners; how programmes can be designed and delivered to meet more effectively the needs of particular learners in specific contexts
• A specific aspect of language education, which will enable them to make a valuable contribution to language education in their own context.

B. Intellectual Skills
On successful completion of the module, candidates will be able to:

• Critically evaluate relevant practice, including their own, in the light of current theory and practice in the field;
• Critically evaluate relevant theory and empirical research in language education;
• Formulate possible solutions to problems in the practice of language education.

C. Transferable/Key Skills
A student who completes this module successfully will be able to:

• Critically analyse and evaluate their own professional practice and that of others;
• Communicate clearly and confidently on educational issues;
• Analyse and evaluate the relevance and adequacy of theory, empirical studies and practical proposals relating to education;
• Present well-argued strategies for implementing change in their professional practice and teaching context, as appropriate.

Conveners