General Information
This subject introduces students to issues associated with language assessment and evaluation, students will learn to design and apply assessment and evaluation models in educational contexts.
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Details
Academic unit: Faculty of Society & Design Subject code: LING71-109 Subject title: Language Assessment and Evaluation Subject level: Postgraduate Semester/Year: September 2017 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: In order to pass the subject, on-campus students must attend the minimum of 85% classes. In order to pass the subject, online students must either attend or view the minimum of 85% of the online sessions/tutorials (if they are unable to participate in these sessions in real time). -
Resources
Prescribed resources: Books
- H. Douglas Brown,Priyanvada Abeywickrama (2010). Language Assessment. 2nd, London Pearson Education 386
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | LING71-109 |
| Subject title: | Language Assessment and Evaluation |
| Subject level: | Postgraduate |
| Semester/Year: | September 2017 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | In order to pass the subject, on-campus students must attend the minimum of 85% classes. In order to pass the subject, online students must either attend or view the minimum of 85% of the online sessions/tutorials (if they are unable to participate in these sessions in real time). |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed *Showcase Portfolio^ The design of a language test for a specific educational context. 35.00% Week 10 1,2,3,4 *In-Class Quiz - Individual^ In class test 30.00% Week 11 1,2,3,4 *Seminar Presentation^ Research-based seminar presentation. The topic and exact date of the seminar must be approved by the lecturer by week 2. The seminars can be presented from week 5 onward. 35.00% To Be Negotiated 1,2,3,4 - ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| *Showcase Portfolio^ | The design of a language test for a specific educational context. | 35.00% | Week 10 | 1,2,3,4 |
| *In-Class Quiz - Individual^ | In class test | 30.00% | Week 11 | 1,2,3,4 |
| *Seminar Presentation^ | Research-based seminar presentation. The topic and exact date of the seminar must be approved by the lecturer by week 2. The seminars can be presented from week 5 onward. | 35.00% | To Be Negotiated | 1,2,3,4 |
- ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
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1 Concepts and issues in language assessment and test types
In week 1, we will examine and analyse types and purposes of assessment and testing.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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2 Principles of language assessment
In week 2, we will look into the key principles in language assessment such as Practicality, Reliability, Validity, Authenticity and Washback.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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3 Designing classroom language tests;
Standards-Based Assessment
This week's seminar will focus on designing classroom tests on standards-based assessment.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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4 Standardised Testing
In week 4, we will review advantages and disadvantages of standardised tests and the ways of developing them.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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5 Alternatives in assessment
This week's seminar will explore alternatives in assessment such as rubrics, portfolios, journals and observations.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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6 Assessing listening
This week, we will examine techniques for assessing listening skills.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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7 Assessing speaking
This week, we will examine techniques for assessing speaking skills.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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8 Assessing reading
This week, we will examine techniques for assessing reading skills.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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9 Assessing writing
In week 9, we will examine techniques for assessing writing skills.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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10 Assessing grammar and vocabulary
This week, we will examine techniques for assessing grammar and vocabulary.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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11 Testing young learners
This week, we will examine specific techniques for assessing young learners' language.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.
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12 Grading and student evaluation
In week 12, we will examine grading scales and apply techniques for accurate scoring.
SLOs included
- Identify key concepts in language assessment and evaluation.
- Apply the key principles of language assessment and evaluation to a variety of educational settings.
- Demonstrate specialised cognitive and testing skills necessary to develop assessment and evaluation practices in teaching English as a second language.
- Apply knowledge of and the skills in language assessment and evaluation to demonstrate autonomy and responsibility as a language teaching educator.