Notice
As part of Phase 3 of our return to campus plan, most units will now run tutorials, seminars and other small group learning activities on campus for the second half-year, while keeping an online version available for those students unable to return or those who choose to continue their studies online.
To check the availability of face to face activities for your unit, please go to timetable viewer. To check detailed information on unit assessments visit your unit's iLearn space or consult your unit convenor.
Unit convenor and teaching staff |
Unit convenor and teaching staff
Mehdi Riazi
Margaret Wood
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
Admission to MAppLing or MAppLingTESOL or MTransInterMAppLingTESOL or MEd
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit covers key concepts and issues in language testing and provides students with principles and techniques for designing and evaluating language tests and assessment tasks. Functions of language tests, models of language proficiency, assessment of language skills and components, and frame of reference for interpreting test scores are among the topics discussed in this unit. The unit also focuses on other issues such as test usefulness framework and language tests in social contexts. Overall, the aim of the unit is to develop assessment literacy in current or future teachers. |
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Late submission
For more information on Special Consideration, see the university website https://students.mq.edu.au/study/my-study-program/special-consideration
For more detailed information about assessment tasks please refer to the Unit Guide in iLearn.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Assessment Task 1: Annotated bibliography | 25% | No | Sunday August 23 at 23:55 Sydney Time |
Review paper | 30% | No | Sunday September 20 at 23:55 Sydney Time |
Final test | 25% | No | Tuesday November 10 at 4 pm Sydney Time |
Group oral presentation | 15% | No | Week 2, 3, 5, 10, 11, 12, 13 |
Active participation | 5% | No | All through the semester |
Assessment Type 1: Annotated bibliography
Indicative Time on Task 2: 15 hours
Due: Sunday August 23 at 23:55 Sydney Time
Weighting: 25%
Choose an issue or challenge related to a module in a language test; search the databases and prepare an annotated bibliography
Assessment Type 1: Essay
Indicative Time on Task 2: 20 hours
Due: Sunday September 20 at 23:55 Sydney Time
Weighting: 30%
Students will change their first assessment task (annotated bibliography) into an essay.
Assessment Type 1: Examination
Indicative Time on Task 2: 15 hours
Due: Tuesday November 10 at 4 pm Sydney Time
Weighting: 25%
Students will be assessed on the content of the unit to make sure they have read the unit materials and have mastered key concepts and procedures.
Assessment Type 1: Presentation
Indicative Time on Task 2: 5 hours
Due: Week 2, 3, 5, 10, 11, 12, 13
Weighting: 15%
Students will prepare and present a group oral presentation on their chosen topics for the first assessment task
Assessment Type 1: Participatory task
Indicative Time on Task 2: 8 hours
Due: All through the semester
Weighting: 5%
Students will take part in the online classes and discussion forum to consolidate their learning.
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
This unit is offered fully online. There will be weekly online lectures that students must attend. The online lectures cover the same topics as listed in the unit schedule. Students must read unit materials and perform learning activities from the textbook and reading list. Students are encouraged to participate in group and online discussions and post their reflections in the general “Forum”. They are also urged to use “Glossary” to post concise definition of key terms and concepts related to language testing and assessment.
3c. Required and Recommended Texts and/or Materials
The required textbook for this unit is:
Brown, D. (2004). Language assessment: Principles and classroom practices. NY: Longman.
This book provides a general introduction to the field of language testing and is aimed at language teaching practitioners.
In addition to the required textbook, some journal articles and book chapters related to the topics covered in the unit are recommended.
As a Macquarie University student, you are entitled to access a variety of sources including journal articles through the library’s page: http://www.mq.edu.au/on_campus/library/
Recommended other texts:
References with asterisks will be available on Leganto.
Hughes, A. (2008) (7th printing). Testing for language teachers. Cambridge: Cambridge University Press.
Alderson, J. C. (2000). Assessing reading. Cambridge: CUP. (Chapter 3)
*Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. (Chapter 3)
Bachman, L., & Palmer, A. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Brown, J.D. (2005). Testing in language programs. Upper Saddle River, NJ: Prentice Hall Regents.
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. New York: Routledge.
Gottlieb, M., & Nguyen, D. (2007). Assessment and accountability in language education programs. Philadelphia, PA: Caslon Publishing.
Henning, G. (1987). A guide to language testing. Cambridge, MA: Newbury House.
Luoma, S. (2004). Assessing speaking. Cambridge: CUP. (Chapter 7)
*McNamara, T. (2000). Language testing. Oxford: Oxford University Press. (Chapter 7)
*McNamar, T., & Roever, C. (2006). Language testing: The social dimension. Malden, MA: Blackwell. (Chapter 2)
*Weigle, S. C. (2002). Assessing writing. Cambridge: CUP. (Chapter 5)
Week |
Topic |
Presenter |
Readings
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Tasks |
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1 July 28
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Introduction to the unit (Review of the unit outline & assessment tasks) + Participants’ backgrounds & interests |
Mehdi Riazi |
-- |
Overall introduction to the unit Forming groups |
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2 Aug. 4
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Contexts of language testsStudents’ experiences with language tests in their contexts |
Group Oral Presentations |
Brown’s (2004) Chapter 1 |
GOP |
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3 Aug. 11 |
Contexts of language testsStudents’ experiences with language tests in their contexts |
Group Oral Presentations |
Brown’s (2004) Chapter 1 |
GOP |
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4
Aug. 18 |
Principles of language assessment: Quality features of language tests |
Mehdi Riazi |
Brown’s (2004) Chapter 2 |
Assignment 1 is due on Sunday August 23th at 23:55 Sydney time |
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5
Aug. 25 |
Designing tests: Purposes of language tests |
Mehdi Riazi |
Brown’s (2004) Chapter 3
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6 Sept. 1
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Standardized testing: Stages in test construction + Test specifications |
Mehdi Riazi |
Brown’s (2004) Chapter 4
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7 Sept. 8
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Interpreting test scores: Norm-referenced vs. Criterion-referenced tests |
Mehdi Riazi |
Bachman (1990) Chapter 3 (pp. 72-80)
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Recess (Sept. 14-27) Assignment 2 is due on Sunday, September 20 at 23:55 Sydney Time |
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Week |
Topic |
Presenter |
Readings |
Tasks |
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8 Sept. 29
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Task-based Language Assessment (TBLA) |
Mehdi Riazi |
McNamara (2000) Chapter 7 Hamp-Lyons (2000) *Brindley (2013) Language Testing (2002). The special issue on TBLA |
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9 Oct. 6
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Language testing and assessment in social contexts |
Mehdi Riazi |
McNamara & Roever (2006) Chapter 2 |
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10 Oct. 13
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Assessing Listening |
Group Oral Presentations |
Brown’s (2004) Chapter 6
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GOPs |
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11 Oct. 20
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Assessing Speaking |
Group Oral Presentations |
Brown’s (2004) Chapter 7 *Ginther (2013) |
GOPs
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12
Oct. 27
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Assessing Reading |
Group Oral Presentations |
Brown’s (2004) Chapter 8 *Koda (2013) *Brindley (1998) *Ockey (2013) |
GOPs |
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13
Nov. 3
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Assessing Writing |
Group Oral Presentations |
Brown’s (2004) Chapter 9 *Weigle (2002) Chapter 5 *Weigle (2013)
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GOPs |
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