TESTING AND EVALUATION

Course Information
TitleΕΛΕΓΧΟΣ ΚΑΙ ΑΞΙΟΛΟΓΗΣΗ ΕΠΙΔΟΣΗΣ / TESTING AND EVALUATION
CodeΓλ3-463
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600007409

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
600067880
Type of the Course
  • Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
Required Courses
  • Γλ3-329 THE CLASSROOM: PRINCIPLES AND PRACTICE
  • Γλ3-225 SECOND LANGUAGE ACQUISITION
  • Γλ3-326 METHODOLOGY OF TEACHING FOREIGN LANGUAGES
General Prerequisites
Ling 3-225: Second Language Acquisition Ling 3-326: Methodology of Teaching Foreign Languages Ling 3-329: The Classroom: Principles and Practice
Learning Outcomes
The aim of this course is to introduce students to issues related to the design and classification of tests with regard to their approach and purpose. More particularly, the course will (a) show the connection between testing and teaching and discuss the concept of backwash effect, (b) provide overall instruction in the use of various types of tests for classroom purposes, (c) introduce fundamental concepts in testing (e.g. validity and reliability), (d) train students in the techniques and procedures employed in the construction and evaluation of tests and test results and (e) present types of tests for the testing of the skills, vocabulary and grammar.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Outline 1. Introductory concepts (i) What is a test? (ii) Terms denoting various measuring instruments 2. The relation between teaching and testing: harmful and beneficial backwash 3. Inaccurate tests: Reasons for inaccuracy in measurement of performance 4. Types of tests according to purpose (i) aptitude tests (ii) proficiency tests (iii) achievement tests (iv) diagnostic tests (v) placement tests 5. Types of tests according to approach (i) direct vs indirect tests (ii) discrete-point vs integrative tests (iii) norm-referenced vs. criterion-referenced tests (iv) communicative tests 6. Fundamental notions in testing (i) Validity  content validity  criterion-related validity (statistical validity)  construct validity  face validity (ii) Reliability  the reliability coefficient  the standard error of measurement and the true score  scorer reliability (iii) How to make tests more reliable (iv) Reliability and validity (v) Discrimination (vi) Objectivity (vii) Practicality 7. How to achieve beneficial backwash 8. Stages of test construction 9. Test techniques (i) multiple-choice test (ii) cloze, C-Test, dictation 10. Testing the skills 11. Testing the language components 12. Test administration
Keywords
testing, assessment, validity, reliability, assessing the skills, grammar and vocabulary assessment
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Use of powrpoint presentations during lecturing Use of eclass: slides, assessment tasks, activities, materials Email correspondence with students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures1174.7
Reading Assigment301.2
Exams30.1
Total1506
Student Assessment
Description
Students are assessed on the basis of their performance in the end of semester exams. The basic criterion of their evaluation is their ability to understand the basic principles of assessment and apply them in case studies assigned to them.
Student Assessment methods
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
Bibliography
Additional bibliography for study
Alderson, J., C. Clapham and D. Wall. (1995). Language test construction and evaluation. Cambridge University Press. Baker, D. (1989). Language testing. Great Britain: Edward Arnold. Brown, J.D. (1988). Understanding research in second language learning. Cambridge: Cambridge University Press. Efstathiadis, E. (1993). Assessment and evaluation of language performance. Thessaloniki: University Studio Press. Heaton, J.B. (1990). Classroom Testing. London: Longman. Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press. Oller, J. (1979). Language tests at school. Great Britain: Longman Oller, J. (ed.) (1983). Issues in language testing research. Rowley, Mass.: Newbury House. Underhill, N. (1987). Testing spoken language. Cambridge: Cambridge University Press. Weir, C. (1993). Understanding and developing language tests. Hemel Hempstead: Prentice Hall International.
Last Update
05-02-2020