(in Polish) M1 - Assessing and Evaluating YL Language Teaching and Learning

This one semester course familiarizes the participants with the basic concepts, issues and methods of language assessment and evaluation of learning in young learners’ contexts. It consists of interactive lectures, student-led activities, presentations and micro-teachings, merging the theoretical background with practical in-class applications.

The topics of the course include:

• The notions of evaluation, assessment, testing

• Test types

• Test construction: elements and stages

• Types of mistakes

• Error correction and feedback

• Assessment of language skills

• Formative assessment

• Assessment for learning (self-assessment and peer assessment)

• Making rubrics

• Summative assessment

All the above are realized through numerous discussions, in-class activities, home assignments. The main ideas are presented with the use of interactive presentations, instructional videos, student-led tasks, with individual and group reflection being their most prominent aspect.

Books

• McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press. (Ch. 3, 4 9)

• Ioannou-Georgiou, S., & Pavlou, P. (2003). Assessing young learners. Oxford: Oxford University Press.

• Gardner, J. N. (2009). Assessment and learning. J. Gardner (Ed.). London: Sage.

• Black, P. Harrison, C. Lee, C. Marshall, B. and Wiliam, D. (2003). Assessment for learning: putting it into practice. Buckingham: Open University Press.

• Szpotowicz, M. & Szulc-Kurpacka, M (2009). Teaching English to young learners. Warsaw: Wydawnictwo Naukowe PWN, p170-186.

• Wylie, C., Lyon, C., (2016) Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (Revised)

Articles

• 10 Dimensions of Formative Assessment Practice (adapted from Wylie and Lyon (2016). Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice, p. 20.)

• Allan, D. (2003) Distinctions and dichotomies: Testing and Assessment in ELT

• Antoniou, P, James, M., (2013) Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies

• Tomlinson, C.A., Moon, T., Imbeau MB., (Assessment and Student Success in a Differentiated Classroom)

• Swaffield, S., (2011) Getting to the heart of authentic Assessment for Learning

• Black, P., Wiliam, D. (2009) Developing the theory of formative assessment

• Harlen, W., & James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, 4(3), 365-379.

• Prodromou, L. (1995). The backwash effect: from testing to teaching. ELT journal, 49(1), 13-25.

• William, D., (2011) What is assessment for learning?

• Wiliam, D. (2009). Assessment for learning: why, what and how? London: Institute of Education.

• William, D., (2004) Teachers developing assessment for learning: impact on student achievement

• Jones, J., (2005) Developing effective formative assessment practices in the primary modern foreign language (MFL) classroom

• Butler, Y., Lee, J., (2010) The effects of self-assessment among young learners of English

• Stiggins, R., (2011) Student-Centered Classroom Assessment

• Hasselgreen, A., (2005) Assessing the language of young learners

• Edelenbos, P., Vinje, M., (2000) The assessment of a foreign language at the end of primary (elementary) education

• Rea-Dickins, P., (2001) Mirror, mirror on the wall: identifying processes of classroom assessment

• Lam, R., Lee, i., (2009) Balancing the dual functions of portfolio assessment

• Gattullo, F., (2000) Formative assessment in ELT primary (elementary) classrooms: an Italian case study

The course is supported with a repository of in-class materials placed on a university e-learning educational platform Kampus https://kampus.come.uw.edu.pl/ The repository contains presentations, articles and instructional videos as well as links to websites supporting the idea of language assessment, eg.:

• Teaching Channel https://www.teachingchannel.org/

• EDCHAT® https://www.youtube.com/channel/UCxwQr-PDiuMkx90LP43p4yw

• Cambridge English https://www.youtube.com/results?search_query=understanding+assessment+what+every+teacher+should+know

• Teach for Life https://www.youtube.com/channel/UCtKSLA4sBvp4gU-NIGFEQgg

• Cult of Pedagogy https://www.youtube.com/channel/UCxEKnVOYnzM70yH7kDrU7bQ

• JFF https://www.youtube.com/watch?v=CkFWbC91PXQ&list=PU1AiC8eqYcUkt_OKyfAAr2g

By the end of the module the participants will be able to:

• construct test items to check the language elements they wish to measure

• indicate spoken and written errors and give appropriate feedback

• apply the assessment tools for the receptive and productive skills evaluation

• include a variety of formative and summative assessment tools in their activity/lesson plans for specified age groups and levels of advancement

• design and apply self-assessment and peer-assessment rubrics for specified age groups and levels of advancement

• Active participation in the in-class activities

• Individual and group assignments to be presented or led in class

• Final assessment planning assignment

• End-of-the-year module exam