University of Warsaw - Central Authentication System

Language assessment

General data

Course ID:	4100-3SOPKJO
Erasmus code / ISCED:	05.1 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0110) Education, not further defined The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Language assessment
Name in Polish:	Ocena i pomiar kompetencji językowej
Organizational unit:	Centre for Foreign Language Teacher Training and European Education UW
Course groups:	Obligatory subjects in semester III in CKNJOIEE UW - first cycle studies
ECTS credit allocation (and other scores):	1.00 Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	foreign languages obligatory courses pedagogical qualifications
Prerequisites (description):	A student starting the course should use English at least at B2 (+) level according to CEFR. He should be able to recognize, identify the cause of and correct serious linguistic errors in his own speech and in the texts written in English as well as in the texts and speech of others.
Mode:	Remote learning
Short description:	The course prepares students for assessing student progress and achievements in learning English as a foreign language at the I and II educational stage. The goal of the course is to familiarize students with the principles of foreign language assessment of students at the first and second educational stage (grades I-III, IV-VIII respectively) and measuring foreign language proficiency.
Full description:	The course develops students' knowledge and skills in the description, assessment and measurement of the student's linguistic competence from two perspectives: 1) a global perspective, i.e. in relation to the student's overall language proficiency, regardless of the local learning context; 2) a local perspective - in relation to the achievements/progress of students acquired/made as a result of participation in a specific course/lessons at the first and second educational stage. The course introduces the concept of language proficiency understood on a 6-point scale of the Common European Framework of Reference for Languages (A1-C2). During the course, students learn to understand the role of diagnosis, monitoring and assessment in teaching and to objectively, professionally and reliably evaluate students' assignments prepared in the classroom and at home. They also become familiar with the assessment process, its principles and types, including formative and summative assessment (semester and yearly), ongoing assessment and assessment functions. They learn to recognize typical student errors made by English students in speech and writing at various levels of language proficiency and use them in their teaching. The course introduces the principles of constructing tests/examinations to assess students' skills and other tools useful in the process of assessing students during English lessons. The ability to create and administer tests in grades I-III and IV-VIII is developed in relation the requirements and teaching content in the Core Curriculum for English. The course discusses the structure and objectives of the eighth-grade English exam. Students also become familiar with international tools for measuring language competence in children and adolescents. Examples of international external language examinations certifying the language proficiency of children are discussed, e.g. A2 Key (formerly KET); B1 Preliminary (formerly PET), in a new formula effective from 2020; Pearson Test of English Young Learners and TOEFL Primary. The course is conducted in the form of classes.
Bibliography:	Bachman L., Damböck, B. (2018). Language assessment for classroom teachers. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education. Carr, N.T. (2018). Designing and analyzing language tests, Book with CD-ROM. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Dooley, J. (2019). Egzamin ósmoklasisty. Repetytorium. Język angielski. Student's book: Answer key. Warszawa: Express Publishing. (zasoby biblioteczne CKNJOiEE) Dooley, J. (2019). Egzamin ósmoklasisty. Practice Test (+CD). Warszawa: Express Publishing.(zasoby biblioteczne CKNJOiEE) Douglas, D. (2009). Understanding language testing. London: Hodder Education. Green, A. (2013). Exploring language assessment and testing. Language in action. Routledge. Hughes A. (2013). Testing for language teachers, (2nd edition). Cambridge: CUP. (zasoby biblioteczne CKNJOiEE) Ioannou-Georgiou, P., Pavlou, P. (2003). Assessing young learners. Oxford: OUP. Jang E. E. (2014). Focus on assessment. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) McKay, P. (2006). Assessing young language learners. Cambridge: CUP. McNamara, T. (2008) Language testing. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Ministerstwo Edukacji Narodowej (2019). Podstawa Programowa 2019/2020 https://podstawaprogramowa.pl Nikolov. M. (2016). Assessing young learners of English: Global and local perspectives. New York: Springer. Pinter, A. (2017). Teaching young language learners (Chapter 10, Assessment), (2nd edition). Oxford: OUP. Podstawa Programowa. [Pl The Core Curriculum] Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa I-III. Język obcy nowożytny. https://podstawaprogramowa.pl/Szkola-podstawowa-I-III Podstawa Programowa [Pl The Core Curriculum]. Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa IV-VIII. Język obcy nowożytny. https://podstawaprogramowa.pl/Szkola-podstawowa-IV-VIII/Jezyk-obcy-nowozytny University of Cambridge ESOL Examinations (2011). Using the CEFR: Principles of Good Practice October 2011. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf Ur, P. (1996). A course in language teaching: Practice and theory. Oxford: OUP.(zasoby biblioteczne CKNJOiEE) + textbooks for learning English in grades I-III and IV-VIII from the list of textbooks approved for school use for general education by the Ministry of Education and Science ! The list of bibliographic entries may be changed depending on the needs of students and the implementation of the course objectives.
Learning outcomes:	Knowledge: the graduate knows and understands K_W03 the methods, norms, procedures and standards of good practice in primary school and in particular the methods, techniques and principles of formative and summative assessment, the internal school grading system, types of tests and principles of testing and test construction; external exams; types, principles and functions of progress assessment in learning English as a foreign language (D.1 .1.W10) K_W09 the methodology for performing typical tasks, the standards and procedures used in the process of assessing students and measuring English competence and the role of diagnosis, monitoring, feedback and assessment in teaching (D.1 .1.W10) S_W19 the Core Curriculum regarding the content of English as a modern foreign language at the first and second educational stage (primary school) and in particular the challenges facing students learning English; the external exam taken at the end of the second educational stage, the principles of constructing achievement tests and other tools and techniques used to assess progress and competence/skills in English as a foreign language (D.1 .1.W10), Skills: the graduate is able to S_U02 plan and implement projects typical for English language teachingin primary school and in particular evaluate in a consistent and reliable way the learner’s work at home and in class and progress in English (D.1 .1.U8), K_U19 using the basic organisational and teaching skills, plan and carry out tasks related to teaching English as a foreign languages in a primary school and in particular construct an achievement test designed to assess specific material/language skills/aspects of EFL knowledge (D.1 .1.U9), K_U23 animate work on the development of the students' teaching process and support their independence in acquiring knowledge, as well as inspire activities for lifelong learning and responsible educational and professional decision-making by developing and updating knowledge about the current/latest requirements and examinations in teaching English at the 1st and 2nd educational stage, Social competences: the graduate is prepared to K_K06 correctly identify the priorities for the implementation of specified tasks, K_K09 take action in primary school environment with the conviction about its appropriateness and effectiveness, in psychological, pedagogical and educational terms; is prepared to meet professional challenges, S_K10 see the importance of behaving in an ethical and professional manner and reflect on the ethical issues related to assessing students' achievements and progress during English classes.
Assessment methods and assessment criteria:	The condition for completing the course is 100% class attendance - the course includes 7 online live meetings per semester, 100% attendance is required. The student receives credit and is graded on the basis of: 1) preparation and active participation in classes; 2) submitting written assignments and performing tasks on time in accordance with the instructions from the teacher both during classes and on the CKC UW platform. 3) obtaining positive grades in two key assignments: - designing 1 original test for grades VII-VIII - the goal of the tests id to verify the mastery of the indicated scope of material from English language textbooks implementing the Core Curriculum at the second educational stages; pair work work; submission January 2021; - obtaining a positive grade in the final test. Tests constructed by students are graded on the basis of the following criteria: 1) accuracy/ linguistic correctness in English (grammar, vocabulary, spelling); 2) the scope of the test and its validity - compliance with the indicated scope of the material, completeness of the test; 3) types of tasks/exercises and the degree of their familiarity; 4) organization of the content in the test, the sequencing/order of exercises/questions; 5) completeness and correctness of instructions, selection of examples/questions; 5) degree of difficulty and doability of the test ' 6) test layout, readability of the test; 8) scores and grading scale, weight of exercises/ questions; 9) compliance with the instructions (also in terms of formatting). The final grade for the course in individual semesters is: - 90% of the grade for the completion of key assignments - 10% of the mark for the preparation of class tasks and active participation in classes Grading scale: 90-100% - 5 85-89% - 4.5 75-84% - 4 70-74% - 3.5 60-69% - 3 0-59% - 2
Practical placement:	--

Classes in period "Winter semester 2023/24" (past)

Time span:	2023-10-01 - 2024-01-28	Selected timetable range: weekly course term Navigate to timetable MO TU W TH KINT KINT KINT FR
Type of class:	E-learning course, 15 hours more information
Coordinators:	Ewa Guz
Group instructors:	Ewa Guz
Students list:	(inaccessible to you)
Examination:	Course - Grading E-learning course - Grading
Short description:	The course prepares students for assessing progress in learning a foreign language at the I and II educational stage. The goal of the course is to familiarize students with the principles of foreign language assessment of students at the first and second educational stage (grades I-III, IV-VIII respectively) and measuring foreign language proficiency.
Full description:	The course develops students’ knowledge and skills with respect to the description, assessment and measurement of foreign language in two perspectives: 1) on a global level i.e. in relation to the overall language proficiency of the student regardless of a specific learning process; 2) on a local level - in relation to the progress made by students in a specific course/programm. The course introduces the concept of language proficiency understood as the level of foreign language competence described on the 6-level scale of the European Language Description System (A1-C2). During the course students also learn about the principles of formative and summative assessment. The principles of constructing classroom achievement tests are also presented. Students learn how to design and administer reliable and valid language tests in grades I-III and IV-VIII in relation to the educational content described in the Core Curriculum. The course also discusses the structure and objectives of the eighth grader’s exam in a foreign language. The rules of preparing students for this exam are presented. Students will also learn about international tools for measuring foreign language competence in children and adolescents. Examples of international external language exams certifying language proficiency of children at the I and II educational stages are discussed: A2 Key (formerly KET); B1 Preliminary (formerly PET), in a new formula in force from 2020; Pearson Test of English Young Learners and TOEFL Primary.
Bibliography:	Bachman L., Damböck, B. (2018). Language assessment for classroom teachers. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education. Carr, N.T. (2018). Designing and analyzing language tests, Book with CD-ROM. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Dooley, J. (2019). Egzamin ósmoklasisty. Repetytorium. Język angielski. Student's book: Answer key. Warszawa: Express Publishing. (zasoby biblioteczne CKNJOiEE) Dooley, J. (2019). Egzamin ósmoklasisty. Practice Test (+CD). Warszawa: Express Publishing.(zasoby biblioteczne CKNJOiEE) Douglas, D. (2009). Understanding language testing. London: Hodder Education. Green, A. (2013). Exploring language assessment and testing. Language in action. Routledge. Hughes A. (2013). Testing for language teachers, (2nd edition). Cambridge: CUP. (zasoby biblioteczne CKNJOiEE) Ioannou-Georgiou, P., Pavlou, P. (2003). Assessing young learners. Oxford: OUP. Jang E. E. (2014). Focus on assessment. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) McKay, P. (2006). Assessing young language learners. Cambridge: CUP. McNamara, T. (2008) Language testing. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Ministerstwo Edukacji Narodowej (2019). Podstawa Programowa 2019/2020 https://podstawaprogramowa.pl Nikolov. M. (2016). Assessing young learners of English: Global and local perspectives. New York: Springer. Pinter, A. (2017). Teaching young language learners (Chapter 10, Assessment), (2nd edition). Oxford: OUP. University of Cambridge ESOL Examinations (2011). Using the CEFR: Principles of Good Practice October 2011. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf Ur, P. (1996). A course in language teaching: Practice and theory. Oxford: OUP.(zasoby biblioteczne CKNJOiEE) + textbooks for learning English in grades I-III and IV-VIII from the list of textbooks approved for school use for general education by the Ministry of Education and Science ! The list of bibliographic entries may be changed depending on the needs of students and the implementation of the course objectives.
Notes:	The course is an online course conducted in a remote synchronous mode. It includes 7 meetings that are held every two weeks in the form of live meetings on the Zoom platform according to the schedule available on the CKNJOIEE website. Attendance is checked by reading the lists of participants aloud. Class attendance is obligatory. In the event of illness, students are required to immediately justify the absence and realize the material that is assigned to the classes to which the absence relates on their own. The course is documented on the Kampus 2 platform, where students can find all the information, announcements, instructions, resources and links to the online classes.

Classes in period "Winter semester 2024/25" (future)

Time span:	2024-10-01 - 2025-01-26	Selected timetable range: weekly course term Navigate to timetable
Type of class:	E-learning course, 15 hours more information
Coordinators:	Ewa Guz
Group instructors:	Ewa Guz
Students list:	(inaccessible to you)
Examination:	Course - Grading E-learning course - Grading
Type of course:	foreign languages obligatory courses pedagogical qualifications
Mode:	Remote learning
Short description:	The course prepares students for assessing student progress and achievements in learning English as a foreign language at the I and II educational stage. The goal of the course is to familiarize students with the principles of foreign language assessment of students at the first and second educational stage (grades I-III, IV-VIII respectively) and measuring foreign language proficiency.
Full description:	The course develops students' knowledge and skills in the description, assessment and measurement of the student's linguistic competence from two perspectives: 1) a global perspective, i.e. in relation to the student's overall language proficiency, regardless of the local learning context; 2) a local perspective - in relation to the achievements/progress of students acquired/made as a result of participation in a specific course/lessons at the first and second educational stage. The course introduces the concept of language proficiency understood on a 6-point scale of the Common European Framework of Reference for Languages (A1-C2). During the course, students learn to understand the role of diagnosis, monitoring and assessment in teaching and to objectively, professionally and reliably evaluate students' assignments prepared in the classroom and at home. They also become familiar with the assessment process, its principles and types, including formative and summative assessment (semester and yearly), ongoing assessment and assessment functions. They learn to recognize typical student errors made by English students in speech and writing at various levels of language proficiency and use them in their teaching. The course introduces the principles of constructing tests/examinations to assess students' skills and other tools useful in the process of assessing students during English lessons. The ability to create and administer tests in grades I-III and IV-VIII is developed in relation the requirements and teaching content in the Core Curriculum for English. The course discusses the structure and objectives of the eighth-grade English exam. Students also become familiar with international tools for measuring language competence in children and adolescents. Examples of international external language examinations certifying the language proficiency of children are discussed, e.g. A2 Key (formerly KET); B1 Preliminary (formerly PET), in a new formula effective from 2020; Pearson Test of English Young Learners and TOEFL Primary. The course is conducted in the form of classes.
Bibliography:	Bachman L., Damböck, B. (2018). Language assessment for classroom teachers. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Brown, H. D. (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education. Carr, N.T. (2018). Designing and analyzing language tests, Book with CD-ROM. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Dooley, J. (2019). Egzamin ósmoklasisty. Repetytorium. Język angielski. Student's book: Answer key. Warszawa: Express Publishing. (zasoby biblioteczne CKNJOiEE) Dooley, J. (2019). Egzamin ósmoklasisty. Practice Test (+CD). Warszawa: Express Publishing.(zasoby biblioteczne CKNJOiEE) Douglas, D. (2009). Understanding language testing. London: Hodder Education. Green, A. (2013). Exploring language assessment and testing. Language in action. Routledge. Hughes A. (2013). Testing for language teachers, (2nd edition). Cambridge: CUP. (zasoby biblioteczne CKNJOiEE) Ioannou-Georgiou, P., Pavlou, P. (2003). Assessing young learners. Oxford: OUP. Jang E. E. (2014). Focus on assessment. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) McKay, P. (2006). Assessing young language learners. Cambridge: CUP. McNamara, T. (2008) Language testing. Oxford: OUP. (zasoby biblioteczne CKNJOiEE) Ministerstwo Edukacji Narodowej (2019). Podstawa Programowa 2019/2020 https://podstawaprogramowa.pl Nikolov. M. (2016). Assessing young learners of English: Global and local perspectives. New York: Springer. Pinter, A. (2017). Teaching young language learners (Chapter 10, Assessment), (2nd edition). Oxford: OUP. Podstawa Programowa. [Pl The Core Curriculum] Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa I-III. Język obcy nowożytny. https://podstawaprogramowa.pl/Szkola-podstawowa-I-III Podstawa Programowa [Pl The Core Curriculum]. Podstawa programowa kształcenia ogólnego dla szkoły podstawowej. Szkoła podstawowa IV-VIII. Język obcy nowożytny. https://podstawaprogramowa.pl/Szkola-podstawowa-IV-VIII/Jezyk-obcy-nowozytny University of Cambridge ESOL Examinations (2011). Using the CEFR: Principles of Good Practice October 2011. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf Ur, P. (1996). A course in language teaching: Practice and theory. Oxford: OUP.(zasoby biblioteczne CKNJOiEE) + textbooks for learning English in grades I-III and IV-VIII from the list of textbooks approved for school use for general education by the Ministry of Education and Science ! The list of bibliographic entries may be changed depending on the needs of students and the implementation of the course objectives.
Notes:	The course is an online course conducted in a remote synchronous mode. It includes 7 meetings that are held every two weeks in the form of live meetings on the Zoom platform according to the schedule available on the CKNJOIEE website. Attendance is checked by reading the lists of participants aloud. Class attendance is obligatory. In the event of illness, students are required to immediately justify the absence and realize the material that is assigned to the classes to which the absence relates on their own. The course is documented on the Kampus 2 platform, where students can find all the information, announcements, instructions, resources and links to the online classes. ATTENTION! It is allowed to use AI-based tools to verify the linguistic correctness of the key assignment two - the final test for grade VII.

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