Postgraduate Programme and Module Handbook 2024-2025
Module LANG42515: Evaluation and Assessment
Department: Durham Centre for Academic Development
LANG42515: Evaluation and Assessment
| Type | Tied | Level | 4 | Credits | 15 | Availability | Available in 2024/2025 | Module Cap | None. |
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| Tied to | Q3KE07 |
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Prerequisites
- None
Corequisites
- None
Excluded Combination of Modules
- None
Aims
- at the end of this module students will:
- have a full working knowledge of principles of assessment
- design effective assessment instruments
Content
- the module will explore issues in assessment and evaluation in language teaching. Learners will examine the principles behind different forms of assessment and the effective design of assessments, encountering language assessment procedures, both formative and summative, in a range of contexts
- the links between testing and assessment and the goals and objectives of language teaching will be considered
Learning Outcomes
Subject-specific Knowledge:
- understanding of methods of enquiry appropriate to issues in assessment, including concepts of validity and reliability in language test design
- knowledge of key forms and formats of assessments, tests and test items and the merits and drawbacks of each
- knowledge and understanding of factors influencing the effective implementation of assessments
- understanding of statistical measures applied and reported in major language tests
Subject-specific Skills:
- ability to design test items which meet the standards required of effective assessments
- ability to implement an effective assessment tool, appropriate for a target pedagogical context
Key Skills:
- ability to read and understand primary texts in assessment
- ability to respond appropriately to a given pedagogical context
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- lectures will introduce principles underlying assessment. The lectures will also introduce key approaches relevant to effective language assessment. As a result, the students will have a good command of relevant theoretical background and be able to apply this knowledge to the design of assessments
- seminar support will support learners in the development of their own language assessments and will enable further discussion of key issues in assessment
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 10 | weekly | 2 hours | 20 | |
| Seminars | 4 | Spaced out through the module | 2 hours | 8 | |
| Preparation and Reading | 124 | ||||
| Total | 150 |
Summative Assessment
| Component: Test Item design with rationale | Component Weighting: 25% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Test item design with rationale | 500 words plus test items | 100% | Yes |
| Component: Assessment Tool with Rationale | Component Weighting: 75% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Assessment Tool with Rationale | 1500 words plus assessment tool | 100% | yes |
Formative Assessment:
Draft assessment tool and rationale
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University