Welcome to EIGOKYOUIKU-GAKU VII

COURSE DESCRIPTION



What is the purpose?

This course offers a chance for students to study theoretical and practical aspects of language testing: examine purposes and types of language tests; discuss testing practices and procedures related to teaching and research; and include the designing and writing of tests, basic descriptive statistics, and test analysis. Students will be expected to make an active role in learning and tailoring the course to their interest. Grades will be based on class attendance and participation in all activities: test analysis, test item writing, article  report and  final project.




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Workload

  • Class attendance and participation in all activities. Your in-class test development (group) projects can be included in your final portfolio. (Task 2: Item writing #1-#4)
  • Prompt reading of assigned materials. There MAY be in-class discussion of some assigned reading, including discussion facilitated by student groups. (Task 3 : Article report)
  • Graded in-class worksheets, graded take-home worksheets, or hybrids (of in-class and take-home) and one graded stage assignment for the final project. (Task 1:Test analysis, Task 2: item writing #1-#4 & Project)
  • Guided final project. Please turn in your final project and portfolio (see below) in a large, self-addressed manila folder/envelop. It will be returned to you.

    The portfolio, containing your final project and all work for this class, will be due by...TBA. Late work is not acceptable.
  • (Optinal) (5) There will be a number of (?) required ungraded assignments.


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Important date!

  • Task 1 (test analysis ) deadline: Week 3
  • (Topic approval of  your final project  by Week 8 via email)
  • Task 2 (item writing #1〜#4) deadline: Week 9
  • Task 3 (article/book report) deadline: Week 12 (via email)
  • Project : Week 14


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Textbooks

  • J.D.ブラウン著 和田稔訳 (1999)「言語テストの基礎知識」大修館書店
  • Brown,J.D. (2005). Testing in Language Programs. McGraw Hill.

参 考書

  • Shohamy, E. 2001. The Power of Tests: A Critical Perspective on the Uses of Language Tests. Harlow: Longman. (for book report)
  • Alderson, J.C. (et.al). (1995). Language Test Construction and Evaluation. Cambridge University Press.
  • Davidson, F. and Lynch, B. (2002). Testcraft: Writing and Using Language Test Specifications. Yale University Press.

(日 本語教育学プログラム用)

  • 石田敏子. (1992).「入門日本語テスト法」大修館書店.
  • 林大編集.(1991).「日本語 テストハンド ブック」大修館書店.




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Tentative schedule

week
What do we learn?
1
Course overview and introduction:Evaluation and measurement
2
Introduction to Language Testing #1: Methods and types of language tests
3

Introduction to Language Testing #2:What is a good testing tool?                                                                      (Task 1 due)

4
Test Development #1: Test Specification & Item writing
5
Test Development #2 M-C Qs/The testing of Grammar and vocabulary   
6
Test Development #3 Matching , Short answer/The testing of passive skills: Listening & reading
7
Test Development #4 T-F, Essay Q/The testing of productive skills: writing & speaking
8
Test Development #5 Completion & Short Ans. /Other test (cloze . C-test, dictation)      (Project topic approval via email)             
9
Item analysis                                                          (Task 2 due)
10
Statistics: the basics for classroom use #1
11
Statistics: the basics for classroom use #2
12
Research Design                                                    (Task 3 due)
13
Classical Test Theory/Language tests and curriculum #2
14
Presentation
15
Presentation                                               (Final project due)




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Method of Grading

The method of grading in this course is criterion-referenced. The criterial levels of performance are as follows. This is also known as a performance scale and each paragraph below is a descripter:

  • A+ : In general, a 'plus' grade indicates that you have displayed the criteria of the grade to which it is attached "plus" a few criteria (or one important criterion) of the level diately above.        

  • A : Work at the A-level displays accurate understanding of claims by class sources (reading, lectures, class discussions). Virtually no content accuracy errors are expected at the A-level. Furthermore, A-level work uses those claims (facts, quasi-facts, opinions, beliefs, values, etc.) in an identifiable, organized, balanced and coherent manner to support stances on issues.


  • B : Work at the B-level also displays accurate understanding of the claims made by class sources, though some very minor misunderstandings are possible. It uses those claims to support stances on issues.

  • B-level work displays clear re-construction of argumentative streams presented in class materials. That is, work at this level often paraphrases closely the readings and class discussions on which the course is based. The argument of B-level is also successful.

  • C: Work at the C-level displays understanding of the majority of the claims made by class sources. Misunderstandings of those class sources may be present in a noticeable quantity. C-level work uses those claims to construct an argument, though the structure of the argument is probably not successful for reasons such as the following: (1) the argument may benefit from further tightening, or (2) the structure of the argument may be difficult to identify.

  • C-level work probably also re-creates or paraphrases discussion streams presented in class. The streams may not be successful, possibly due to the misunderstandings noted above or possibly due to failure to completely re-create them.

  • F : Incompletes (i.e. 'F' grades) will only be granted under the most exceptional circumstances. No automatic 'F' grades will be granted simply because you turn in your tasks and project late.



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Again! The portfolio, containing your final project and all work for this class, will be due by ....TBA.

Record-keeping

After any course product has been graded, commented upon, and returned to you, keep it in a portfolio. You will turn in that portfolio (in a large clasp envelope, please) as overall assessment evidence. My evaluation will emphasize evaluation of all of your work. Please also include in this portfolio any other work which you feel may enhance your evaluation.