ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| English Language Teaching | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | AENG110 | ||||||||
| Course Name: | In-Class Learning Evaluation | ||||||||
| Course Semester: | Spring | ||||||||
| Course Credits: |
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| Language of instruction: | TR | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Field Education | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Prof. Dr. AYTAÇ GÖĞÜŞ | ||||||||
| Course Lecturer(s): | |||||||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | It is aimed to understand and adopt the relationship between classroom assessment and learning. |
| Course Content: | The relationship between classroom assessment and learning, developing formative assessment practices and assessment tools. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Introduction to classroom assessment and the relationship between formative assessment and learning | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 2) | Formal and Informal Formative Evaluation; CEFR and formative evaluation | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 3) | Formal formative assessment applications 1: Traditional approaches: Written exams, short-answer exams, right-wrong type tests | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 4) | Formal formative assessment practices 1: Traditional approaches: multiple choice tests, matching tests, oral polls | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 5) | Formal formative assessment applications 1: sample success test analysis | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 6) | Formal formative assessment applications 2: Alternative Evaluation Tools: Observation, interview, performance evaluation, student product file | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 7) | Midterm | |
| 8) | Formal formative assessment practices 2: Alternative Assessment Tools: research papers, research projects, peer assessment, self assessment | Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 9) | Formal formative assessment applications 2: sample analysis | Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 10) | Informal formative assessment practices 3: Class interaction and formative assessment | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 11) | Rubrics, scoring and grading | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. Heaton, J.B. (1989/1990). Writing English Language Tests. London: Longman. Weir, C.J. (1990). Communicative language testing. London: Prentice Hall. |
| 12) | Giving feedback to students according to the exam results | |
| 13) | Giving feedback to students according to the exam results | |
| 14) | Öğrenci sunumları (kendi dizayn ettikleri bir formatif değerlendirme aracı) |
Sources
| Course Notes / Textbooks: | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. |
| References: | Hughes, A. (2003). Testing for language teachers. New York: Cambridge University Press. Heaton, J.B. (1990). Writing English Language Tests. London: Longman. Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman. Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. USA: The University of Michigan Press. Bachman, Lyle F. & Palmer, Adrian S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press. Genese, F. and Upshur, J.A. (1998). Classroom-Based Evaluation in Second Language Education. New York: Cambridge University Press. |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | |||||||||
| 1) P1. To be able to use the language to reach the information, share the information orally and in written form | |||||||||
| 2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching | |||||||||
| 3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments | |||||||||
| 4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level). | |||||||||
| 5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment | |||||||||
| 6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching. | |||||||||
| 7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation. | |||||||||
| 8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully. | |||||||||
| 9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development | |||||||||
| 10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students | |||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | P1. To be able to use the language to reach the information, share the information orally and in written form | |
| 2) | P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching | |
| 3) | P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments | |
| 4) | P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level). | |
| 5) | P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment | |
| 6) | P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching. | |
| 7) | P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation. | |
| 8) | P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully. | |
| 9) | P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development | |
| 10) | P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students |
Learning Activity and Teaching Methods
| Expression | |
| Project preparation | |
| Q&A / Discussion |
Assessment & Grading Methods and Criteria
| Individual Project | |
| Presentation |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 10 |
| Project | 1 | % 20 |
| Midterms | 1 | % 20 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Midterms | 1 | 6 | 6 |
| Final | 1 | 6 | 6 |
| Total Workload | 40 | ||