CLASSROOM-BASED ASSESSMENT IN MATHEMATICS EDUCATION

EMT448

Course Code: EMT448
Semester: -
Theory+Practice: 3 + 0
ECTS: 4

Course Type

Elective Course

Course Level

Bachelor's Degree

Year of Study

Semester

ECTS

Name of Lecturer(s)

Learning Outcomes

At the end of this course, the students;

Demonstrate an understanding of the relationship between classroom assessment and learning.
Will be able to analyze various formative assessment practices in terms of the features they should have.
Will be able to develop a variety of formative assessment tools for groups of learners of different ages and language levels.

Mode of Delivery

Face to face

Prerequisites

Recommended Optional Programme Components

None.

Course Description

In this course, assessment tools and their characteristics used in education are covered. These include tools based on traditional approaches such as written exams, short-answer tests, true-false type, multiple-choice, matching tests, and oral quizzes. Additionally, tools aimed at comprehensive understanding of students are discussed, including observation, interviews, performance assessment, student portfolios, research papers, research projects, peer assessment, and self-assessment. Considerations in question writing and evaluating achievement are addressed, along with the evaluation of learning outcomes and grading, and measurement of affective characteristics.

Course Contents

WEEK	TOPICS
1^st Week	Introduction to in-class assessment and the relationship between formative assessment and learning
2^nd Week	Formal and informal formative assessment; CEFR and formative assessment
3^rd Week	Formal and informal formative assessment; CEFR and formative assessment
4^th Week	Formal formative assessment practices 1: traditional approaches: written exams, short-answer tests, true-false type tests
5^th Week	Formal formative assessment practices: traditional approaches: multiple-choice tests, matching tests, oral quizzes
6^th Week	Formal formative assessment practices: example achievement test analysis
7^th Week	Formal formative assessment practices: alternative assessment tools: observation, interviews, performance assessment, student product portfolio
8^th Week	Midterm
9^th Week	Formal formative assessment practices: alternative assessment tools: research papers, research projects, peer assessment, self-assessment
10^th Week	Formal formative assessment practices: example analysis
11^th Week	Informal formative assessment practices: in-class interaction and formative assessment
12^th Week	Rubric, scoring, and grading
13^th Week	Providing feedback to students based on exam results
14^th Week	Providing feedback to students based on exam results
15^th Week	General review

Recommended or Required Reading

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.
Bailey, M.K. (1998). Learning about language assessment. London: Heinle and Heinle.
Davies, A. (1990). Principles of Language Testing. Oxford: Blackwell.
Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.
Alderson, C. (2000). Assessing Reading. Cambridge: Cambridge University Press.
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching,
assessment. https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Routledge.
Hill C. & Perry, K. (Eds) (1994). From Testing to Assessment English as an International Language. Longman Group
Limited: Malaysia
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.
McKay, P. (2006). Assessing young language learners. Cambridge: Cambridge University Press.
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press.
Richards, J. C. (1996). Classroom-Based Evaluation in Second Language Education. Cambridge: Cambridge University
Press.
Weigle, S. K. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Cheng, L. & Fox, J. (2017). Assessment in the Language Classroom. London, UK: Palgrave
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.
Torrance, H., & Pryor, J. (1998). Investigating formative assessment: Teaching, learning and assessment in the classroom. McGraw-Hill Education (UK).

Planned Learning Activities and Teaching Methods

Lecture
Discussion
Questions/Answers
Case Study
Project
Report Preparation
Presentation

Assessment Methods and Criteria

	Quantity	Percentage (%)
Assignment	5	30
Project	1	20
Other	1	10
Total(%)		60
Contribution of In-term Studies to Overall Grade(%)		60
Contribution of Final Examination to Overall Grade(%)		40
Total(%)		100

ECTS Allocated Based on Student Workload

Activities	Quantity	Duration (Hour)	Total Workload (Hour)
Midterm exam
Preparation for Quiz
Individual or group work	13	2	26
Preparation for Final exam	1	15	15
Course hours	13	3	39
Preparation for Midterm exam
Laboratory (including preparation)
Final exam	1	2	2
Homework	5	4	20
Project	1	18	18
Total Work Load			120
Total Work Load / 30 (h)			4
ECTS Credit of the Course			4

Language of Instruction

Turkish

Work Placement(s)

Programme Qualifications / Learning Outcomes

	LO1	LO2	LO3
K1
K2
K3	X	X	X
K4
K5
K6		X
K7
K8			X
K9
K10