| Course Type | Elective Course |
|---|
| Course Level | Bachelor's Degree |
|---|
| Year of Study | - |
|---|
| Semester | - |
|---|
| ECTS | 3 |
|---|
| Name of Lecturer(s) |
- |
| Learning Outcomes |
At the end of this course, the students;
- will be able to demonstrate an understanding of the relation between classroom-based assessment and learning
- will be able to analyze various formative assessment tools and practices
- will be able to develop various formative assessment tools
|
| Mode of Delivery | Face to face |
|---|
| Prerequisites | No |
|---|
| Recommended Optional Programme Components | EĞİT320 Measurement and Evaluation in Education
ELT301 Teaching English to Young Learners 1
ELT302 Teaching English to Young Learners2
ELT303 Teaching Language Skills 1
ELT304 Teaching Language Skills 2 |
|---|
| Course Description | This course is designed to enable pre-service EFL teachers to develop an awareness of the essential and critical interface between assessment and teaching and learning. It aims to equip them with the necessary knowledge, skills, and critical perspectives of a wide range of assessment methods in general and classroom-based assessment specifically in order to function as language assessment literature teachers when they start their teaching careers. It is aimed that the prospective teachers will be able to perform their dual roles as language teachers and assessors effectively in the classroom being aware of the benefits of formative assessment to enhance learning. Therefore, it focuses on formal and informal assessment instruments in education and their properties; instruments based on traditional approaches: written exams, exams with short answers, true-false tests, multiple-choice tests, matching, oral exam as well as alternative assessment tools such as observation, interview, conferencing, performance assessment, portfolio, research papers, research projects, peer assessment, self-assessment along with scoring, grading, and providing feedback related to the exam scores. |
|---|
| Course Contents |
| WEEK |
TOPICS |
|
1st Week |
Introduction to classroom-based assessment; Defining formative assessment and learning and their properties |
|
2nd Week |
Formal vs. informal formative assessment; CEFR and formative assessment -1 |
|
3rd Week |
Formal vs. informal formative assessment; CEFR and formative assessment -2 |
|
4th Week |
Formal formative assessment practices to assess language skills 1: Traditional approaches: written exams that include short-answer questions, true-false item |
|
5th Week |
Formal formative assessment practices to assess language skills 1: Traditional approaches: written exams that include s multiple-choice items, matching, and oral exams |
|
6th Week |
Formal formative assessment analyses: analyzing samples of achievement tests |
|
7th Week |
Formal formative assessment practices 2: Alternative assessment tools: portfolio, research projects, reflective journals |
|
8th Week |
Formal formative assessment practices 2: Alternative assessment tools: conferencing, concept maps, presentation, peer and self assessment |
|
9th Week |
Formal formative assessment analyses 2: analyzing samples of alternative assessment and Midterm Exam |
|
10th Week |
Informal formative assessment practices 3: Classroom interaction and formative assessment |
|
11th Week |
Rubric, scoring, grading |
|
12th Week |
Providing feedback based on test results |
|
13th Week |
Providing feedback based on test results |
|
14th Week |
Student presentations (on the formative assessment tool they designed |
|
| Recommended or Required Reading | 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). |
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| Planned Learning Activities and Teaching Methods |
- Lecture
- Discussion
- Questions/Answers
- Problem Solving
- Practice
- Project
- 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 |
1 |
13 |
| Preparation for Final exam |
|
|
|
| Course hours |
13 |
2 |
26 |
| Preparation for Midterm exam |
1 |
3 |
3 |
| Laboratory (including preparation) |
|
|
|
| Final exam |
|
|
|
| Homework |
5 |
8 |
40 |
| Project |
1 |
9 |
9 |
| Total Work Load | 91 |
| Total Work Load / 30 (h) | 3.03 |
| ECTS Credit of the Course | 3 |
|
| Language of Instruction | English |
|---|
| Work Placement(s) | No |
|---|
