Course Outline - School of Languages & Comparative Cultural ...

Language Testing and Assessment
SLAT7835
School of Languages and Comparative Cultural Studies
2006
2 Units
6-9 PM Wednesday
Robert C Kleinsasser
418 Gordon Greenwood Building – Office Consultations 2-4 Thursdays and email
3365 6718 (office) 3365 6799 (fax) email: r.kleinsasser@mailbox.uq.edu.au
Library Liaison Officer – Birgit Culloty - Bculloty@library.uq.edu.au 3365 2160
Purpose of the course
The course is a survey of issues in language testing and assessment, designed to introduce the
student to underlying principles of language testing and assessment and to provide experience
in critiquing and developing second language classroom test and assessment materials.
Course goals
On completing this course students will be able to:
1. Recognize critical perspectives on the uses of language tests
2. Appraise the value of language test items and language test designs
3. Differentiate various issues (both practical and theoretical) in language testing and
assessment
4. Design test items following Bachman & Palmer’s (1996) six qualities of language tests
Assumed background
The students will be able to use information from various courses in Applied Linguistics to
help develop test and assessment items. For instance, a model of communicative competence
can serve as a construct when considering construct validity. Issues from applied linguistics
such as psycholinguistics, sociolinguistics, syntax, phonology, etc., can help guide and
challenge test and assessment development. Issues from second language acquisition can
inform expectations of what students can do with various language testing items.
Teaching and learning modes and general information
Discussions, Lectures, Workshops, Cooperative Learning, Portfolio Development
(Various Information Processing, Social, Personal, and Behavioural Teaching Models)
This is a two unit course. You will be expected to be in class for the 3 hours each Wednesday
and spend 7 hours in preparation on the course per week on your own. It is important to read
assigned texts and prepare yourself with the information so you will be able to participate in
class discussions and workshops. You should keep notes about what you read, and write
down questions that you might have. This is a postgraduate course and students are expected
to scholarly critique and discuss the issues read for class, not just repeat them back or

SLAT7835 Language Testing and Assessment 2
memorise them. The lecturer reserves the right to implement pop quizzes should it become
evident students have neither read nor prepared for class discussions and activities.
Punctuality is encouraged and expected. Participate in class discussions and activities.
As a courtesy to all human beings, any electronic devices (e.g., phones, pagers, watch alarms)
should be turned off during class sessions. Students will be asked to leave the class session if
such interruptions occur.
Required and recommended texts and references
Required Texts-
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford
University Press.
Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests.
New York, NY: Longman Pearson Education.
Chapter 3 from: McNamara, T. (1996). Measuring second language performance. London:
Longman. (SS&H Library High Use)
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing
the past into the future. Journal of Applied Linguistics, 1 (1), 49-72. (available through UQ
Library website)
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom.
Language Teaching Research, 9 (3), 233-265. (available through UQ Library website)
Chapters 5, 6, 7, & 8 from: Stiggins, R. J. (2001). Student involved classroom assessment (3 rd
ed.). Prentice Hall College Division. (SS&H Library High Use)
Other Helpful Texts-
Alderson, J. C., & Banerjee, J. (2001). Language testing and assessment (Part 1). Language
Teaching, 34, 213-236. (SS&H Library High Use)
Alderson, J. C., & Banerjee, J. (2002). Language testing and assessment (Part 2). Language
Teaching, 35, 79-113. (SS&H Library High Use)
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford
University Press.
Blaz, D. (2001). A collection of performance tasks and rubrics foreign languages.
Larchmont, NY: Eye On Education.
Davidson, F., & Lynch, B. K. (2002). Testcraft: A teacher’s guide to writing and using
language test specifications. New Have, CT: Yale University Press.
Falk, B. (2000). The heart of the matter: Using standards and assessment to learn.
Portsmouth, NH: Heinemann.
Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London:
The Falmer Press.
Guskey, T. R. (1996). Communicating student learning: 1996 ASCD Yearbook. Alexandria,
VA: Association for Supervision and Curriculum Development.
Hebert, E. A. (2001). The power of portfolios: What children can teach us about learning
assessment. San Francisco, CA: Jossey-Bass.

SLAT7835 Language Testing and Assessment 3
Kirschenbaum, H., Simon, S. B., & Napier, R. W. (1971). Wad-ja-get The grading game in
American education. New York: Hart Publishing Company, Inc.
Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes:
Performance assessment using the dimensions of learning model. Alexandria, VA:
Association for Supervision and Curriculum Development.
McNamara, T. (1996). Measuring second language performance. New York: Longman.
Niyogi, N. S. (1995). The intersection of instruction and assessment: The classroom.
Princeton, NJ: Educational Testing Service.
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The
science and design of educational assessment. Washington, DC: National Academy Press.
Stiggins, R. J. (2001). Student involved classroom assessment (3 rd ed.). Prentice Hall College
Division.
Wiggens, G. (1998). Educative assessment: Designing assessments to inform and improve
student performance. San Francisco: Jossey-Bass.
Style Manual
American Psychological Association. (2001). Publication manual of the American
psychological association (5th ed.). Washington, DC: American Psychological Association.
Resources required and available
Bachman & Palmer (1996) and Shohamy (2001) texts can be purchased from campus
bookshop or www.amazon.com. Stiggins’ book (where his four chapters are) and
McNamara’s book (where his chapter is) can be accessed in the high use area of the Social
Science and Humanities Library. The articles by Lantolf & Poehner and Poehner & Lantolf
can be accessed through UQ Library website. The style manual can be purchased from
campus bookshop, www.amazon.com or found in the Social Sciences and Humanities
Library.
University Learning Resources
Additional course resources and subject area FindIts are available on the Library website
(http://www.library.uq.edu.au/eres/)
The University offers a range of resources and services to support student learning. Details
are available on the myServices website (https://student.my.uq.edu.au/)
Lecture and other contact schedule (tentative)
Week One (1 March)
Introduction and Assessment Task
RA(Reading assignment for next week): Bachman & Palmer, Chapters 1 & 2
Week Two (8 March)
Qualities of Language Tests
RA: McNamara (1996) chapter 3
Week Three (15 March)
Modelling performance: Opening Pandora’s box
RA: Shohamy, Parts I & II

SLAT7835 Language Testing and Assessment 4
Week Four (22 March)
The Power of Tests, Uses of tests: Studies and cases
RA: Shohamy, Parts III & IV
Week Five (29 March)
Uses of tests: Conclusions and interpretations, Democratic perspectives of testing
RA: Stiggins, Chapter 7
Week Six (5 April)
Performance assessment: Rich with possibilities
RA: Stiggins, Chapter 8
Week Seven (12 April)
Personal communication: Immediate information about achievement
RA: Stiggins, Chapter 5
19 April: Mid-term Break
Week Eight (26 April)
Selected response assessment: Flexible and efficient
RA: Stiggins, Chapter 6
Week Nine (3 May)
Essay assessment: Subjective and powerful
RA: Lantolf & Poehner (2004) and Poehner & Lantolf (2005)
Week Ten (10 May)
Dynamic Assessment
Week Eleven (17 May)
Presentations
Week Twelve (24 May)
Presentations
Week Thirteen (31 May)
Discussion of Presentations
Assessment program
1. 5 June 2004 (Friday). Portfolio (35%). Portfolio conferences will occur during the two
week examination period (13 June -24 June); students need to make themselves available
for an appointment during this two week examination time period. Students should not
make plans to leave for the semester until they have completed their portfolio conference.

SLAT7835 Language Testing and Assessment 5
2. Testing and Assessment Project (Cooperative Learning). Participation in group work test
development all semester long. Weeks 11 & 12 during class time present Testing and
Assessment Project (35%)
3. 19 June 2004 (Monday). Testing and Assessment Project (Individual) (30%)
You will be expected to participate in class group work, at times lead either group or class
discussions, and participate in the test construction workshops. You need to prepare materials
so that you can use the time in class to everyone’s advantage (e.g., readings, commenting on
drafts, developing test items).
Assessment criteria
Each assignment will be marked on a scale of 1 through 7. In general, those assignments
receiving a 7 will display comprehension, application, analysis, and synthesis of the
coursework materials. The assignment will further display scholarly tendencies and show
thoughtful and thought-provoking insight with regard to second language testing and
assessment. The assignments will be formatted properly and use appropriate English. Those
assignments receiving a 6 will display comprehension, application, and analysis of
coursework materials, but show some difficulty with the synthesis of coursework materials.
The assignments will be formatted properly and use appropriate English. Those assignments
receiving a 5 will display comprehension and application of the coursework materials, but
show some difficulty with the analysis and synthesis of coursework materials. The
assignments will have some difficulties with format and/or use of English. There could be
problems with cohesion and coherence of the piece. Those assignments receiving a 4 display
comprehension of the coursework materials, but show some difficulty with the application,
analysis, and synthesis of coursework materials. The assignments will have difficulties with
format and/or use of English. There will be problems with coherence and cohesion of piece
along with some structural English problems. Those assignments receiving 3, 2, or 1 do not
demonstrate that the student is comprehending, applying, analysing, and/or synthesising the
coursework material. There are numerous problems with format and use of English. The
student is not completing work at postgraduate level.
Appropriate use of the English language will be expected in both written and oral work.
Inappropriate English usage can lower task mark.
All written work should be typed and double-spaced. When proper format is needed
(referencing, outlining, tables, etc.) please use information guidelines provided in the APA
style manual. Improper use will lower task grade. Assessments, in the main, will not be
returned until all are marked in fairness to all students enrolled in the course.
The following two assessment marking sheets will be used for all assessments:

SLAT7835 Language Testing and Assessment 6
Assessment Marking Sheet
Student’s Name:
7 Assessment displays comprehension, application, analysis, and
synthesis of the course materials. The assessment further displays
scholarly tendencies and shows thoughtful and thought-provoking
insight with regard to the course. The assessment is formatted
properly and uses appropriate English.
6.5 Not a 7 but more than a 6
6 Assessment displays comprehension, application, and analysis of
course materials, but shows some difficulty with the synthesis of
course materials. The assessment is mostly formatted properly and
mostly uses appropriate English.
5.5 Not a 6 but more than a 5
5 Assessment displays comprehension and application of the course
materials, but shows some difficulty with the analysis and synthesis
of course materials. The assessment has some difficulties with format
and/or use of English. There could be problems with cohesion and
coherence of the piece.
4.5 Not a 5 but more than a 4
4 Assessment displays (some) comprehension of the course materials,
but shows (some) difficulty with the application, analysis, and
synthesis of course materials. The assessment has difficulties with
format and/or use of English. There will be problems with coherence
and cohesion of piece along with some structural English problems.
3.5 Not a 4 but more than a 3
3 Assessment does not demonstrate that the student is comprehending,
applying, analysing, and/or synthesising the course material. There
are numerous problems with format and use of English. The student is
not completing work at postgraduate level.
2 Assessment demonstrates that the student has difficulty
comprehending, applying, analysing, and/or synthesising the course
material. There are numerous problems with format and use of
English. The student is not completing work at postgraduate level.
1 Assessment demonstrates that the student has extreme difficulty
comprehending, applying, analysing, and/or synthesising the course
material. There are numerous problems with format and use of
English. The student is not completing work at postgraduate level.
APA format
_____ Student should consult APA format. Numerous problems noted in assessment.
_____ Student should consult APA format. Some problems noted in assessment.
_____ Student should consult APA format. A few glitches noted in assessment.

SLAT7835 Language Testing and Assessment 7

SLAT7835 Language Testing and Assessment 8
Outcomes of assessment exercises
All assessments seek to determine the extent to which students comprehended, applied,
analysed, and synthesized information from the course readings and class discussions.
1. 5 June 2004 (Friday). Portfolio (35%). The portfolio will help document your learning of
the materials throughout the semester. During the beginning of the semester, you will be
given weekly tasks to briefly respond to and you will be able to keep drafts and initial
attempts of developing test tasks and items in your portfolio. The task is designed so that you
become familiar with the possibility of what portfolios can mean to assessment within a
second language classroom and involve students in keeping track of their acquisition of class
materials and discussions. The final entry of your portfolio is a one page evaluation reflecting
on the elements within your portfolio. Throughout the semester you should submit various
portfolio elements to the lecturer so they may be perused and written comments given back to
you. The final mark will be negotiated between you and the lecturer. Examples of previous
portfolios are available to look at in the high use area of the SS&H library and in the
lecturer’s office. All portfolios need to include reflections after each class and include, at
least, the following five items:
a. What was the most important thing you learned during the class
b. What was something you already knew or had learned but it was reinforced
c. Write down a question or query you have concerning the topic(s) discussed.
d. What worked well for you in class
e. What didn’t work well for you in class
A formative assessment will be conducted on the portfolio, please hand in tentative portfolio
element for this assessment on 12 April 2006 (the week before midterm break)
(Attributes developed include but are not limited to: Communication, Computer Literacy,
Critical Thinking, Cultural and Historical Appreciation, In Depth Knowledge, Information
Management, Interdisciplinary Perspective, Lifelong Learning, Problem-Solving,
Scholarship, Team Work)
2. Testing and Assessment Project (Cooperative Learning) (35%). This assignment develops
your group working skills and develops your test development skills. Your group will be
responsible for developing a test for a chapter of an English text. Your mark will consist of
(formative) evaluation(s) of your group work, the completed test and assessment items, the
presentation of the test at the end of the semester (a 15-20 minute overview of the test), and
evaluations from each of your group members. Also consider the “Checklist for evaluating
usefulness” on pp. 149-155 (Bachman & Palmer, 1996). Remember during Weeks 11 & 12
during class time each group will present their testing and assessment items to the whole
class which serves as a culminating activity that reports on the test and assessment items from
participation in group work test and assessment development all semester long. (Attributes
developed include but are not limited to: Communication, Computer Literacy, Critical
Thinking, Cultural and Historical Appreciation, Ethics, In Depth Knowledge, Information
Management, Interdisciplinary Perspective, Lifelong Learning, Problem-Solving,
Scholarship, Team Work)

SLAT7835 Language Testing and Assessment 9
3. 19 June 2004 (Monday). Testing and Assessment Project (Individual) (30%) This
assignment develops your application, analysis, and synthesis skills by developing a test or a
series of test items for second language learners. Using Bachman & Palmer’s (1996)
theoretical framework, you will develop a test or a series of test items for (second) language
learners. Preferably, you will use materials from your own teaching and learning
environments so that the tests can be used in your practice. By completing this task, you must
show how you adhered to the test development issues and procedures outlined in Bachman &
Palmer’s text and clearly articulate how you have met the criteria outlined in Bachman &
Palmer’s text. Also consider the “Checklist for evaluating usefulness” on pp. 149-155
(Bachman & Palmer, 1996). (I cannot review drafts of this assessment; however, I would be
happy to discuss the issues of the assessment with you. Please make an appointment well in
advance of when it is due for such a discussion). (Attributes developed include but are not
limited to: Communication, Computer Literacy, Critical Thinking, Cultural and Historical
Appreciation, Ethics, In Depth Knowledge, Information Management, Interdisciplinary
Perspective, Lifelong Learning, Problem-Solving, Scholarship, Team Work)
Assessment and grading
Formative and summative assessment
Formative assessment will consist of comments and discussion throughout the semester,
along with some possible written comments given once and awhile when portfolios are
reviewed. Formative assessment can also be given by your peers; students should not solely
rely on just the lecturer or tutor of the course for formative comments. In fact, students
should seek out to get comments from their colleagues in the course. Students may also make
an appointment during consultation hours to discuss their assessment exercises. Summative
assessment will be the final marks given to the four outlined assessment exercises.
Grading
The final grade will be averaged as follows:
Example:
Assignment Mark Weighting
#1 5 X 35% = 1.75
#2 6 X 35% = 2.10
#3 5 X 30% = 1.50
Total 5.30
Final Mark 5.00
Note: 6.51-7.00 will receive a 7; 5.51-6.50 will receive a 6; 4.51-5.50 will receive a 5; 3.51-
4.50 will receive a 4; 2.51-3.50 will receive a 3; 1.51-2.50 will receive a 2; 0.51-1.50 will
receive a 1.
Required work
Required readings as assigned, draft test design and item writing, Assessments #1, #2, #3,
participation in group work, attend class every Wednesday evening. All required work must
be completed for a final mark to be awarded.

SLAT7835 Language Testing and Assessment 10
Work not handed in by the due date (in the case of assignments with no extension) or by the
revised date (in the case of assignments with an extension) will lose a mark each day (this
includes weekends) it is late. For instance, if the assignment receives a mark of 5 and is two
days late, the mark recorded will be a 3. Lecturers are not obliged to provide full feedback on
late assignments.
Attendance
Attendance in class is expected. The course is a combination of theoretical and practical
frameworks. Active participation in discussion and activities is encouraged to strengthen a
critical awareness and develop knowledge of the key concepts regarding various second
language testing and assessment issues. Therefore, two or three unexcused absences can
result in the final mark being dropped one lower mark than that obtained. Four or five
unexcused absences can result in the final mark being dropped two lower marks than that
obtained; six unexcused absences can result in the final mark being dropped three lower
marks than that obtained. More than six unexcused absences will result in a consultation with
the lecturer. Excused absences consist of medical illnesses (preferably with a note from a
physician or student health centre), family emergencies (death, accident), and other
unexpected emergencies. These absences need to be discussed directly with the lecturer.
In fairness to those who attend class, I ask those students who miss class for any reason to
develop a make-up plan on what they will do to make-up the two hours missed. The student
will develop the make-up plan along with a deadline date for when it is due. Once I have
agreed to the make-up-plan, the student needs to complete the make-up work. (This can be
completed through email.) Should this not be done, the above paragraph will take effect.
Students should not take advantage of this process to just miss classes.
Assessment policies
Submission of Assessable Work
The work from assessments #1 and #3 will be due at the department office by 5 PM on the
day specified above. This work may be posted to the secretary or delivered to the mailbox for
the department office. The work must be submitted in the appropriate form, and with the
standard cover sheet attached. It is wise to keep a photocopy of your assessment for your
personal records. The work from assessment #2 will be marked throughout the semester and
particularly in classes during weeks eleven and twelve.
Extensions
In the main, this is a postgraduate course and students should plan to get their work in on
time. The students have available to them the dates when assignments are due. They should
plan ahead and meet the various deadlines. In extreme cases, they may request an extension.
ALL EXTENSIONS MUST BE SUBMITTED IN WRITING, PREFERABLY USING AN
EXTENSION REQUEST FORM (see last page of syllabus). An extension form can also be
found on the School’s website.
Extensions will typically be for up to a week after the original due date. Longer extensions
will be the exception and will require either a medical certificate, which should be submitted

SLAT7835 Language Testing and Assessment 11
to the lecturer, or a special case in writing addressed to the lecturer. The length of the
extension is at the discretion of the lecturer.
Assessment-related Policies and Guidelines
An overview of the University’s assessment-related policies can be found on myAdvisor (link
to: http://www.uq.edu.au/myadvisor/index.htmlpage=2910). Students should refer to section
3.30 Assessment in the University Handbook of Policies and Procedures (link to:
http://www.uq.edu.au/hupp/index.htmlpage=25108&pid=25075) for full details on all
assessment-related policies.
Academic Integrity & Plagiarism
It is the University's task to encourage ethical scholarship and to inform students and staff
about the institutional standards of academic behaviour expected of them in learning, teaching
and research. Students have a responsibility to maintain the highest standards of academic
integrity in their work. Students must not cheat in examinations or other forms of assessment
and must ensure they do not plagiarise.
The University has adopted the following definition of plagiarism:
Plagiarism is the act of misrepresenting as one's own original work the ideas, interpretations, words or
creative works of another. These include published and unpublished documents, designs, music,
sounds, images, photographs, computer codes and ideas gained through working in a group. These
ideas, interpretations, words or works may be found in print and/or electronic media.
The following are examples of plagiarism where appropriate acknowledgement or referencing of the
author or source does not occur:
• Direct copying of paragraphs, sentences, a single sentence or significant parts of a
sentence;
• Direct copying of paragraphs, sentences, a single sentence or significant parts of a
sentence with an end reference but without quotation marks around the copied text;
• Copying ideas, concepts, research results, computer codes, statistical tables, designs,
images, sounds or text or any combination of these;
• Paraphrasing, summarising or simply rearranging another person's words, ideas, etc
without changing the basic structure and/or meaning of the text;
• Offering an idea or interpretation that is not one's own without identifying whose idea or
interpretation it is;
• A 'cut and paste' of statements from multiple sources;
• Presenting as independent, work done in collaboration with others;
• Copying or adapting another student's original work into a submitted assessment item.
You are encouraged to read the UQ Academic Integrity and Plagiarism policy
(http://www.uq.edu.au/hupp/index.htmlpage=25128) which makes a comprehensive
statement about the University's approach to plagiarism, the consequences and the principles
associated with preventing plagiarism.
Feedback on Assessment
Feedback is essential to effective learning and students can expect to receive appropriate and
timely feedback on all assessment.
For a detailed explanation of the feedback you are entitled to, you should consult the policy
on Student Access to Feedback on Assessment. (link to:
http://www.uq.edu.au/hupp/index.htmlpage=25114&pid=25075)
As a student you have a responsibility to incorporate feedback into your learning; make use of
the assessment criteria that you are given; be aware of the rules, policies and other documents
related to assessment; and provide teachers with feedback on their assessment practices.

SLAT7835 Language Testing and Assessment 12
There are certain steps you can take if you feel your result doesn’t reflect your performance.
Please refer to the myAdvisor web site (link to:
http://www.uq.edu.au/myadvisor/index.htmlpage=2953&pid=2910)
Other Policies & Guidelines
Placement Courses
Students on a placement course – also known as a work placement, internship, industry study,
industry experience, clinical practice, clinical placement, practical work, practicum,
fieldwork, teaching practice – should refer to the University policy, Placement Courses (link
to: http://www.uq.edu.au/hupp/index.htmlpage=25120&pid=25075) for information on
course administration, assessment, dispute resolution, expectations and responsibilities.
Working with Children
Students whose studies include a professional/work placement, internship, clinical practice,
teaching practice or other similar activity which involves them in regular contact with
children should refer to the University policy, Working with Children Check - "Suitability
Card" (link to: http://www.uq.edu.au/hupp/index.htmlpage=25004&pid=24963) to find out
how to apply for a ‘working with children check’.
Students with a Disability
Any student with a disability who may require alternative academic arrangements, including
assessment, in the course/program is encouraged to seek advice at the commencement of the
semester from a Disability Adviser at Student Support Services. Refer to the University
policy, Students with a Disability (Disability Action Plan) (link to:
http://www.uq.edu.au/hupp/index.htmlpage=25122&pid=25075) and to the policy on
Special Arrangements for Examinations for Students with a Disability (link to:
http://www.uq.edu.au/hupp/index.htmlpage=25111&pid=25075
Where an adjustment is made to an accredited program, it is the responsibility of the relevant
Faculty to liaise with professional and registration bodies regarding the acceptability of the
change/s.
Occupational Health and Safety
Undergraduate Students (link to:
http://www.uq.edu.au/hupp/index.htmlpage=25055&pid=25015) and Postgraduate Students
(link to: http://www.uq.edu.au/hupp/index.htmlpage=25057&pid=25015) should be familiar
with the University policies on occupational health and safety in the laboratory.

SLAT7835 Language Testing and Assessment 13
Plagiarism. A general rule of thumb: when in doubt, reference!
The University of Queensland
Applied Linguistics
Statement on Plagiarism
Plagiarism is taking work from others without acknowledging the source. Plagiarism is
covered under the University's code of misconduct, and considerable penalties are provided
for deliberate plagiarism which is designed to benefit an individual, or to disadvantage others.
"Work" in the above paragraph, covers many things:
• Expression, phrases, sentences, and paragraphs
• Ideas
• Pictures, graphics, music, and other multimedia items/information
• Parts of computer programs
• Formulae
In some cultures it is accepted practice to quote authoritative sources without indicating the
source. In Australia, students and scholars are required to indicate when others' work has
been imported into assignments, reports, articles, papers, or books. In the body text, the
name(s) of the author(s), the year, and the page number(s) are normally required.
It is particularly important that page numbers be included so the relevant source text
reference may be accessed. If using a direct quotation from a source, the words must be
enclosed in quotation marks, and the page numbers must be given. If the entire publication is
being referenced, page numbers are not required.
In the reference list or bibliography at the end of the text, the form of indicating the source
typically involves citing the author, published work, page references and details of
publication (i.e., year, place, and publishing company). More information on plagiarism and
proper referencing procedures can be found in the APA 1 and MLA 2 style manuals. Specific
queries may also be addressed by individual subject lectures.
Applied Linguistics students found guilty of plagiarism will be bound by the University code
of misconduct.
1 American Psychological Association. (2001). Publication manual of the American Psychological
Association (5 th ed.). Washington, DC: American Psychological Association.
2 Gibaldi, J., & Achtert, W. S. (1995). MLA handbook for writers of research papers (4 th ed.). New
York: The Modern Language Association.
This statement was originally developed for the Centre for Language Teaching and Research (CLTR).
As the CLTR was disestablished in 2001, Applied Linguistics has assumed the courses of the former
CLTR. Hence, Centre for Language Teaching and Research or CLTR has been removed and
substituted with Applied Linguistics in the above statement.

SLAT7835 Language Testing and Assessment 14
NOTE: Students who have a 7 or below in IELTS should seek assistance from Student
Support Services or seek a private tutor to help them with their academic English skills.
Information From: Student Support Services
Subject: Services from Learning Advisers
The largest part of our work involves helping students improve their assignment and
thesis writing. This involves everything from understanding academic expectations (e.g.
analysis and critique versus description; referencing conventions; etc.), conceptualising the
topic/thesis, analysing the topic, organising one's thoughts, to working on drafts. It is
important to note here that while we don't provide a grammar checking or proofreading
service per se, we DO work extensively with students to help them improve the clarity of
what they are saying. This sometimes involves working on grammatical correctness, but also
involves helping students to work on removing ambiguity, reducing vagueness, and
improving logical coherence and flow. Also, please note that we work on all the above things
with students from ALL backgrounds, not just NESB students.
Apart from helping students improve the quality of their assignments or theses, and to
understand better what is required by different types of academic writing, we also work with
students on developing appropriate and effective approaches to:
• adjusting to university study (as a recent high school leaver, as a mature age student, as
an international student);
• increasing motivation and concentration;
• study and time management;
• reading, researching and note-taking;
• improving oral presentations;
• working and learning in small groups;
• surviving quantitative courses (such as statistics) for the mathematically rusty or
disinclined;
• establishing and maintaining good working relationships with supervisors.
We work with students both individually and in groups, as well as run both a workshop
program open to all students (see: http://www.sss.uq.edu.au/index.htmlid=1185 ) and
dedicated workshops at the request of individual academics. At each campus, students can
make free and confidential individual appointments with a Learning Adviser as follows:
ST LUCIA , The Relaxation Block (Building #21D in the Union Complex, opposite the main
refectory), Phone: 3365 1704
For self-help, students can also be directed to our websites:
Studying at University as an International Student
http://www.sss.uq.edu.au/linkto/isweb/
UniStudy: first semester to graduation & beyond
http://www.sss.uq.edu.au/linkto/ugweb
PhD: First thoughts to finished writing
http://www.ems.uq.edu.au/phdweb/phhome.html

SLAT7835 Language Testing and Assessment 15
We hope the above information helps you to inform your students more fully of the range of
supplementary help available from Learning Advisers should you wish to do so.
The Learning Advisers, Student Support Services, Email: relax@uq.edu.au
Graduate attributes developed
In-depth knowledge of the field of study
• A comprehensive and well-founded knowledge of the field of study.
• An understanding of how other disciplines relate to the field of study.
• An international perspective on the field of study.
(The students will read 2 texts and 2 journal review articles, and other texts and discuss,
describe, and explain the various issues from these materials)
Effective communication
• The ability to collect, analyse, and organise information and ideas and to convey those
ideas clearly and fluently, in both written and spoken forms.
• The ability to interact effectively with others in order to work towards a common
outcome.
• The ability to select and use the appropriate level, style and means of communication.
• The ability to engage effectively and appropriately with information and communication
technology.
(The students will work in groups and develop testing and assessment items, they will
present these testing and assessment items at the end of the course to their peers. They will
also write a review to demonstrate their understanding of material they have read.)
Independence and creativity
• The ability to work and learn independently.
• The ability to generate ideas and adapt innovatively to changing environments.
• The ability to identify problems, create solutions, innovate and improve current practices.
(The students will complete an individual test development project for their particular
learning environment. They will write a book review to demonstrate their understanding of
material they have read.)
Critical judgement
• The ability to define and analyse problems.
• The ability to apply critical reasoning to issues through independent thought and
informed judgement.
• The ability to evaluate opinions, make decisions and to reflect on the justifications for
decisions.
(The students will define, analyze, and apply critical reasoning to problems both in their
social and individual constructions of knowledge. They will develop criteria through course
readings and discussions to help them evaluate, make decisions, and reflect on the manner in
which tests and assessments are developed and used.)

SLAT7835 Language Testing and Assessment 16
Ethical and social understanding
• An understanding of social and civic responsibility.
• An appreciation of the philosophical and social contexts of a discipline.
• A knowledge and respect of ethics and ethical standards in relation to a major area of
study.
• A knowledge of other cultures and times and an appreciation of cultural diversity.
(The students will work in cooperative learning groups throughout the majority of the
semester and be responsible for how their group develops testing and assessment items. They
will further develop sensitivities of the various issues within the social contexts of tests and
assessments. They will begin to develop ethical awareness concerning the use and
interpretation of tests and assessments.)
Bibliography
Authors who influence and guide my learning and teaching:
Allen, R. V. (1976). Language experiences in communication. Boston, MA: Houghton
Mifflin Company.
Banner, J. M., & Cannon, H. C. (1997). The elements of teaching. New Haven, CT: Yale
University Press.
Banner, J. M., & Cannon, H. C. (1999). The elements of learning. New Haven, CT: Yale
University Press.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school. Washington, DC: National Academy Press.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA:
Jossey-Bass.
Bullough, R. V. Jr., & Gitlin, A. (2001). Becoming a student of teaching: Methodologies for
exploring self and school context (2 nd ed.). New York: Garland Publishing, Inc.
Hebert, E. A. (2001). The power of portfolios: What children can teach us about learning and
assessment. San Francisco, CA: Jossey-Bass.
Hogan, K., & Pressley, M. (1997). Scaffolding student learning: Instructional approaches &
issues. Cambridge, MA: Brookline Books.
Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses:
Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon.
Joyce, B., & Weil, M. (1986). Models of teaching (3 rd ed.). Englewood Cliffs, NJ: Prentice-
Hall, Inc.
Kegan, R., & Lahey, L. L. (2001). How the way we talk can change the way we work. San
Francisco, CA: Jossey-Bass.
Kleinsasser, R. C. (1993). A tale of two technical cultures: Foreign language teaching.
Teaching and Teacher Education An International Journal of Research and Studies, 9 (4),
373-383.
Kohl, H. (2003). Stupidity and tears: Teaching and learning in troubled times. London: The
New Press.
Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven, CT: Yale
University Press.
Palmer, P. J. (1998). The courage to teach: exploring the inner landscape of a teacher’s life.
San Francisco, CA: Jossey-Bass.

SLAT7835 Language Testing and Assessment 17
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The
science and design of educational assessment. Washington, DC: National Academy Press.
Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University
Press.
Savignon, S. J. (1997). Communicative competence: Theory and classroom practice (2nd
edition). Sydney: The McGraw Hill Companies.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and
schooling in social context. Cambridge: Cambridge University Press.

SLAT7835 Language Testing and Assessment 18
MA Students – SLAT7835
Group Presentation Comment Sheet
Group Members: ______________________________________________________
Selection of Pertinent Topics
Relationship of Class Knowledge with Presentation's Content
Development of L2 Examples for Programs
Collegiality/Group Participation
General Comments
Presentation Mark ____

SLAT7835 Language Testing and Assessment 19
Comment and Evaluation Sheet of Members in Your Group
Name (of group member being
evaluated):________________________________________________
Was the individual prepared by having read ____yes ___no
and developed ideas for test items
Explain and give an example:
Did individual contribute comments and questions ___yes ___no
during test design and development
Explain and give an example:
Did individual carry own weight during the activity ___yes ___no
Explain and give an example:
Was the individual collegial ___yes ___no
Explain and give an example:
Was the individual collaborative ___yes ___no
Explain and give an example:
Was the individual cooperative ___yes ___no
Explain and give an example
Strengths of the individual during group work:
Things the individual could work on during group work:
Other comments:
Evaluator: ____________________________________________________

SLAT7835 Language Testing and Assessment 20
EXTENSION REQUEST FORM
(To be completed by students)
DATE:
____________________________________
STUDENT’S NAME: ____________________________________
LECTURER:
Assessment Item:
Original Due Date:
____________________________________
____________________________________
____________________________________
Reason for Extension Request:
(Please attach any relevant documentation: e.g., doctor’s certificate)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
Student’s signature ______________________ Student Number ___________________
___________________________________________________________________
EXTENSION RESPONSE
(To be completed by the relevant lecturer)
Extension denied
Extension granted
Assessment now due: _____________________________
Lecturer’s signature:
Date:
_____________________________
_____________________________