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5 & 6 Critique of Assessment PracticesCurrent language and literature assessment activitiesSample assessment toolsChallenges, threats, abuse7 Discrete-point v. Integrative Approaches and TechniquesCloze test, Gap filling test, Multiple-choice, Alternativeobjective, Ordering task, Dichotomous items;C-test, Cloze elide test, Short answer test, Free-recall test,Summary, Information- transfer techniques8 & 9 Assessing reading sub-skillsReading Assessment ResearchAssessing phonological awarenessAssessing phonemic awarenessAssessing syllabic awarenessAssessing word recognitionAssessing reading speedAssessing syntactical abilityAssessing comprehension10 &1112 &13Assessing speakingTheoretical modelsThe nature of speaking and factors of assessmentSpeaking tasksTest specificationsValidity & reliabilityAssessing WritingProcess and Product of writing14 Assessing learning achievement15 Reporting and using language assessment resultsWashback effect16 & Examinations17MaterialsAlderson, J.C. (2000) Assessing Reading, Cambridge: Cambridge University Press.Hughes, A. (1989) Testing for Language Teachers, Cambridge: Cambridge University Press.Luoma, S. (2004) Assessing Speaking, Cambridge: Cambridge University Press.Norris, J.M. et al (1998) Designing Second Language Performance Assessments, Honolulu:University of Hawai‟iPhillips, J. (1991) Handbook of Training Evaluation and Measurement Methods, London: KoganPage Ltd.Weigle, S.C. (2002) Assessing Writing, Cambridge: Cambridge University Press.40
AssessmentCourse assessment will be conducted by coursework, contributing 40% of the final mark, andwritten examination, marked out of 60%. Coursework will consist of practical exercisesinvolving the assessment of selected aspects of language learning. Learners will presentassessment portfolios following guidelines.LLE 7202 SUPERVISION AND INSPECTION OF LANGUAGE AND LITERATURETEACHING PROGRAMMES (Core for All MED LLE)Learning OutcomesLearners will be able to:(i) define standards for language and literature teaching;(ii) provide support supervision for language and literature teachers;(iii) assess classroom teaching of language and literature at all educational levels;(iv) recommend practices for language and literature teaching in specified contexts.ObjectivesThe course intended to equip learners with:(i) knowledge of referentials for quality in language education;(ii) knowledge of principles and practices in supervision and inspection of language andliterature teaching programmes;(iii) knowledge of the qualities of an effective inspector;(iv) knowledge of the philosophy of integrative language teaching approaches;(v) knowledge of communicative language teaching methodologies;(vi) skills of assessing classroom methodology;(vii) skills of analysing teaching-learning contexts;(viii) skills of mentoring language teachers and in-school supervisors, and(ix) skills of reporting assessment.ContentIn this course, learners will be exposed to the theory of inspection in general and its applicationin language education before they go on to practice supervision and inspection of languageteachers in schools and colleges. They will learn how to conduct inspection and supportsupervision of teachers for strengthening their capacity to deliver language curricula at differentgrade levels in the school system. They will also learn how to produce, present and influenceplough back of inspection reports into school language and literature programmes. Coursepracticals will be conducted in demonstration and college schools and teachers colleges as part ofuniversity-school collaboration projects.MethodsLectures; Seminar; Demonstration, Tutorials Project work, Group and Peer Discussions.Course OutlineWeekContent/Activity41
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