top of page
Image by Thomas Bormans

COURSE SYLLABUS

  • SCOPE OF COURSE SYLLABUS

    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Principles of Language Assessment and Testing course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    COURSE AT A GLANCE

    Course Title

    Principles of Language Assessment and Testing


    Subject Area

    Teaching English as a Foreign Language


    Course Code

    TEFL 00018


    Course Level

    Vocational


    Credits

    0.0


    Prerequisites

    None


    Methods of Delivery

    Face-to-face

    Online


    Expected Length

    1.0 Week


    Class Meetings

    Dependent on the choice made during enrollment


    Faculty

    TBD


    INFORMATION TECHNOLOGY

    Computer Software: Any computer software that aids learning.


    TEXT(S)

    Text 1: FTELL

    Title: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice

    Author(s): Wayne E. Wright

    Edition: 3rd

    ISBN: 9781934000366

  • SYNOPSIS

    This is an academically rigorous and comprehensive course meticulously crafted for educators, assessment specialists, language program directors, and policymakers focused on the domain of English Language Learning (ELL) assessment. This course delves into the nuanced distinctions between testing, assessment, and evaluation, dissecting their respective roles, applications, and critical importance in the broader landscape of language education. Through an in-depth examination, participants are guided to critically analyze the inherent limitations and potential biases of standardized testing methodologies when applied to ELLs' academic achievement and English language proficiency evaluation. The curriculum further navigates the intricate challenges of conducting assessments within the ambit of the Every Student Succeeds Act (ESSA), spotlighting the specific hurdles posed by online assessment modalities. Emphasizing the imperative for authentic alternative assessments, this course advocates for approaches that yield valid, reliable, and comprehensive evidence of ELLs’ linguistic and academic growth. By championing the employment of multiple measures in the assessment process, the course aspires to equip participants with the sophisticated understanding necessary to foster equitable, effective, and reflective assessment practices that accurately reflect the diverse proficiencies of ELLs.


    LEARNING OUTCOMES

    Upon completion of the course, students are expected to be able to:

    • Articulate the Distinctions Among Testing, Assessment, and Evaluation: Demonstrate a deep and nuanced understanding of the differences between testing, assessment, and evaluation, elucidating their individual and collective significance within the framework of language education and policy implementation.

    • Evaluate the Limitations of Standardized Testing for ELLs: Engage in a critical examination of the reliance on standardized tests for assessing ELLs’ academic achievements and language proficiencies, identifying the risks of bias, cultural insensitivity, and the potential misalignment with learners' actual capabilities.

    • Address Challenges Presented by the ESSA Framework: Analyze the specific challenges and implications of measuring academic growth, achievement, and English language proficiency for ELLs under the legislative provisions of the Every Student Succeeds Act (ESSA), with a focus on ensuring equitable and inclusive educational practices.

    • Investigate the Complexities of Online Assessments: Scrutinize the unique challenges associated with administering assessments online, including considerations related to digital accessibility, technological literacy, and the integrity of assessment outcomes.

    • Develop and Implement Authentic Alternative Assessments: Formulate and advocate for the use of authentic alternative assessments that provide a holistic, valid, and reliable representation of ELLs’ academic progress and language development, underscoring the value of these assessments in capturing the multifaceted nature of learner achievement.

    • Champion the Use of Multiple Measures in Language Assessment: Justify the critical need for employing a diverse array of assessment measures to attain a comprehensive, accurate, and nuanced understanding of ELLs' learning trajectories, achievements, and areas for improvement.


    This course is designed for a discerning cohort of professionals committed to advancing equity and excellence in the assessment of English Language Learners. Through a synergistic blend of theoretical exploration and practical application, participants will emerge as informed advocates and practitioners of sophisticated, culturally responsive assessment methodologies. These methodologies aim to accurately assess and enhance the educational experiences and outcomes of ELLs, thereby contributing to their holistic development and success in multilingual and multicultural academic environments.

  • Evaluating Linguistic Competence: Advanced Perspectives on Language Assessment and Testing

    Reference(s): FTELL Ch6

  • PROFESSIONALISM

    WEIGHT: 10.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    The participation of all enrolled individuals in the full spectrum of classroom interactions is not merely encouraged but deemed essential. The institution upholds a policy of compulsory attendance, underscoring its critical role in maximizing engagement opportunities and enriching the educational journey. The evaluation framework prioritizes the substance and quality of contributions made within the learning environment. It distinguishes itself by focusing on the depth and relevance of student participation rather than the sheer frequency of submissions or verbal contributions during sessions.


    In pursuit of fostering an academic community characterized by mutual support and collaboration, students are strongly encouraged to exchange personal contact information. This initiative aims to construct a robust support network, enabling peers to assist one another in the event of any absences, thereby minimizing disruptions to the learning continuum. Furthermore, students are urged to engage in open dialogue with the course instructor regarding any concerns or inquiries. Such proactive communication is instrumental in navigating academic challenges, enhancing the educational experience, and ensuring a thorough comprehension of the course material.


    This approach not only reaffirms our commitment to academic excellence and professionalism but also promotes a culture of responsibility, engagement, and continuous learning. Through adherence to these guidelines, students contribute to a dynamic and interactive learning environment, thereby enriching both their personal and collective academic experiences.


    FORMATIVE ASSESSMENT

    WEIGHT: 30.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    SUMMATIVE ASSESSMENT

    WEIGHT: 60.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week
  • PARTICIPATION POLICY

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    GRADING

    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    ACADEMIC INTEGRITY POLICY

    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    STUDENT WELFARE AND PRIVACY POLICY

    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email DS@TheAUS.us.


    USE OF COURSE MATERIALS AND LECTURES

    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    WEEKLY CLASS MEETINGS AND SYLLABUS

    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.

OFFICE OF ACADEMIC AFFAIRS

bottom of page