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Guidelines_English_Final
تحميل الدليل التدريبي

أسئلة شائعة


 

Ministry of Education

Riyadh Teachers’ College

English Department

 

UNDERGRADUATE PROGRAM

COURSE SYLLABUS

 

Course Title:                                      Language Tests

Course Code:                                     ENG485

Number of credit hours:                    3 credit hours

 

Instructor:

Office phone:                                     

Office hours:

E-mail:

                         

I-  Course Description:

This course helps English majors acquire the knowledge, skills, and attitudes necessary for writing effective language tests. In addition to highlighting the general principles of language testing, the course shows prospective teachers of English how to construct a wide range of tests and test items and how to select those most suitable for their individual purposes. Greater emphasis will be placed on giving prospective teachers of English enough practice in the different processes of constructing a variety of useful test items. In this way, hopefully, the prospective teachers of English will develop a deeper insight into the fundamentals and techniques of both the testing and teaching of English as a foreign language.

 

II- Rationale:

Do we teach what we test? Or test what we teach? An appropriate answer for these questions might provide a  rationale for this course. In fact, both testing and teaching are so closely interrelated that it is impossible to work in either field without being concerned with the other. Language tests help to locate the areas of difficulty encountered by the class or the individual student. Also, tests help teachers evaluate the effectiveness of the syllabus as well as the methods and materials they use. Thus, a course on language tests may be instrumental for  enabling EFL teachers to increase their effectiveness by making adjustments in their teaching for the sake of more student benefit and effectiveness.

 

III-Course Objectives:

By the end of this course, English majors are expected to be able to:

1.      define the characteristics of a good language test.

2.      differentiate between recognition and productions tests.

3.      compare subjective and objective tests.

4.      recognize different types of language tests.

5.      construct tests of grammar using different item types

6.      construct tests of vocabulary using different item types.

7.      construct listening comprehension tests using different item types.

8.      construct oral production tests using different item types

9.      construct reading comprehension tests using different item types.

10.  construct writing tests using different item types.

11.  define criteria for effective language tests.

12.  interpret test scores using appropriate statistical techniques.


 

 IV-Calendar, Course Contents and Assignment Specifications:

 

 

Time

 

 

Topics / Content areas

 

Assignments

 

 

 

 

 

First week

Introduction to language testing

Testing and teaching

Why testing

Testing the language skills

Testing the language items

Language skills and language elements

Recognition and production

Problems of sampling

Avoiding traps for students

 

Students are required to:

Prepare home assignments to show their understanding of the differences between production and recognition test items

 

 

Second week

Objective testing

Subjective and objective testing

Multiple choice tests

Stems/correct options/distractors

Writing the test

Students are required to:

-read the assigned chapters

Conduct in-class analysis of language tests

design a multiple-choice test using the current series of teaching English in the Saudi intermediate schools.

 

 

Third week

Tests of grammar and usage

Multiple-choice grammar items

Word-order items

Completion items

Transformation items

Students are required to:

-read the assigned chapters

Conduct in-class analysis of grammar tests

design grammar tests using the current series of teaching English in the Saudi intermediate schools

 

 

Fourth week

 

Testing vocabulary

Multiple-choice items

Matching items

More objective items

Completion items

Students are required to:

read the assigned chapters and articles

Conduct in-class analysis of vocabulary tests

design vocabulary tests using the current series of teaching English in the Saudi intermediate schools

 

 

Fifth  week

 

 

Presentations

 

Students are required to:

Present their grammar tests

Present their vocabulary tests

Discuss them with the instructor and their colleagues

 

 

 

Sixth week

Testing listening comprehension

Phoneme discrimination tests

Tests of stress and intonation

Testing comprehension through visual materials

Statements and dialogues

Understanding talks and lectures

Students are required to:

-read the assigned chapters and articles

-Conduct in-class analysis of listening comprehension tests

-design listening comprehension tests using the current series of teaching English in the Saudi intermediate schools

 

 

Seventh  week

Oral production tests

Some difficulties in testing the speaking skills

Reading aloud, oral skills

Using pictures for assessing oral production

The oral interview

Pencil -and -paper techniques

Students are required to:

-read the assigned chapters and articles

-Conduct in-class analysis of grammar tests

-design vocabulary tests using the current series of teaching English in the Saudi intermediate schools

 

Eighth

week

presentations

Students are required to:

Present their listening comprehension  tests

Present their oral production tests

  Discuss them with the instructor and their colleagues

 

Ninth  week

 

Mid-term Exam

 

 

 

 

 

Tenth  week

 

 

 

 

Testing reading comprehension

The nature of the reading skills

Initial stages of reading

True/false reading questions

Multiple-choice items

Short texts & long texts

Completion items

Cloze procedure

Cursory reading

Students are required to:

-read the assigned chapters and articles

-Conduct in-class analysis of reading comprehension tests

 -design reading tests using the current  

  series of teaching English in the Saudi

    intermediate schools

 

 

 

Eleventh  week

Testing the writing skills

Testing composition writing

Situational composition

Objective tests of writing

Linkage and expansion

Mechanics of writing

Judgment skills

Controlled writing

Students are required to:

-read the assigned chapters and articles

-Conduct in-class analysis of writing tests

-design writing tests using the current series of teaching English in the Saudi intermediate schools

 

 

Thirteenth

  week

 

 

Presentations

Students are required to:

Present their reading comprehension  tests

Present their writing tests

Discuss them with the instructor and their colleagues

 

 

 

Fourteenth

  week

Criteria and types of tests

Validity

Reliability

Discrimination

Administration

Test instructions for the testees

Backwash effects

Types of tests

Students are required to:

Read assigned chapters and articles

-Apply the criteria of tests to their designed tests.

-Write test instructions

 

 

 

Fifteenth

  week

Interpreting test scores

Frequency distribution

Measures of central tendency

Item analysis

Guessing

Item cards and banks

Students are required to:

Read assigned chapters and articles

Analyze test scores using suitable statistical techniques

 

Sixteenth week

Final exam

 

 

V- Evaluation:

Effective attendance & in-class participation

10 marks

Mid-term exam

20 marks

Written assignments

10 marks

Final exam

60 marks

Total

100 marks

 

VI- Required texts:

Heaton, J.B. (1975). Writing English language tests: A practical guide for teachers of English as a second or foreign language. London: Longman.

 

VII- Instructional Procedures:

Handling course content will systematically proceed according to the following steps:

  • Detailed explanation of the language skills or language aspects to be tested followed by analysis  test items that can be used in testing such skills or language elements.
  • PowerPoint presentations in which model tests are provided by the instructor for discussion and analysis.
  • Collaborative work: in which students work in groups to construct test items based on the model (s) provided before.
  • Individual work, in which students are asked to design their own tests according the examples provided in the previous steps. These tests are assigned as  homework and are to be submitted to the instructor for feedback.
  • In-class discussion of the tests designed by students along with instructor-provided feedback.

 

VIII- General Course Requirements:

  • Each student is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects.
  • All assignments should be submitted on the specified date. Assignments turned in late are subject to point reductions.
  • All written assignments and reports should be word-processed, double-spaced, named, and dated.
  • Mid-term and final exams will be given in this course.

 

IX- Internet sites for language testing:

  • www.englishstudydirect.com/OSAC/LTOmenu.htm
  • www.vec.ca/english/3/testing-ielts.cfm
  • www.cic.gc.ca/english/skilled/qual-3-1.html
  • www.dlielc.org/testing/index.html
  • www.altalang.com/testing.htm
  • www.psc-cfp.gc.ca/ppc/sle_main_e.htm
  • www.cal.org/topics/tests.html
  • www.ealta.eu.org
  • www.well.ac.uk/languageExercises
  • www1.dshs.wa.gov/msa/ltc/index.html
  • www.dundee.ac.uk/languagestudies/ltest/ltr.html
  • www.toefl.org/index.html
  • www.ielts-test.com
  • www.ltrc.unimelb.edu.au

X- References

 

Garcia, G.E. (1994). Assessing the literacy development of second-language students: A focus on authentic assessment. In K. Spangenberg- Urbschat & R. Richard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 180-206). DE: International Reading Association.

 

Hasit, C. & DiObilda, N. (1996). Portfolio assessment in a college developmental reading class. Journal of Developmental Education, 19, 26-31.

 

Ryan, J. & Miyasaka, J. (1995). Current practices in testing and assessment: What is driving the change? NASSP Bulletin, 1-10.

 

 

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