COURSEWORK (SEMESTER 6)

PROGRAM
ME:
PROGRAM
PENSISWAZAHAN GURU
(PPG)
AMBILAN JUN 2011
NAME:
COURSE:
Language
Assessment Code :
TSL3!
SEMESTE
R:
6 (Am"#$an %un
!&)
'ATE SET: ((!&)
'ATE
'UE:
Tas* :
+(!(!&)
Tas* ! , 3 :
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LEARN-NG OUTCOMES:
1. Demonstrate an understanding of the principles and practices of
language assessment. (1.1, 1.2, 1.4)
2. Design, construct and use various test types to assess language skills
and content areas in the context of primary schools. (1.4, 2.3, 2.4)
3. nterpret data and report students! performance. (1.4, 2.4, 3.4, 4.3)
4. "se appropriate assessment methods to assess language skills and
language content. (1.3, 1.#, 2.3, 2.4)
$. %e&ect and discuss issues and concerns in language assessment in
'alaysia and other countries. (1.#, $.$, #.4, (.2 )
)his course*ork assesses learning outcomes 1 and 2.
COURSEWORK O.%ECT-/ES:
)o ena+le students to,
1. demonstrate +asic understanding of the principles and practices of
assessment in primary -nglish language teaching contexts.
2. design, construct and use various test types to assess language
skills and content areas in the context of primary schools.
3. re&ect on and discuss issues related to assessment in the primary
-nglish language classroom
1
ASS-GNMENT (&&0)
)his assignment seeks to explore the assessment of language skills and
language content employed +y teachers in the -/0 primary classrooms.
)he data collected from classroom o+servations *ill form the point of
reference for test design and construction and for critical re&ection.
Pa1t -
1ritten %eport on 2lassroom 3+servation (ndividual)
(345)
T2e Tas*
a. 3+serve an -nglish teacher teaching and pay special attention to
the test t34e (refer to lecture for *eek 3 and 4) employed +y the
teacher to assess any language skill(s) or language content. )ake
note of the test employed and evaluate it *ith regards to 5ou1
primary principles of language assessment ie. validity, relia+ility,
practicality and o+6ectivity. /econdary principles such as
authenticity, interpreta+ility and *ash7
+ack e8ect can +e included to further enhance your o+servation
report. 1ith the teacher!s permission, audio record the lesson to
document pertinent points *ith regards to the assessment process
and implementation.
n a+out 6&& 7o1ds, *rite a report of your o+servation and
comment on the strengths 9 *eaknesses of the test and suggest
improvements to make it more e8ective. /upport your vie*s and
opinions *ith related literature.
:ppend (if any) pictures, sketches, notes, and other supporting
materials.
Pa1t --
)est Design, 2onstruction and "se in the 0anguage 2lassroom (;air
*ork < ndividual) (345)
T2e Tas*
a. n pairs < individually, identify one language skill (0,/,%,1 or
0anguage 2ontent = >oca+ 9 ?rammar) you *ish to teach. Develop
a lesson plan to teach the selected skill. Design a test or an
assessment task that can +e used to assess the language skill
identi@ed. nclude a )a+le of )est /peci@cation ())/) to indicate the
structure of your test. 1hile the lesson plan is necessary for you to
carry out the teaching process, your focus should +e on ho* and
*hy the test designed and constructed +y you is relevant to the
2
particular language skill identi@ed +y you. Aence the ))/ and the
test items, instructions and layout must +e clear and *ell structured.
'ark< /core the test that you had designed. nclude a +rief report<
*rite7up on your students on the pupils performance and your
impression of the test as a valid and relia+le language assessment
instrument. )ake note of the improvements that you have
suggested in ;art to make the assessment e8ective in relation to
your o*n test.
+. 2ompile all your documents.
;repare the +rief report. Both of you need to hand in one ;art )ask
portfolio, *hich
includes ,
3ne lesson plan to teach one language skill
3ne ))/
)he complete test and ru+rics< instructions OR the assigned
assessment task and ru+rics
)he scoring <marking scheme
Brief revie* <*rite7up of the test scores< result
7 5 passes
7 DiCcult 7 -asy item(s)
7 2an it discriminate the *eak and good pupilsD
7 nclude elements of the test< task design, construction
process and overall e8ectiveness
Eour overall perception of this task = is it usefulD 1hy D Ao* it
can help you to understand the language assessment
principles +etterD
Pa1t ---
2ritical %eport (ndividual)
(445)
T2e Tas*
a. ndividually, *rite a critical report of a+out !&& 7o1ds. Eour report
should include insights that you have gained in designing,
constructing and using a test or an assessment task in the -/0
primary classroom. Eou may suggest alternative *ays in *hich the
test or assessment task could +e designed or used. -xplain the +asis
of your recommendations and su+stantiate *ith relevant references.
+. /u+mit the critical report together *ith the lesson plan, the test or
assessment task and the report on your classroom o+servation.

TOTAL MARKS: &&0
3
A GOO' ASS-GNMENT S8OUL' S8OW
1. : good understanding of the task
2. 3riginality in presentation
3. :ppropriate language use
'ETA-LE' RE9U-REMENTS :OR COURSEWORK
1. )his course*ork reFuires you to *ork individually and in pairs. Eou
are advised to discuss your *ork regularly *ith your supervisor to
ensure targets are met.
2. Eour supervisor!s signatures are reFuired on the colla+oration forms.
3. Go duplication of assignments from other course*ork is allo*ed.
4. ;lagiarism in any form *ill not +e tolerated. :ll +orro*ed ideas must
+e ackno*ledged and properly cited.
$. 2ite the source of the text and any references you used using the
:;: format. Re5e1en;#ng #s 4a1t o5 t2e assessment(
#. Eour *ork should +e type *ritten *ith dou+le spacing and font :rial
siHe 11.
(. )he cover page should have the follo*ing information,
a. Game
+. ndex num+er and D
c. 2lass<?roup
d. )itle of essay
e. 0ecturer!s name
I. Eou should adhere to the deadline. 1ithout an approved extension of
time, late su+mission *ill +e dealt *ith severely.
MARK-NG CR-TER-A
)he assignment *ill +e marked against the marking criteria set for this
course*ork.
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