TABLE 3: SUMMARY OF INFORMATION ON EACH COURSE/MODULE

1. Name of
Course/Module

Language Assessment
Penilaian Bahasa

2. Course Code

TSL3123

3. Name(s) of academic
staff
4. Rationale for the
This course is relevant to student teachers of English as a Second Language as it
inclusion of the
provides the suitable pedagogical content knowledge for them to carry out teaching
course/module in the and learning activities effectively.
programme
5. Semester and Year
offered
6.

Semester 2, Year 3

Total Student
Learning Time (SLT)

Face to Face

L = Lecture
T = Tutorial
P = Practical
A = Assessment

30

15

2.5

Non Face To Face

Total Guided and

Independent Learning

72.5

120

7. Credit Value

8. Prerequisite (if any)

None

9. Learning Objectives

Student is able to:

1. understand the principles and types of assessment in a primary ESL
classroom
2. design appropriate test types to assess language skills and content areas in
a primary ESL classroom
3. have an awareness of issues and concerns related to assessment in
Malaysian primary schools

10. Course Learning

Outcomes
(CLO)

1.
2.

Demonstrate an understanding of the principles of language assessment.

Design, construct and use various test types to assess language skills and
content areas in the context of primary schools.
Apply appropriate assessment criteria, interpret data and report students
performance.
Discuss issues and concerns in language assessment in Malaysian primary
schools.

3.
4.

LEARNING TAXONOMIES

C
1
1
2
3
4

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C
2

C
3
x

C
4

C
5

C
6

x
x

P
1

P
2

P
3

P
4

P
5
x

P
6

P
7

A
1

A
2

(characterization)Internalizing values

Organization
A
4

A
5

x
x

A
3
x

x
x

Valuing

Responding

Receiving

Origination

AFFECTIVE
DOMAIN

Adaptation

responseComplex or overt

Mechanism

Guided response

Set

Perception

Synthesis

Evaluation

PSYCHOMOTOR
DOMAIN

Analysis

Application

Knowledge

CLO

Comprehension

COGNITIVE
DOMAIN

11. Transferable Skills:

Upon completion of this course, what are the transferable skills that students can
gain? Please put an X in the Yes or No cell.
TSL3123

Yes

TS1

TS2

TS3

TS4

TS5

TS6

TS7

No

TS8

TS9

Note: Yes indicates that this subject contributes to the development of the
transferable skills. No indicates that the subject does not contribute to the
development of the transferable skills.
Code

Transferable skills

TS1

plan, collaborate and carry out tasks in groups

TS2

communicate effectively both verbally and in writing in social and

academic settings

TS3

use Information and Communication Technology (ICT) skills

TS4

demonstrate commitment to excellence

TS5

identify and solve problems creatively and innovatively

TS6

use higher order thinking skills (HOTS)

TS7

demonstrate the ability to gather, synthesise and present

information

TS8

project confidence and leadership skills

TS9

project the persona and qualities of a teacher

12. Teaching-learning and Teaching-learning strategy:

assessment strategy
1. Lecture input
2. Tutorial activities group work, discussions, presentations, online tasks
Assessment strategy:
1. Continuous assessment is carried out to ensure the students have attained
and achieved the expected level of the prescribed course learning outcomes.
The set coursework will contribute 50% to the final grade for the course.
2.

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Summative assessment consists of a written examination consisting of shortresponse and essay questions to assess student performance. The
examination questions will be set by the course lecturer and the examination
will be held at a scheduled time. The examination will also contribute 50% to
the final grade for the course.

13. Synopsis

This course focuses on the overview of assessment, role and purposes of assessment
in teaching and learning, basic testing terminology, basic principles of assessment,
designing classroom language test, assessing language skills and content, scoring,
grading and assessment criteria, item analysis and interpretation, reporting of
assessment data, and reflecting on issues and concerns related to assessment in
Malaysian primary schools.
Kursus in memberi fokus terhadap penilaian secara menyeluruh, peranan dan tujuan
penilaian dalam pengajaran dan pembelajaran, terma asas pentaksiran, prinsip asas
penilaian, mereka dan membentuk ujian bahasa dalam bilik darjah, menilai kemahiran
bahasa dan isi kandungan bahasa, permarkahan, penggredan dan kriteria penilaian,
menganalisis dan menterjemah item, melapor data penilaian, dan membuat refleksi
terhadap isu-isu berkenaan yang berkaitan dengan penilaian di sekolah rendah di
Malaysia.

14. Mode of Delivery

Lecture and tutorial

15. Assessment Methods Coursework: 50%

and Types

Report

Test design

Reflection

1. Overview of Assessment: Context, Issues &

Trends
Definition of Terms:

Test, Measurement, Evaluation, Assessment

Historical Development in Language

Assessment

Changing trends in language assessment Malaysian context

2. Role and Purposes of Assessment in Teaching
and Learning

Reasons/ Purposes of Assessment

Assessment of Learning/Assessment for

Learning

Types of tests: Proficiency, Achievement,

Diagnostic, Aptitude and Placement Tests

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Total

Others (Coursework, revision, etc.)

lecture)Self-study (before and after

Assessment

Tutorial

Practical

Face-to-face
Interaction
Lecture

18. Content outline of the course/module and the SLT

per topic

Non Face-to-face
Interaction

Examination: 50%

3. Basic Testing Terminology

Norm-Referenced and Criterion Referenced

Tests

Formative and Summative Tests

Objective and Subjective Tests

4. Basic Principles of Assessment

Characteristics of a Test:

Reliability: Rater and Test Administration

Reliability, Factors influencing Reliability

Validity: Face Validity; Content Validity;

Construct Validity; Concurrent and Predictive
Validity

Practicability

Objectivity

Washback effect

Authenticity

Interpretability

10

5. Designing Classroom Language Test

Stages of Test Construction

Preparing Test Blueprint/ Test Specification

Blooms and SOLO Taxonomies

Guidelines for constructing test items

Test Format

15

6. Assessing Language Skills and Content

Types of Test Items to assess language skills:

Listening, Speaking, Reading and
Writing
Objective and Subjective Testing

Types of Test Items to Assess Language

Content:
Discrete point test/ integrative test/
communicative test

10

7. Scoring, Grading and Assessment Criteria

Approaches of Scoring :
Objective
Holistic
Analytic

10

9. Reporting of Assessment Data

Purposes of Reporting

Reporting Methods

10. Issues and Concerns Related to Assessment

in Malaysian Primary Schools

Exam-oriented System

Cognitive Levels of Assessment

School-based Assessment

Alternative Assessment

8. Item Analysis and Interpretation

Basic Statistics:
Mode, Median, Mean
Standard Deviation, Standard Score and
Interpretation of Data

Item Analysis
Item Difficulty and Item Discrimination
Distractor Analysis

Coursework
Revision for Examination

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25

25

17.5

17.5

Examination

2.5

Total
19. Main references
supporting the course

30

15

2.5

2.5
30

42.5

120

Brown, H. D. (2010). Language assessment: Principles and classroom practices

(2nd ed.). New York: Pearson/ Longman.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language
proficiency to academic achievement. California: Corwin Press.

Additional references
supporting the course

Alderson, J. C. (2005). Assessing reading. Cambridge: Cambridge University

Press
Arshad, A. S. (2004). Essentials of language testing for Malaysian teachers.
Serdang: University Putra Malaysia Press.
Bachman, L., & Palmer, A. (2010). Language assessment in practice. Oxford:
OUP
Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An
advanced resource book. UK: Taylor & Francis.

20. Other additional

information

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None