Course Language:
İngilizce
Course Objectives:
The aim of this course is to teach assessment types and measuring methods that are used for teaching language skills in different age groups and proficiency levels
Course Content:
The focus is assessment types and measuring methods that are used for teaching language skills in different age groups and proficiency levels; policies of language proficiency assessment and evaluation; question types that are used to assess reading, writing, listening, speaking, vocabulary knowledge and grammar knowledge; techniques for preparing exams and assessment criteria; preparation of various question examples and practice of exam evaluation.
Course Methodology:
1: Lecture, 2: Discussion, 3: Simulation, 4: Demonstration, 5: Problem solving, 6: Group work, 7: Drama, 8: Micro teaching
Course Evaluation Methods:
Assessment Methods: A: Exam, B: Multiple choice, C: Gap filling, D: True false, E: Oral exam, F: Portfolio
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program learning outcomes | Teaching Methods | Assessment Methods |
| The student selects the language components and their appropriate level. | 3, 10 | 1,2,3 | A |
| The student determines the language structure and functions based on the appropriateness of the language. | 3, 10 | 1,2,3 | A |
| The student evaluates different course contents. | 3, 10 | 1,2,3 | A |
| The student evaluates different course contents according to the structure of the language. | 3, 10 | A | |
| The student selects and evaluates a course book. | 3, 10 | A | |
| The student decides on the criteria on which course book to be selected. | 3, 10 | A | |
| The student evaluates a course book based on specific criteria. | 3, 10 | A |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | assessment types and measuring methods that are used for teaching language skills in different age groups and proficiency levels | |
| 2 | assessment types and measuring methods that are used for teaching language skills in different age groups and proficiency levels | |
| 3 | question types that are used to assess reading | |
| 4 | question types that are used to assess writing | |
| 5 | question types that are used to assess listening | |
| 6 | question types that are used to assess speaking | |
| 7 | question types that are used to vocabulary knowledge | |
| 8 | question types that are used to grammar knowledge | |
| 9 | techniques for preparing exams and assessment criteria | |
| 10 | preparation of various question examples | |
| 11 | preparation of various question examples | |
| 12 | practice of exam evaluation | |
| 13 | practice of exam evaluation | |
| 14 | Final exam | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Hughes, A. (2003). Testing for Language Teachers. Cambridge University Press. |
| Additional Resources | Brown H. D. (2004) Language assessment principles and classroom practices. New York: Longman |
Material Sharing
| MATERIAL SHARING | |
| Documents | PowerPoint slides |
| Assignments | 1 |
| Exams | Midterm and Final |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Research Project | 40 | |
| Article Review | 20 | |
| Assignments | 10 | |
| Final | 30 | |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 30 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 70 | |
| Total | 100 |
| COURSE CATEGORY | Field |
Course’s Contribution to Program
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To have a command of the concepts about education and the structure and operation of the Turkish education system. | X | |||||
| 2 | To benefit from the developmental and learning psychology approaches in providing educational development and in knowing the basic domains of educational sciences. | X | |||||
| 3 | To be able to evaluate and implement the scientific methods in the field of English language education and teaching. | X | |||||
| 4 | To be able to select, evaluate and implement the efficiency of ready-made course materials according to students’ age, language and proficiency level, interests, and learning characteristics. | X | |||||
| 5 | To be able to use information and communication technologies efficiently in English education and teaching. | X | |||||
| 6 | To recognize the literary texts such as short story, poem, and novel in English and to be able to use them in teaching language skills. | X | |||||
| 7 | To understand the properties and structure of human language and to be able to use them in language teaching. | X | X | ||||
| 8 | To be able to develop original materials in order to enhance language skills. | X | |||||
| 9 | To be aware of language learning properties of different age groups and to be able to use language teaching methods in line with these properties. | X | |||||
| 10 | To know and to apply the basic theories, principles and methods about teaching English as a foreign language. | X | |||||
| 11 | To be able to use English at the levels of reaching information, sharing it orally and written form and in production. | X | |||||
| 12 | To grasp and to apply the social, cultural and societal responsibilities. | X | |||||
| 13 | To prepare a lesson plan taking the students’ needs, language proficiencies, age, intelligence types and learning styles into account and by using the proper instructional technology. | X | |||||
| 14 | To be able to organize and apply activities aimed at enabling students to use English grammar and vocabulary effectively. | X | |||||
| 15 | To be able to organize and apply activities that will develop the students’ reading, speaking, writing and listening skills in English. | X | |||||
| 16 | To be able to evaluate measurement and evaluation tools and English instruction methods in terms of usefulness, validity and reliability. | X | |||||
| 17 | To know the scientific research methods necessary for his/her personal and academic development and to have the ability to apply them in the school context. | X | |||||
| 18 | To know the theoretical and applied linguistics concepts and to use language teaching methods in the light of these theories and concepts. | X | |||||
| 19 | To develop writing, listening, reading and speaking skills in English | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Midterm | 1 | 3 | 3 |
| Final exam | 1 | 3 | 3 |
| Testing project | 1 | 3 | 8 |
| Total Work Load | 125 | ||
| Total Work Load / 25 (h) | 5 | ||
| ECTS Credit of the Course | 5 | ||