This course familiarize students with main issues in language testing including testing theories, test development, validation, reliability, classroom assessment , and wider socio-political considerations in language testing and assessment.
Language Testing Course Syllabus
M.A 2018, Fall Season
Session 1. A historical account of testing and language testing
McNamara, T. (2005). 21st century shibboleth: Language tests, identity and intergroup conflict. Language Policy, 4(4), 351-370.
McNamara & Roever (2006). Social dimensions of language testing (Chapter 6).
Weir, C. (2005). Language testing: an evidence-based approach. Chapter 1
Kevles, D. J. (1968). Testing the Army's intelligence: Psychologists and the military in World War I. Journal of American History, 55(3), 565-581
Session2. Language testing in Iran
Farhady, H., & Hedayati, H. (2009). language assessment policy in Iran. Annual Review of Applied Linguistics, 29, 132-141. doi:10.1017/S0267190509090114
Farhady, H., Tavassoli, K. (2014). Assessing Farsi. In Kunnan (ed). The companion to language assessment. Chapter 112
Naghdipour, B. (2015). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, June, 81-87
Razavipour, K., & Rezagah, K. (2018). Language assessment in the new English curriculum in Iran: managerial, institutional, and professional barriers. Language Testing in Asia, 8(1), 9.
جلیلیان و خدادادی. ضرورت رویکرد نظاممند به آزمونسازی در زبان فارسی: مقایسهی برآوردهای مدرّسان و واقعیتِ آماری
Foroozandeh, E., & Forouzani, M. (2015). Developing school English materials for the new Iranian educational system. In C. Kennedy (ed). English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 59-73). British Council
Gebril, A. & Taha-Thumure, H. (2014). Assessing Arabic. In Kunnan (ed). The companion to language assessment. Chapter 111
Gebril, A. (2016). Educational assessment in Muslim countries. Handbook of human and social conditions in assessment, 420.
Session 3. What to measure in language testing
Chalhoub-Deville, M. (1997). Theoretical models, assessment frameworks and test construction. Language Testing, 3-22.
Fulcher, G. (2013). Practical language testing. Routledge. Pages: 93-127
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: an advanced resource book. Unit A3 (pp. 36-52)
Session 4. Test making process
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: an advanced resource book. London, England: Routledge. 62-90
Fulcher, G. (2013). Practical language testing. Routledge. 127-190
Session 5. Impact and Washback
Cheng, L., & Watanabe, Y. (2004). Washback in language testing. Chapter 2 (19-36
Wall, D., & Alderson, J. C. (1993). Examining washback: the Sri Lankan impact study. Language Testing, 10(1), 41-69
Session 6. Classical testing theory
Bachman, L. F. (1990). Fundamental considerations in language testing. Chapter 6 (160-238)
Sawaki, Y. Classical test theory. In Kunnan (ed). The companion to language assessment
Session 7. Item response theory
Henning, G. (1987). A guide to language testing: development, evaluation, research. Chapter 8
McNamara, T. (1998). Measuring second language performance. 149-181
Ockey, G. (2012). Item response theory. In Routledge handbook of language testing.
Session 8. Generalizability theory
Marcoulides, G. & Ing, M. (2014).
The Use of Generalizability Theory in Language Assessment
Bachman, L. F. (1990). Fundamental considerations in language testing. Chapter 6 (160-238)
Midterm Exam
Session 9. Reliability in NRT and CRT
Brwon, J. D. (2014). Classical theory reliability. In Kunnan (ed). The companion to language assessment.
Weir, C. (2005). Language testing: an evidence-based approach. 177-206
Brown, J. D. (2005). Testing in language programs. 169-197
Ennis, R. H. (1999). Test reliability: A practical exemplification of ordinary language philosophy. Philosophy of Education Archive, 242-248.
Session 10 and 11. Validity and Validation
Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly: An International Journal, 2(1), 1-34.
Weir, C. (2005). Language testing: an evidence-based approach, 11-37
Xi, X. (2008). Methods of test validation. In E. Shohamy (ed). Encyclopedia of language and education. Volume 7, pages 177- 196
Bachman, L. F. (2004). Statistical analyses for language assessment. 257-294
Kane, M. (2012). Articulating a validity argument. In G. Fulcher, & F. Davidson (eds). Routledge handbook of language testing.34-47
Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 241-256.
Session 13. Classroom assessment and Grading
Fulcher, G. (2013). Practical language testing. Pages: 67-92
Fulcher, G., & Davidson, F. (2007). Language testing and assessment: an advanced resource book. Unit A3 (pp. 23-35)
McMillan, J. H. (Ed.). (2012). Why we need research on classroom assessment. In J. H. McMillan (ed). SAGE handbook of research on classroom assessment (pp. 3-16). Sage.
Tierney, R,D (2012). Fairness in classroom assessment. In J. H. McMillan (ed). SAGE handbook of research on classroom assessment (pp. 125-145). Sage.
Brookhart, M. S. (2012). Grading. In J. H. McMillan (ed). SAGE handbook of research on classroom assessment (pp. 257-273). Sage.
Final Exam
Evaluation
Classroom activities and assessments: 4 points
Course paper: 3 points
Midterm: 5 points
Final exam: 8 points
