• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site
Bachelor 2021/2022

Basics of Testing and Assessment

Area of studies: Linguistics
When: 4 year, 1, 2 module
Mode of studies: distance learning
Online hours: 20
Open to: students of all HSE University campuses
Language: English
ECTS credits: 6
Contact hours: 38

Course Syllabus

Abstract

In the course, you will learn how test items are created and assessment criteria are designed. You will analyse existing tests, both national and international, and thus you will understand how receptive and productive skills and use of English can be assessed. You will try designing tests and test specifications. We will also discuss the limitations of formal testing and speak about formative and alternative assessment. To take the course, you are expected to have C1 level in the English language.
Learning Objectives

Learning Objectives

  • to raise awareness of various approaches to testing and assessment
  • to be able to design assessment tasks and specifications
  • to be able to design assessment criteria for various purposes
Expected Learning Outcomes

Expected Learning Outcomes

  • align test items with learning objectives
  • appropriately conduct classroom assessment
  • define validity, reliability, and other psychometric characteristics
  • design multiple choice tasks, cloze tasks, etc.
  • design open test tasks and assessment criteria for such tasks
  • design tasks and assessment criteria for performance assessment and integrated assessment
  • design tasks to test listening and reading
  • design test specifications
  • designing assessment criteria for productive skills and tasks
  • designing tasks to assess productive skills
  • differentiate between evaluation, testing and assessment
  • differentiate between possible test tasks
  • select texts for the assessment of receptive skills
  • use CEFR as a benchmark for assessment
Course Contents

Course Contents

  • Tests and testing. Psychometric characteristics of tests.
  • Types of test tasks. Aligning test items with learning objectives. Test specifications.
  • Creating closed test items.
  • Creating open test tasks. Designing assessment criteria for such tasks.
  • Assessing receptive skills.
  • Assessing productive skills.
  • Integrated assessment. Performance assessment.
  • Formal and informal assessment. Formative assessment.
Assessment Elements

Assessment Elements

  • non-blocking Class participation
  • non-blocking Tests (SmartLMS)
    Grades are rounded up from .6. For example, 5.5 equals 5, 5.6 equals 6.
  • non-blocking Project
  • non-blocking Examination
    The examination is written. It's an essay submitted vis SmartLMS. Grades are rounded up from .6. For example, 5.5 equals 5, 5.6 equals 6. Those who have an average of 8 or higher may choose not to sit the exam.
Interim Assessment

Interim Assessment

  • 2021/2022 2nd module
    0.25 * Tests (SmartLMS) + 0.25 * Project + 0.25 * Class participation + 0.25 * Examination
Bibliography

Bibliography

Recommended Core Bibliography

  • Denison, D. B., & Secolsky, C. (2012). Handbook on Measurement, Assessment, and Evaluation in Higher Education. Routledge.
  • Еныгин Д.В., Зарудная М.В., Фоминых Н.Ю. - All around testing - Русайнс - 2020 - ISBN: 978-5-4365-2402-3 - Текст электронный // ЭБС BOOKRU - URL: https://book.ru/book/934936

Recommended Additional Bibliography

  • Abdullah Al Fraidan. (2019). New test-taking patterns and their effect on language test validity. Language Testing in Asia, (1), 1. https://doi.org/10.1186/s40468-019-0088-5