CLASSROOM-BASED ASSESSMENT

Instructor’s email address: [email protected]

GUIDELINES
1. TENTATIVE SCHEDULE (15-SESSION CLASSES)

Sessions Course contents Required readings

- Introduction to the course
1.
- Reflection
- Brown, H. and Abeywickrama, P. (2010) Chapter 1
(G3)
2. - Assessment concepts, issues, and principles - Further reading: Coombe et al. (2012) Chapters 1,
3,4,10.
- Lecture notes
- Brown, H. and Abeywickrama, P. (2010) Chapter 2
- Assessment concepts, issues, and principles (cont.) (G6)

3. - Types of test - Brown, H. and Abeywickrama, P. (2010) Chapters

- High-stakes testing 4+5
- The Common European framework of Reference (CEFR) - Coombe et al. (2012) Chapter 9
Lecture notes
- Writing the course learning outcomes (CLOs)
- Coombe et al. (2012) Chapters 6 + 7
4. - Aligning assessment with course learning outcomes
- Lecture notes
- Developing test specifications for language assessment
- Brown, H. and Abeywickrama, P. (2010) Chapter 3
5. - Designing in-house tests (G8)
- Lecture notes
- Designing in-house tests (Cont.) - Reading: Brown, H. and Abeywickrama, P. (2010)
6.
- Instructor’s feedback - Lecture notes
- Practice: designing course learning outcomes and
developing test specifications Group portfolio
7.
- Designing in-house tests - Quiz 1
- Peers’ feedback
- Brown, H. and Abeywickrama, P. (2010) Chapter 12
(G2)
8. - Alternatives in assessment
- Further reading: Coombe et al. (2012) Chapter 17.
- Lecture notes
- Practice: Designing in- house tests
9.
- Peers’ feedback
- Brown, H. and Abeywickrama, P. (2010) Chapter 10
- Assessing vocabulary and grammar (G1)
10.
- Instructor’s feedback - Coombe et al. (2012) Chapters 28 +29 (G4) - Lecture
notes
- Assessing listening and reading - Brown, H. and Abeywickrama, P. (2010) Chapters 6
- Designing listening + 8 (G7 + G8)
11.
and reading assessment tasks - Coombe et al. (2012) Chapters 24 +26 (G5) - Lecture
- Instructor’s feedback notes
- Practice: designing listening and reading assessment tasks
12.
- Peers’ feedback
Assessing speaking and writing - Brown, H. and Abeywickrama, P. (2010) Chapters 7
- Designing speaking and + 9 (G5 + ME)
13.
writing assessment tasks - Coombe et al. (2012) Chapters 25 +27 (G6)
- Designing rubrics - Lecture notes
- Practice: Designing speaking and writing assessment tasks
14. - Quiz 2
- Peers’ feedback & Instructor’s feedback
- Feedback on the Group Portfolio
- Brown, H. and Abeywickrama, P. (2010) Chapter 11
15. - Grading and student evaluation
- Further reading: Coombe et al. (2012) Chapter 34
- Methods of course evaluation and teacher evaluation
 2. ASSESSMENT TASKS

Assessment tasks Scores Weighting

A1. Class work
50%
- In-class quizzes (x2)
15% - 15% Mid-term score 30 %
- Group Presentation
20%
A2. Group portfolio
50%

A3. Final Test 100% Final score 70%

100% (Passing Grade: 5/10)

Guidelines for group portfolio, progress test and final test:

(1) Group portfolio

 Each group will design:
o an assessment portfolio for a General English course for adults at a pre-intermediate level. The
portfolio includes an assessment scheme, test specifications, alternative assessment tasks and
an achievement test based on the materials given by the course instructor. This portfolio is an
integral part of the teaching and learning process in which students will get feedback from the
course instructor and their peers in order to improve it.
o a reflection paper (500 – 700 words, of 1.5-line spacing, using Times New Roman font style (font
size 12)) on the topic: Critically think about the tasks you have completed during the course and
evaluate how the tasks affect your teaching in the future.
 The portfolio (in MS word format) should contain the following sections:
I. Title page (Institution/Faculty name, title of the portfolio, names of group members, student code, instructor,
date of publication)
II. Introduction to the portfolio (including the objectives of the portfolio)
III. Description of the students (their age, English proficiency level, etc.)
IV. Objective(s) of the assessment tasks to be designed (to be kept in line with those of the lessons given)
V. The actual assessment tasks designed to assess listening, speaking, reading, writing, grammar and vocabulary
(This section should also be supported with theory-based explanations of
a. what to be assessed,
b. why it/they is/are assessed,
c. how the items will be scored, and
d. why they are scored in such a way.
VI. Some possible lessons/reflection/difficulties the group learned during the designing of these assessment tasks
VII. References and appendices (if any)

 The portfolio should be around 2,000 - 2,500, of 1.5-line spacing, using Times New Roman font style
(font size 12) (excluding references and appendices).

(2) Progress tests (Quizzes)

● Objectives of the progress tests: to assess if the students will be able to (i)
synthesize concepts, theories and principles of testing and assessment; (ii) identify the
specifications of a language test; (iii) design some test items on the four skills: listening,
speaking, reading and writing.
● Format of the tests: Objective test items, short-answer questions, and test item
design.
(3) Final Test: adhere to the format provided by the Faculty.
VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

FULL-TIME PROGRAMME
----------

GROUP PORTFOLIO

Course: Classroom-based Assessment

Student’s name:
Student’s code:
Group:
Supervisor:

Ho Chi Minh City, (Date)