| EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5009 | English Language Testing | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ENİSA MEDE |
| Recommended Optional Program Components: | none |
| Course Objectives: | • to understand fundamental concepts in language testing and to critically examine the nature of the language being tested • to understand approaches and techniques in language testing of language skills – both objective and subjective testing typology • to design an achievement test for a described group of learners |
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The students who have succeeded in this course; 1. An understanding of different approaches to language testing. 2. The ability to create and modify tests 3. the ability to evaluate assessment tools and results. 4. to manage the calculation of some statistical techniques and see their relevance to test analysis 5. the application of course input to their own, their peers’ and synthetic assessment situations 6. A critical examination of the nature and function of the ‘exam preparation course’. |
| This course examines the role of testing; provides an overview of current research and theories of language testing, surveys types of tests; discusses the criteria of a good test including reliability and validity; analyzes tasks that variously require listening, speaking, reading, writing, and communicative competence; and provides practice in evaluating and constructing test items. |
| Week | Subject | Related Preparation |
| 1) | What is “testing” and how does it differ from “assessment”? | |
| 2) | Test types & purposes; what makes a LANGUAGE test? | |
| 3) | What makes a test “good”? | |
| 4) | Test creation | |
| 5) | Test creation choices: Thinking ahead | |
| 6) | Standardized Tests | |
| 7) | Review Testing Basics | |
| 8) | Project presentations | |
| 9) | Testing Language vs. Content | |
| 10) | Correlations; Testing Skills 1: Writing | |
| 11) | Reliability; Testing Skills 2: Speaking | |
| 12) | Dependability; Testing Skills 3: Reading | |
| 13) | Validity; Testing Skills 4: Listening | |
| 14) | Global testing issues |
| Course Notes / Textbooks: | Brown, J.D. (2005). Testing in Language Programs: A Comprehensive Guide to English Language Assessment. New York: McGraw-Hill. ISBN 0-07-294836-1 Hughes, A. (2003). Testing for Language Teachers (2nd ed.). New York: Cambridge University Press. ISBN 0-521-48495-2 |
| References: | Brown, J.D. (2005). Testing in Language Programs: A Comprehensive Guide to English Language Assessment. New York: McGraw-Hill. ISBN 0-07-294836-1 Hughes, A. (2003). Testing for Language Teachers (2nd ed.). New York: Cambridge University Press. ISBN 0-521-48495-2 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 3 | % 10 |
| Application | 3 | % 30 |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Project | 1 | % 10 |
| Final | 1 | % 30 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Application | 3 | 6 | 18 |
| Field Work | 3 | 6 | 18 |
| Study Hours Out of Class | 2 | 6 | 12 |
| Presentations / Seminar | 1 | 4 | 4 |
| Project | 2 | 8 | 16 |
| Homework Assignments | 3 | 10 | 30 |
| Paper Submission | 5 | 10 | 50 |
| Final | 1 | 2 | 2 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students will be able to demonstrate theoretical and practical knowledge in the areas of Educational/Instructional Technology. | |
| 2) | Students will be able to conduct research in the area of Educational/Instructional Technology. | |
| 3) | Students will be able to plan and evaluate in the process of teaching information technologies. | |
| 4) | Students will be able to select and implement appropriate strategies and techniques for teaching information technologies. | |
| 5) | Students will be able to put their theoretical information into practice in the area of Educational/Instructional Technology. | |
| 6) | Students will be able to design and develop educational materials, software and games. | |
| 7) | Students will be able to implement information technologies effectively in and outside of educational environments. | |
| 8) | Students will be able to measure and evaluate learners' performances in educational environments. | |
| 9) | Students will be able to self-improve their knowledge continuously in information technologies. | |
| 10) | Students will be able to act ethically in electronic and non-electronic educational environments, and pass these values to next generations. | |
| 11) | Students will be able to plan, manage, and evaluate educational projects. | |
| 12) | Students will be able to find out the technologic necessities of companies, and set up these technologies. |