EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5009	English Language Testing	Spring	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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

Learning Outcomes

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’.

Course Content

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.

Weekly Detailed Course Contents

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

Sources

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

Evaluation System

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

ECTS / Workload Table

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

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.