Assessment is an essential part of teaching a foreign language. This course aims to develop knowledge and competence about evaluation of languages; to focus on the structure of testing in order to make students able to create evaluation paths using different techniques and technologies.

The course will cover the following topics:

• Evaluation, assessment, and language certification
• The study of evaluation in language teaching
• CEFR and assessment
• Teaching techniques used in evalutation
• Objective and subjective tests
• grids and scales
• how to create a test

Students should master a basic knowledge of the second language acquisition (SLA) process and the fundamental bases of foreign language instruction.

The students will acquire knowledge and awareness about the concept of evaluation analysing different types of testing and creating evaluation paths according to specific needs.

• Knowledge and understanding: students understand the difference between evaluation, assessment, and linguistics certification. Students know teaching techniques to assess a FL according to the Common European Framework, student's language level and needs.
• Applying knowledge and understanding: students must know how to select the most appropriate language assessment and format; students must know how to assess by adopting specific assessment grids used to evaluate and track student progress.
• Making judgements: students must show to have the critical thinking skills to evaluat a language assessment. They must be able to recognize problematic teaching scenarios and to formulate hypotheses to correct assessment practices.
• Communication: students must be able to discuss topics and questions concerning evaluation using the scientific-professional micro language in the field of glottodidactics; they must have the necessary communicative skills to work in the foreign language classroom. This objective will be pursued through lesson simulation, in the discussion phase among peers.
• Lifelong learning skills: Students must be able to use the study materials provided by the instructor correctly and develop the capacity to explore theories in depth and to search for teaching materials, both individually and in groups.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

The course will consist of a series of interactive lectures as well as individual and in-pair practice sessions to design assessment in the target language for foreigners.

Innovative teaching methods

Cooperative learning

Debate

On line 

Pair work

Course books

Serragiotto G., 2016, La valutazione degli apprendimenti linguistici, Loescher, Torino.

Assessment

Oral exam: discussion on main concepts introduced during the course and presentation of a project work concerning the creation of a test

Attending students will be assessed on the basis of their knowledge of the theoretical concepts introduced in the course (30%), their ability to apply their knowledge to the development, analysis and evaluation of FL assessment (50%), their subject-specific communication skills (15%), and their degree of in-class and online participation (5%).

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

Serragiotto G., 2016, La valutazione degli apprendimenti linguistici, Loescher, Torino

Maugeri G., 2020, "La costruzione di una prova di verifica e la valutazione”, in Serragiotto G. (a cura di), Cedils, Torino, Loescher, pp. 122-137 (in moodle).

Assessment

Oral exam: NON-attending students will be assessed on the basis of their knowledge of the concepts introduced in the reading materials (40%), their ability to apply their knowledge to the analysis and evaluation of practical teaching cases (50%)  and their subject-specific communication skills (10%).

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Only attending students have to study the teaching materials available on Moodle.