Registry

Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

Adopting assessment for learning and of learning in the language classroom. This module develops in students’ the ability to assess all five language skills: reading comprehension, listening comprehension, written production, spoken production and spoken interaction. It focuses on the use of the CEFR as a tool of assessment to facilitate effective language learning and develop enhanced assessment strategies. It introduces students to a range of assessment tasks and tests for them to critically analyse. In doing so it acknowledges the diverse needs of the language learners in their classrooms, including learners with special educational needs and a range of socioeconomic backgrounds. This module develops in students’ the ability to assess all five language skills: reading comprehension, listening comprehension, written production, spoken production and spoken interaction. It focuses on the use of the CEFR as a tool of assessment to facilitate effective language learning and develop enhanced assessment strategies. It introduces students to a range of assessment tasks and tests for them to critically analyse. In doing so it acknowledges the diverse needs of the language learners in their classrooms, including learners with special educational needs and a range of socioeconomic backgrounds. In sum, this module will facilitate students to design, develop and adopt effective assessment strategies for learning and of learning in the post-primary language classroom.

Learning Outcomes

1. articulate and relate assessment theory as it applies to language learning at post-primary level.
2. critically analyse the suitability of a range of assessment tasks and tests to assess the language learning of a diverse range of learners.
3. demonstrate understanding of language learning assessment methods in the post-primary classroom.
4. apply and assess the CEFR model in the teaching and learning of languages at junior and senior cycle context.
5. illustrate and examine the use of a language portfolio in the development of self-assessment strategies with language learners
6. design appropriate assessment strategies for learning and of learning in the teaching and learning of languages at post-primary level.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	22	Workshops in groups of 30
Directed learning	20	Reading of prescribed texts, viewing of video clips, sourcing information
Independent Study	33	No Description
Assignment Completion	30	Oral language proficiency test – preparation, design, implementationand moderation
Independent Study	20	Preparation for exams
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Assessing Language Learning
Theories of Assessment applied to language assessment, Language learning assessment strategies, Assessing the five language skills, Assessment tasks and tests for language learning at post-primary level, Evaluation of language learning assessment tools at post-primary level, The CEFR as a tool of assessment in language teaching and learning in the junior and senior cycles, Language portfolio use at post-primary level, The affordances of technology to facilitate the assessment of language skills, New conceptions in language learning assessment, Conducting and managing Classroom Based Assessments, Planning independent and collaborative and peer assessments, Promoting self-assessment among learners, Using assessment data for teaching, learning and evaluative purposes, Corrective feedback, EPOSTLE.

Assessing Language Learning

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

Butler, Y. G.: 2016, Self-assessment of and for young learners’ foreign language learning. In Assessing young learners of English: Global and local perspectives, Springer, Cham,
Cole, K.N., Dale, P.S., & Thal, D.L. (Eds.): 2009, Assessment of Communication and Language., Brooks, Baltimore,
Deusen-Scholl N., & May S. (Eds): 2017, Second and Foreign Language Education. Encyclopedia of Language and Education, 3rd Ed., SPringer, Cham,
Malone M.E.: 2017, Developing Instructor Proficiency in Oral Language Assessment. In: Van Deusen-Scholl N., & May S. (Eds) Second and Foreign Language Education. Encyclopedia of Language and Education, 3rd Ed., Springer, Cham,
Tsagari, D & Banerjee, J. (Eds): 2016, Handbook of Second Language Assessment, De Gruyter,
Genesee, F., & Hamayan, E.: 1994, Classroom-based assessment. Educating second language children,
Herschensohn, J. & Young-Scholten, M.: 2013, The Cambridge Handbook of Second Language Acquisition, Cambridge University Press, Cambridge,
Oxford, R. L.: 2016, Teaching and researching language learning strategies: Self-regulation in context, Taylor and Francis,

Other Resources

51607, Online Resource, Council of Europe, 2001, Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR), https://rm.coe.int/1680459f97, 51608, Online Resource, Council of Europe, 2018, Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors., https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989,

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