Studying at York
Assessing & Evaluating Teaching & Learning - EDU00027M
- Department: Education
- Credit value: 20 credits
- Credit level: Information currently unavailable
- Academic year of delivery: 2024-25
Module will run
| Occurrence | Teaching period |
|---|---|
| A1 | Summer Semester 2023-24 to Semester 1 2024-25 |
Module aims
To lay the foundations of assessment and evaluation in the field of TEYL. To reflect on key principles of classroom-based assessment and evaluation. To create an instrument for classroom assessment. To evaluate the classroom investigation task carried out in EDU00026M.
Module learning outcomes
Subject content
- the principles underlying the creation of assessment instruments for the classroom
- the practice of creating instruments for classroom based assessment
- the principles of evaluation within teaching and learning.
Academic and graduate skills
- critical reading
- critical analysis and evaluation of evidence
- critical thinking and reflection
- independent thinking
- academic writing
- managing learning
Indicative assessment
None
Special assessment rules
None
Indicative reassessment
None
Module feedback
Formal written feedback on each of the assignment criteria from two markers following anonymous marking, plus informal (formative) written feedback from the students' supervisor to aid student progression in subsequent modules
Indicative reading
Core Books:
Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher's Guide (New Edition). Harlow: Pearson Education Limited.
Cameron, L. (2001) Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Lightbown, P. and Spada, N. (2013).How Languages are Learned. (4th ed).Oxford: Oxford University Press.
Richards, J. C. and Rodgers, T. (2014). Approaches and Methods in Language Teaching. (3rd ed). Cambridge: Cambridge University Press.
Stern, H. H. (1983) Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Wells, G. (2009). The Meaning Makers. (2nd ed) London: Hodder and Stoughton.
Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
Books:
Harris, M. and McCann, P. (1994). Assessment Oxford: Heinemann.
Chapters and Articles:
Allan, D. (1996). Why Test? Why Not Assess? In IATEFL Testing Newsletter November 1996. IATEFL. p 8-9
Brown, H. D. (1994). Principles of Language Learning and Teaching. London: Prentice Hall. Chapter Ten.
Hasselgren, A. (2000). The assessment of the English ability of young learners in Norwegian schools: an innovative approach. Language Testing 17(2) 261-277
McKay, P. (2006). Assessing Young Language Learners. Cambridge, Cambridge
University Press. Chapter Nine: Testing young language learners through large-scale tests (p 315- 319)
McIlvain, A. (2006). Carrying Out Small-Scale Classroom Investigations: Some Practical Considerations. MA in TEYL, Module 4, University of York
Pacek, D. (1996). Lessons to be learnt from negative evaluation. ELTJ 50/4 335-343
Rea Dickins, P. and Germaine, K. ( 2001) Purposes for evaluation. In D. Hall and A. Hewings (Eds.), Innovation in ELT (pp 253-262) London: Routledge
Rixon, S. (2006). Evaluation in the Teaching of Young Learners. MA in TEYL, Module 4, University of York
Smith, K. (1995). Assessing and Testing Young Learners: Can We? Should We? in Entry Points: Papers from a Symposium of the Research, Testing and Young Learners Special Interest Groups. IATEFL. p 1-9
Smith, K. (1999). Why do we want to assess YLs, How do we do it? Who does it? In C. Mifsud (Ed.), Ways and Measures Whitstable: IATEFL p 141-155