OVERVIEW

The teaching constitutes the development of the Teaching of Modern Languages course and introduces the student to linguistic assessment in its broadest sense and its role both in teaching and in certification.

AIMS AND CONTENT

LEARNING OUTCOMES

To investigate the relationship between technology and language learning. To design and develop multimedia and language learning materials.

AIMS AND LEARNING OUTCOMES

The course is intended to introduce the student to assessment in its broadest sense, i.e. not only as a language test, but declined according to its function and modalities. At the end of the course the student will have acquired both the theoretical/notational knowledge related to it and the practical skills to carry out assessment tests.
Specifically, the student will be able to:
-describe different assessment tasks for language skills
-identify the advantages and disadvantages of different modes of assessment (e.g. computerised and non-computerised tests)
-apply the principles of assessment for learning to didactics
-design assessment tests with regard to assessment objectives and methods
-designing assessment tasks for different levels/skills
-designing assessment scales for production tasks for the different levels/skills
-build computerised tests on the Moodle platform

PREREQUISITES

Fundamentals of Language Education (see the homonymous three-year degree course). To fill any gaps, contact the teacher to agree on a recovery bibliography.

TEACHING METHODS

The teaching is divided into lectures and exercises. The exercises, which aim to apply the knowledge to concrete cases, will be carried out independently and discussed during the lessons or carried out during the lessons themselves.

SYLLABUS/CONTENT

Principles of linguistic evaluation
Language test structure
CEFR tasks, skills and levels
The computerized test
Assessment for learning and feedback

*The syllabus, bibliography and methods of the final examination are valid and the same for both participants and non-participants.

RECOMMENDED READING/BIBLIOGRAPHY

–Brown, D.H. (2004). Language Assessment: Principles and Classroom Practices, Longman (capp. da 1 a 4, da 6 a 9)

Boyd et al. (2019). Effective feedback: the key to successful assessment for learning, Oxford

–Fulcher, G. (2010). Practical Language testing, Hodder (capp. da 2 a 7)

TEACHERS AND EXAM BOARD

Exam Board

SIMONE TORSANI (President)

CATERINA BRAGHIN

LESSONS

LESSONS START

Lessons start on 03/10/2023

Timetable: tuesday 15-16 aula M Polo Didattico, thursday 15-17 aula L Polo didattico

Class schedule

TEACHING LANGUAGES AND NEW TECHNOLOGIES

EXAMS

EXAM DESCRIPTION

The exam is written and will be held on Aulaweb.
The test is divided into:

-12 multiple choice questions (4 answers, one correct)
-5 open questions

NB. Exam methods may vary according to the University regulations.
The details of the different tests (as well as sample questions) will be published on the Aulaweb page of the course

ASSESSMENT METHODS

Multiple choice questions test knowledge of the concepts

Open questions require the candidate to argue, evaluate or design evaluation tests (see training objectives)

For example, the candidate may be asked to design a test for a specific language skill held for a given level of the CEFR (see learning objectives "design assessment tasks for different levels / skills"), or the candidate may be asked to illustrate the advantages and disadvantages of an assessment method (see training objectives "deconstruct evaluation tests relating to assessment objectives and methods")

Open questions are rated on a holistic scale from 0 to 4 which takes into account the following criteria:

execution of the requested task (eg. if the question asks to "illustrate and exemplify" a concept, it is necessary to explain it and provide examples to support it)
completeness and correctness of the information
quality of the language and organization of the text
terminology

Exam schedule

FURTHER INFORMATION

More details about the program and exam methods will be made available on the Aulaweb page of the course

Students with learning disorders, disability or other special educational needs are advised to contact the teacher at the beginning of the course to agree on teaching and exam methods that, in compliance with the teaching objectives, take into account the learning methods individuals and provide suitable compensatory instruments.