Testing and Assessment in ELT 2021-22 Summative Assignments

Write an assignment of 3500 words on one from the five titles below.

Assignment title 1

Based on this sample of a TOEIC writing test, discuss the TOEIC writing test in terms of the type of responses and the language that the test format and items would elicit. Refer to the construct of writing ability that seems to be operationalized in this test, and identify and discuss the most important aspects of validity, reliability, authenticity and practicality raised by this test. Suggest any changes which might make the test more faithful to these principles.

Assignment title 2

Identify and discuss the main challenges faced by the IELTS Listening test in relation to specific aspects of validity, authenticity and reliability. To what extent is this test a better or worse indicator of the listening skills required in the target language context than other large scale tests such as Pearson, TOEFL or TOEIC? Make reference to this IELTS listening test sample

Assignment title 3

What are the main differences between classroom-based assessment and large-scale standardised tests, and how are these differences reflected in the way we consider key concepts of validity, reliability and authenticity. You should provide concrete examples from research studies, and make reference to examples from specific tests, or classroom activities to illustrate your arguments.

Assignment title 4

What is the relationship between the concept of ‘washback’ and the principle of validity in language testing and assessment? Drawing on findings from research, explain how a knowledge of washback is necessary if we want to understand the impact of assessment on learners and test-takers. Give examples from large scale standardized tests and classroom based assessment.

Assignment title 5

You have been asked to design a placement test /diagnostic test for a short pre-sessional programme. A placement test is not a proficiency test- so it is not necessary to test all elements of the curriculum, and you may want to include diagnostic elements that test language use in context. You must give a rationale for the skills and language knowledge that you decide to test, and for any diagnostic elements that you include.

The details of the curriculum and content of the programme are as follows:

Around 60 students are expected on the programme (divided into four groups). Students arrive with a range of IELTS scores (6.5 – 8.0) and already have the requirement to begin degree programmes in a number of different departments on completion of the pre-sessional. Despite the range of scores, however, many students will have very similar IELTS profiles, making it difficult to divide them into four groups. The first morning of the course will be given over to testing- which means up to 3 hours may be available for various tests and assessments.

Task detail

Design your test and include any texts, samples of test items [note that we do not need to see a complete test], rubrics, prompts and marking criteria in appendices. In the main assignment, justify your test design based on testing principles (aspects of validity, reliability, practicality etc.) and research studies. Make sure that you define concepts based on the literature and that you apply them to the context above.

Assignment tips and reminders

Define and explain principles

All these titles require you to define and explain your understanding of the key principles we studied during the module. Ensure definitions and explanations are well supported in the literature.

Use module recommended reading

We have spent time collecting together references in the VLE reading list and often in final pages of each session’s slides. Please do not ignore them! We give credit for wider reading, but ensure this is both relevant and current. It should be on English language testing ideally, and published in recent years. Where key developments in testing related to more dated texts, it is fine to include them (e.g. Messick, 1996/ Bachman and Palmer, 1990).

Use examples from specific tests

Some assignments provide links to sample tests- but the relevant parts of the tests should be included in an appendix. You should also use selected items from these tests in your text to illustrate points you make. For assignment title 5, you create items for your own test, but you may also want to include examples from other tests that you adapt for your purposes.

Structure your work with sections and numbered headings

Create a logical structure to your assignment- with a functional and informative Introduction and Conclusion. Use sections with informative headings (short statements) and remember that a section will normally have several paragraphs within it. Paragraph your work carefully to avoid long rambling text, or short one or two sentence non-paragraphs.

Edit and proof read your work

There is no excuse for sloppy presentation, but even more importantly, your main arguments will be lost if you do not control your grammar, sentence construction, vocabulary and expression. You may want to seek help from a proofreader, but ensure you read and understand the University guidelines for proof reading. If your text is substantially improved by re-writing carried out by a proof reader you may lose marks.

Use sufficient support from the literature and follow APA conventions

You have had plenty of input now on how to use sources and how to make references. Ensure your References [note plural] list follows APA consistently. Ensure you use support from various sources for your ideas. If you are reporting research evidence, give brief details of the studies [setting/participants/ method/ findings].