COURSE
OUTLINE
STATE UNIVERSITY OF MALANG
GRADUATE PROGRAM IN ENGLISH EDUCATION
Course
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Assessment Instrument Development
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Code
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PIGK908
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Status
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Compulsory
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Pre req.
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-
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Credit
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2 (two)
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Hours
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: 2 (two)
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Schedule
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:Wed.,4- 5
Wed.,7-8
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Room
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: H3.102
H2.103
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Instructor
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: Gunadi H. Sulistyo
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Code
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: 862210
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Office Hours
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: By appointment (0817532747;
082230685757)
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Room
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: International Relations Office
(Gdg G-1 Lantai 2)
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A. Course Objective
The course is provides students with advanced knowledge about the principles of assessment and skills to
develop educational assessment instruments in English language
teaching. It focusses on the advanced developments of assessment instruments to collect data in conducting their research
studies for their dissertations, and/or to measure English skills for
educational purposes.
More
specifically the course is designed to provide the students with the
opportunity (1) to make a general review of LT materials on educational tests
and evaluation, on language testing in particular with its related aspects,
which have presumably been discussed in LT textbooks and studied in S-1 and
S-2; (2) to make more thorough and more elaborate studies of LT issues of
importance or interest by critical
review on concepts, theories and journal articles relevant to
the issues for academic paper making on language assessment, and (3) to develop students’ own language tests, applying the
basic principles and following the essential development steps down to
administration of tryout tests and analysis of their results.
B. Content
The course content includes links between assessment
and instruction (and research inquiries), approaches to language testing,
principles of good assessment tools, LT current issues, including item response
theory and data mining for language learning knowledge base, critical analyses
on journal articles, stages of assessment tools (tests and non tests), and development
of the assessment tools and the tryout.
C. Activities
Activities throughout the course include
brief lectures, presentation, and discussion of assigned topics,
assignment/project, and practice.
Classroom
presentation and discussion: Prior to classroom
presentation, individuals must prepare a brief summary based on the topic under
discussion (max. 2 pages). Each has its turn of about a 20-minute power point presentation
of the summary and discussions.
Project: Each student is assigned to construct a set of assessment devices
as their final project.The test should be developed based on the test
development principles followed with a tryout. The report of the final project
is submitted no later than 3 (three) days after the last meeting.
D. Evaluation
The students` final grade will be
determined on the basis of the following components:
a.completion
of weekly assignment/presentation 25%
b.
final project 45%
c midterm 15%
d final examination 15%
Regular attendance and presence will be
considered as a criterion for admission to the final exams. Intelligent and
active participation in class, if satisfactorily met, will be to round up the
final grade.
E. References
1. Brown, H.D.
2004. Language Assessment: Principles and
Classroom Practices.White Plains: Pearson Education, Inc.
2. Baker, F.B.
1985. The Basics of Item Response Theory.
Portsmouth, New Hamshire: Heinemann.
3. DeMars, C.
2010. Item Response Theory. Oxford:
Oxford University Press.
4. Heaton, J.B.
1988. Writing English Language Tests.
New York: Longman Inc.
5. Hughes, A.
2003. Testing for Language Teachers.
Cambridge: Cambridge University Press
6. Oller, J.D.
1979. Language Tests at School. New
York: Longman Inc.
7. O’Malley,
J.M. and Pierce, L.V. 1996: Authentic
Assessment for English Language Teachers: Practical Approaches for Teachers.
New York:Addison-Wesley Publishing Company
8. Weir, Cyril
J. 1990. Communicative Language Testing.
New York: Prentice Hall.
F. Schedule (Tentative)
Session
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Topic/Materials
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1
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Orientation to the course, class grouping,
topic/project assignment
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2
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Standard stages
in assessment instrument development
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3
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Approaches to
language testing: From Classical to Performance-Based
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4
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Test Forms based on Approaches and Their Applications in Standardized
Tests
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5
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Quality assurance
on internal attributes of a good assessment language devices: Reliability, Validity, and Classical Item Analysis
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6
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Test Wiseness: Definition, Types, and Implications, as well as Studies
related with Testwiseness
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7
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Parallel Tests & Equating: Theory, Principles, and Practice
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8
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Mid Term
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9-10
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Issues in the Development of Standardized
Proficiency Tests (Language
Skills and Components): Academic:
IELTS @ TOEFL and Vocational: BULATS @ TOEIC, TOEP
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11
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Issues in the Development of Non-Test Instruments (Rating scales,
semantic differential scales, checklists, questionnaires and others)
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12
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Issues in the Development of Authentic Assessment: Portfolio, Project, Extended Response, etc.
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13
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Introduction to
Item Response Theory
(Comparison between CTT and IRT)
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14
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Requirements, Assumptions, @ Estimation of Parameters as well as
Instrument Development based on IRT
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15
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Introduction to data mining (what, how, why) and its applications
(for the purpose of students’ language learning
knowledge base): theory,
practice, and studies in ESL and EFL data mining
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16
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Final
Examination
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17
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Final Project
Due
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