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ULI8012 Language & Literacy Assessment - Speaking

Semester 3, 2020 Online
Short Description: Language & Literacy-Speaking
Units : 0.25
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded

Requisites

Enrolment is not permitted if LIN8007 has been previously completed

Rationale

Our primary concern as teachers is enabling our students on their learning pathway by identifying and applying the most effective strategies. Identifying these strategies is a complex and ongoing learning journey for the teacher as well. As much as we all find assessment stressful (for both students and teachers), it is unavoidable. We must have a mindset of cultivating our professional skills both in the learning and teaching sphere, as well as professional assessors. Speaking skills are foundational to the development of literacy skills. Implementing an effective speaking assessment process however can be a little daunting.

Synopsis

This minicourse illustrates how to construct an effective testing instrument for speaking assessment. Students will evaluate existing theories and industry best practice, and develop their own assessment instrument. Students will then be asked to justify their design decisions.

Please be advised that this minicourse is made up of four parts please see LIN8007 for the full course specification.

Objectives

On successful completion of this course students should be able to:

  1. apply specialist knowledge of construct definition to design speaking test documentation. (LIN8007 LO5);
  2. effectively communicate specialist knowledge through the development of comprehensive test documentation. (LIN8007 LO5, LO6);
  3. analyse how your assessment specifications respond to complex factors such as backwash and unintended consequences. (LIN8007 LO1).

Topics

Description Weighting(%)
1. Construct definition: what is speaking? 25.00
2. Test design cycle: test admin guidelines 25.00
3. Key principles revisited 25.00
4. Assessment for learning 25.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=03&subject1=ULI8012)

Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Australian Curriculum, Assessment and Reporting Authority 2018, Test administration handbook for teachers: Year 9, 2018,
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Australian Curriculum, Assessment and Reporting Authority n.d, Understand how the literacy progression works,
<>.
Bachman, L 1990, Fundamental considerations in language testing, Oxford ¾«¶«´«Ã½app Press, Oxford, England.
Bachman, L., & Palmer, A. S 1996, Language testing in practice: Designing and developing useful language tests, Oxford ¾«¶«´«Ã½app Press, London, England.
Hung, S-T. A., & Huang, H-T. D 2016, 'Blogs as a learning and assessment instrument for English-speaking performance', Interactive Learning Environments, pp. 24, 1881-1894,
<>.
International Organization for Standardization 2013, Guidance for writing standards taking into account micro, small and medium-sized enterprises’ needs,
<>.
Kim, J. & Craig, D. A 2012, 'Validation of a videoconferenced speaking test', Computer Assisted Language Learning, pp. 25, 257-275,
<>.
Latham, D 2005, 'Speaking, listening and learning: A rationale for the Speaking and Listening Profile', English in Education, vol. 39, no. 1, pp. 60-74.
(.)
NSW Government, Education Standards Authority n.d, Speaking and listening,
<>.
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O 2005, Assessing culturally and linguistically diverse students: A practical guide,
<>.
Simpson, J 2006, 'Differing expectations in the assessment of the speaking skills of ESOL learners', Linguistics and Education, pp. 17, 40-55,
<>.
Tavil, Z. M 2010, 'Integrating listening and speaking skills to facilitate English language learners’ communicative competence', Procedia - Social and Behavioral Sciences, pp. 9, 765-770,
<>.
UK Government, Standards & Testing Agency 2019, 'Key stage 2: Test administration guidance, March 2019', Standards & Testing Agency, March,
<>.
Victoria State Government, Education and Training n.d, Speaking and listening across the curriculum,
<>.

Student workload expectations

Activity Hours
Assessments 10.00
Directed ¾«¶«´«Ã½app 30.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Assessment 1 50 100 11 Jan 2021 (see note 1)

Notes
  1. The assessment for this minicourse is due 4 weeks after teaching concludes. Students have access to the learning platform for a total of 11 weeks.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grade for the full course will be assigned on the basis of the aggregate of the weighted marks obtained for each mapped minicourse, once all assessments have been successfully undertaken.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. ¾«¶«´«Ã½app Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .

Assessment notes

  1. Referencing in assignments must comply with the Harvard (AGPS) referencing system. This system should be used by students to format details of the information sources they have cited in their work. The Harvard (APGS) style to be used is defined by the USQ library’s referencing guide. This guide can be found at .

Evaluation and benchmarking

internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. There are 4 minicourses at 0.25 credit point that map to 1 full course. To receive credit for this minicourse into the full course, students must successfully pass the assessment. Once all 4 mapped minicourses have been successfully completed, a credit into the full course applies.

Date printed 12 February 2021