GISDepartment of Global and Interdisciplinary Studies

This course is for student teachers of English. It explains how to evaluate learners and teachers in L2 education. It encourages students to examine, discuss and assess practices in L2 education.
This course focuses on issues in assessing EFL/ESL learners and teachers: it encourages student teachers to reflect on EFL/ESL learning. The course provides opportunities to explore a wide range of ideas with a consideration to make consistency in language education from the primary to secondary levels.

Upon completion of this course, students should be able to demonstrate the following:
1. Explain the core issues in L2 education testing and its integration with ICT.
2. Identify testing components.
3. Design testing materials that match educational objectives.
4. Employ a principled approach to the design, creation and implementation of materials testing and evaluation.
5. Understand what is required to qualify as an English teacher.

Will be able to gain “DP 1”, “DP 2”, and “DP 4”.

英語 / English

Student teachers will learn how to create English tests as well as how to integrate ICT with it, and then make presentations. They must create their own English tests. The course finishes with a writing assignment and final examination.
Submission of the final requirements and feedback will be on the learning management systems. Please note that the teaching approach may vary according to which threat level we are at: at level 1, 70% of this course will be held on campus, though at level 2, 50% will be held on campus.

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※各回の授業形態は予定です。教員の指示に従ってください。

1[オンライン/online]：Introduction

Course guidance

2[対面/face to face]：Issues in Assessing Language Learning (1)

Aims and methods

3[対面/face to face]：Issues in Assessing Language Learning (2)

Issues in action research

4[対面/face to face]：Issues in Assessing Language Learning (3)

1. Teaching and testing
2. Kinds of tests and testing
3. Common test techniques

5[対面/face to face]：Issues in Assessing Language Learning (4)

1. Validity
2. Reliability
3. Achieving beneficial backwash

6[対面/face to face]：Issues in Assessing Language Learning (5)

1. Stages of test development
2. Test administration

7[対面/face to face]：Issues in Assessing Language Learning (6)

1. Scoring procedures
2. Criterial level of performance

8[対面/face to face]：Issues in Assessing Language Learning (7)

1. Testing writing
2. Testing oral ability
3. Testing reading

9[対面/face to face]：Issues in Assessing Language Learning (8)

1. Testing listening
2. Testing grammar and vocabulary
3. Testing overall ability

10[対面/face to face]：Planning Tests (1)

Introduction to testing for the lower secondary level: checking contents, materials, procedure and performance

11[対面/face to face]：Planning Tests (2)

Introduction to testing for the upper secondary level: checking contents, materials, procedure and performance

12[対面/face to face]：Demonstration of Testing (1)

Testing for the lower secondary level: test administration, scoring, evaluation and review

13[対面/face to face]：Demonstration of Testing (2)

Testing for the upper secondary level: test administration, scoring, evaluation and review

14[対面/face to face]：Final Exam & Wrap-up

Consolidation and review

1. Every week before attending class, students are required to comprehend the assigned readings.
2. Students are required to create an original test plan before their testing demonstration.
3. Preparing testing materials is also mandatory.
Preparatory study and review time for this class are 2 hours each.

Hughes, A. (2002). Testing for language teachers. (2nd ed.). Cambridge University Press.
Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. (6th ed.). Pearson.

1. Burns, A. (2009). Doing action research in English language teaching: a guide for practitioners. Routledge.
2. Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press.
3. Long, M. H., & Doughty, C. J. (2011). The handbook of language teaching. Wiley-Blackwell.
4. Nitko, A. and Brookhart, S. (2013). Educational assessment of students. Pearson.
5. 白畑智彦・冨田祐一・村野井仁・若林茂則 (著). 2009.『英語教育用語辞典』（改訂版）大修館書店.
6. 神保 尚武 (監修). JACET教育問題研究会 (編集). 2012.『新しい時代の英語科教育の基礎と実践 成長する英語教師を目指して』三修社.
7. 望月昭彦、磐崎 弘貞、卯城 祐司、久保田 章(著)．2010.『新学習指導要領にもとづく英語科教育法』大修館.
8. 文部科学省. 2017.『小学校学習指導要領（外国語）』東洋館出版社.
9. 文部科学省. 2017.『中学校学習指導要領（外国語）』開隆堂出版.
10. 文部科学省. 2018.『高等学校学習指導要領（外国語・英語）』開隆堂出版.

Evaluation will be based on:

1.Class participation (10%)
2.Testing & Testing materials (40%)
3.Writing assignment (20%)
4.Examination (30%)

More than 2 unexcused absences will result in failure of this course.

1. More advanced notice of assigned readings will be given in order to allow students to prepare for class discussions.
2. More detailed information about the testing demonstration and writing assignment will be provided in advance.
3. More intensive instruction on how to reflect the testing demonstration will be provided in advance.
4. More discussion time will be provided.

PC

ESL Education Ⅰ,Ⅱ,Ⅲ or TESOL Ⅰ,Ⅱ,Ⅲ