Professional Reflective Practice

Assessment of Module ENAM01 – Professional Reflective Practice Assessment for this module takes the form of three separate tasks which together make up your professional practice portfolio. Portfolio task three: Testing and Assessment This task links to the following intended learning outcomes as detailed in the module specification: • The ability to design and produce language test materials for specific learners and aims Word length: 3000 words Section 1: formal testing (2700 words) Design a diagnostic test for pre-intermediate level learners. DO NOT just copy a whole test (such as IELTS): we need to see some originality. For example, you can choose one part of IELTS, you choose the format and change 5-10 items; similarly, you choose another part of another formal test and so on. Then you combine all parts together. You will need to: 1. Define the scope and purpose of your test 2. Write the sections of the test which will address the fours skills (reading, writing, speaking and listening) and the four systems (grammar, lexis, phonology and discourse). Skills and systems will need to be tested through integrated tasks (for example the productive skill of writing can also serve to test lexis, grammar and discourse). 3. Clarify which elements of the test are adopting an integrative approach and which a discrete point approach, justifying why in each case. 4. Produce a marking scheme with criteria appropriate to each section of the test. You will need to consider where it is appropriate to mark using a holistic or analytic approach and how this will impact on the scoring grid. You will also need to discuss how you have elaborated/arrived at your scoring method. Components of the test may be designed to be used on computers, but you will have to consider the effect of this on the administration of the test. This section should be supported by a commentary related to the literature and clarifying why you have made certain choices in devising the test components and the marking scheme. Section 2: informal testing (300words) Write a commentary describing the various strategies teachers adopt to test learners informally during and outside of class time. Discuss the advantages and disadvantages of each one measured against such factors as learner motivation and independence, class time, groups dynamics, etc. informal testing means the testing you do not mark, such as monitoring your students, eliciting, giving them things to do, evaluating how well they are doing, giving homework etc. Note: DO NOT copy any words of the dissertation sample! Assessment criteria: In order to be successful in this assignment, you must demonstrate that you can: 1. Explain the purpose of a diagnostic test, i.e. ways in which it differs from other testtypes. (5%) 2. Design a diagnostic test that is suitable for the level of the group and that takes into consideration the key issues which relate to test construction. For this you will need to write items appropriate to the skill and/or system being tested and you will need to provide a rationale to explain and justify why this is so. (50%) 3. Produce a marking scheme with criteria which are appropriate to each section of the test. (20%) 4. Give and discuss a range of techniques for testing students informally. (15%) 5. Use specialist terminology accurately and precisely. (10%) YOU will see references attached to this file