UNIVERSITAS NEGERI PADANG

FAKULTAS BAHASA DAN SENI

JURUSAN BAHASA DAN SASTRA INGGRIS
PENDIDIKAN BAHASA INGGRIS

SYLLABUS
COURSE COURSE CODE CREDITS SEMESTER DESIGN DATE

Language Assessment ING1.61.4202 2 4 February 2021

Lecturer Designing Syllabus Course Group Head of Study
Coordinator Program
AUTHORIZED PERSON Prof. Dra. Yenni Rozimela, M.Ed., Prof. Dra. Yenni Rozimela, Dr. Yuli Tiarina, M.Pd.
Ph.D M.Ed., Ph.D
Sitti Fatimah, S.S., M.Ed., Ph.D
Dr. Yuli Tiarina, M.Pd.
Learning Outcomes PLO (Program CPL (Capaian Pembelajaran)- PRODI
Learning
Outcomes)
PLO4 Apply the most suitable teaching strategies, methods and techniques, learning material,
and assessment in TESOL considering the developmental characteristics and individual
differences of the students.
PLO8 Communicate language teaching, applied linguistic and educational work both in a variety
of written formats and spoken modes.
PLO9 Use information technology appropriately when presenting work and in teaching.

PLO10 Demonstrate interpersonal and collaborative skills whilst working with others in the
investigation of problems, and in the presentation of arguments and evidence.
PLO11 Employ critical and analytical thinking skills in solving problems in language teaching and
other related fields.
 CLO (Course CPMK (Capaian Pembelajaran Mata Kuliah)
Learning Students who successfully complete this course should be able to do the
Outcomes) following

CLO1 Demonstrate knowledge of the fundamental concepts, principles, and concerns involved
in the assessment of English language learners (PLO4, PLO8)
CLO2 Plan and construct traditional and alternative/authentic language assessments covering
speaking, listening, reading, writing, grammar and vocabulary
CLO3 Analyze and interpret statistical results derived from the appropriate use of traditional
and alternative/authentic language assessments
CLO4 Evaluate existing English language examinations
Course Description This course prepares students with the knowledge and skills they need to design, implement, and utilize
language assessments that are reliable, valid, and ethically-based. Specifically, the course familiarizes
students with the fundamental concepts and principles involved in English language assessment, and it
engages students in the planning and construction of both traditional and alternative/authentic language
assessments. Furthermore, the course develops students’ ability to analyze and interpret statistical results,
for the purposes of guiding instruction and improving language program effectiveness. Finally, the course
invites students to investigate the ways in which assessment results can be used to account for and evaluate
student performance, as well as improve language teaching practices.
Materials/Topics 1. Concept of teaching, testing, assessing and evaluation 8. Writing assessment
2. Types of language test 9. Grammar assessment
3. Characteristics of a good test 10. Vocabulary assessment
4. Steps of designing a test 11. Alternative/authentic assessment
5. Listening assessment 12. Scoring
6. Speaking assessment 13. Test evaluation
7. Reading assessment
References Main
References
1. Alderson, J.C. (2000). Assessing reading. Cambridge: Cambridge University Press.
2. Brown, H. D. & Abeywickrama, P. (2019). Language assessment:Principles and classroom practices. NY:
Pearson Education
 3. Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press
4. Chapelle, C., & Douglas, D. (2006). Assessing language through computer technology (Cambridge
Language Assessment). Cambridge: Cambridge University Press.
5. Cheng, L. & Fox, J. (2017). Assessment in the language classroom. London: Palgrave
6. Coles, M & Rhonda, J. (2002). Assessing reading 2: Changing practice in classrooms. London: Routledge
7. Fulcher, G. (2010). Practical language testing. London: Hodder Education.
8. Harrison, C & Salinger, T. (2002). Assessing reading 1: Theory and Practice. London: Routledge
9. Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.
10. Louma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press
11. O’Malley, J. Michael and Lorraine V. Piere. (1996). Authentic Assessment for Language Learners: Practical
Approaches for Teachers. Virginia: Addison Wesley Publishing Co.
12. Purpura, J. (2001). Assessing grammar. Cambridge: Cambridge University Press
13. Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
14. Shohamy, E., Or, I. G. Or, & May, S. (2017). Language testing and assessment (3rd ed.). Cham:
Springer
15. Wiegle, S. C (2004). Assessing writing. Cambridge: Cambridge University Press
Supporting
References
16. Bachman, Lyle F. (1990). Fundamental considerations in language testing. Oxford: Oxford University
Press.
17. Bailey, K. M. (1998). Learning about language assessment: Dilemmas, decisions, and directions. London:
Newbury House.
18. Baker, D. (1989). Language testing: A Critical Survey and Practical Guide. London: Edward Arnold.
19. Cohen, A. D. (1994). Assessing language ability in the classroom. Boston: Heinle & Heinle Publisher.

Team Teaching Prof. Dra. Yenni Rozimela, M.Ed., Ph.D

Sitti Fatimah, S.S., M.Ed., Ph.D
Dr. Yuli Tiarina, M.Pd.
Pre-requisite ---
Week Lesson Learning Materials Methods of Learning Time Learning Assessment
Outcomes (LLO) & Source of Materials allotted Experience Criteria Indicators Perce
and Forms ntage
(%)

(1) (2) (3) (4) (5) (6) (7) (8) (9)

1 Explain the relationship The fundamental Methods of Learning 2 x 50’ Reading, Criteria: Accuracy in
of teaching, assessing, concept of  Presentation (synchro understanding, and Accuracy & explaining
testing and evaluation teaching,  Discussion nous) explain the concept mastery the concept
assessing, testing of teaching, of teaching,
and evaluation Source of Materials: 4 x 50’ assessing, testing, Forms: assessing,
 Brown, H. D. & (asynchr and evaluation Non-test testing, and
Abeywickrama, P. onous) from different evaluation
(2019). Language sources of
Assessment: materials:
Principles and textbook, YouTube,
Classroom Practices. internet
New York: Pearson
Education.

 Cheng, L. & Fox, J.

(2017). Assessment in
the language
classroom. London:
Palgrave

2-3 Explain the types of Types of language Methods of Learning 2 x 50’ Explaining the Criteria: Accuracy in
language test test  Presentation (synchro types of test Accuracy & explaining
 Discussion nous) mastery the types of
language
Source of Materials: 4 x 50’ Reflecting on Forms: test
 Brown, H. D. & (asynchr students’ previous Non-test
 Abeywickrama, P. onous) tests
(2019). Language
Assessment:
Principles and
Classroom Practices.
New York: Pearson
Education.

 Hughes, A. (1989).
Testing for language
teachers. Cambridge:
Cambridge
University Press.

4 Explain the Characteristics of Methods of Learning 2 x 50’ Explaining the Criteria: Accuracy in
characteristics of a good a good  Presentation (synchro characteristics of a Accuracy & explaining
assessment & test assessment & test  Discussion nous) good assessment & mastery the
test characteristi
Source of Materials: 4 x 50’ Forms: cs of a good
 Brown, H. D. & (asynchr Non-test assessment
Abeywickrama, P. onous) & test
(2019). Language
Assessment:
Principles and
Classroom Practices.
New York: Pearson
Education.

 Hughes, A. (1989).
Testing for language
teachers. Cambridge:
Cambridge
University Press.

5 Explain the steps of Steps of Source of Materials: 2 x 50’ Explaining the Criteria: Accuracy in
 designing a test designing a test  Brown, H. D. & (synchro steps of designing Accuracy & explaining
Abeywickrama, P. nous) a test mastery the steps of
(2019). Language 4 x 50’ Forms: designing a
Assessment: (asynchr Test/Quiz test
Principles and onous)
Classroom Practices.
New York: Pearson
Education.

 Cheng, L. & Fox, J.

(2017). Assessment in
the language
classroom. London:
Palgrave
6 Design and analyze Types of listening Methods of Learning 2 x 50’ Design and analyze Criteria: Ability in
listening assessment assessment  Presentation (synchro listening Accuracy & designing
 Discussion nous) assessment mastery and
 Individual/Group analyzing
work 4 x 50’ Forms: listening
(asynchr Group assessment
Source of Materials: onous) project
Buck, G. (2001).
Assessing listening.
Cambridge: Cambridge
University Press

7 Design and analyze Types of speaking Methods of Learning 2 x 50’ Design and analyze Criteria: Ability in
speaking assessment assessment  Presentation (synchro speaking Accuracy & designing
 Discussion nous) assessment mastery and
 Individual/Group analyzing
work 4 x 50’ Forms: speaking
(asynchr Group assessment
Source of Materials: onous) project
Louma, S. (2004).
Assessing speaking.
Cambridge: Cambridge
 University Press

8 Design and analyze Types of reading Methods of Learning 2 x 50’ Design and analyze Criteria: Ability in
reading assessment assessment  Presentation (synchro reading Accuracy & designing
 Discussion nous) assessment mastery and
 Individual/Group analyzing
work 4 x 50’ Forms: reading
(asynchr Group assessment
Source of Materials: onous) project
 Harrison, C &
Salinger, T. (2002).
Assessing reading 1:
Theory and Practice.
London: Routledge

 Coles, M & Rhonda, J.

(2002). Assessing
reading 2: Changing
practice in
classrooms. London:
Routledge

9 MID SEMESTER EXAMINATION

10 Design and analyze Types of writing Methods of Learning 2 x 50’ Design and analyze Criteria: Ability in
writing assessment assessment  Presentation (synchro writing assessment Accuracy & designing
 Discussion nous) mastery and
 Individual/Group analyzing
work 4 x 50’ Forms: writing
(asynchr Group assessment
Source of Materials: onous) project
 Wiegle, S. C (2004).
Assessing writing.
Cambridge: Cambridge
University Press
11 Design and analyze Types of Source of Materials: 2 x 50’ Design and analyze Criteria: Ability in
grammar assessment grammar Purpura, J. (2001). (synchro grammar Accuracy & designing
assessment Assessing grammar. nous) assessment mastery and
Cambridge: Cambridge analyzing
University Press 4 x 50’ Forms: grammar
(asynchr Group assessment
onous) project
12 Design and analyze Types of Methods of Learning 2 x 50’ Design and analyze Criteria: Ability in
vocabulary assessment vocabulary  Presentation (synchro vocabulary Accuracy & designing
assessment  Discussion nous) assessment mastery and
 Individual/Group analyzing
work 4 x 50’ Forms: vocabulary
(asynchr Group assessment
Source of Materials: onous) project
Read, J. (2000).
Assessing vocabulary.
Cambridge: Cambridge
University Press.
13 Design and analyze Integrated Methods of Learning 2 x 50’ Design and analyze Criteria: Ability in
integrated language language  Presentation (synchro integrated Accuracy & designing
assessment assessment  Discussion nous) language mastery and
 Individual/Group assessment analyzing
work 4 x 50’ Forms: integrated
(asynchr Group language
Source of Materials: onous) project assessment
 Brown, H. D. &
Abeywickrama, P.
(2019). Language
Assessment:
Principles and
Classroom Practices.
New York: Pearson
 Education.

14 Design and analyze Alternative/auth Methods of Learning 2 x 50’ Design and analyze Criteria: Ability to
alternative/authentic entic assessment  Presentation (synchro alternative/authen Accuracy & design and
language assessment  Discussion nous) tic language mastery analyze
 Individual/Group assessment alternative/
work 4 x 50’ Forms: authentic
(asynchr Group language
Source of Materials: onous) project assessment
 Brown, H. D. &
Abeywickrama, P.
(2019). Language
Assessment:
Principles and
Classroom Practices.
New York: Pearson
Education.

 Wiegle, S. C (2004).
Assessing writing.
Cambridge:
Cambridge
University Press

15 Score and interpret the Test scoring Methods of Learning 2 x 50’ To score and Criteria: Ability to
scores of a test  Presentation (synchro interpret the Accuracy & score and
 Discussion nous) scores of a test mastery interpret the
 Individual/Group scores of a
work 4 x 50’ Forms: test
 Source of Materials: (asynchr Test
 Brown, H. D. & onous)
Abeywickrama, P.
(2019). Language
Assessment:
Principles and
Classroom Practices.
New York: Pearson
Education.
 Cheng, L. & Fox, J.
(2017). Assessment in
the language
classroom. London:
Palgrave
16 Evaluate and assess the The quality of a Methods of Learning 2 x 50’ Evaluating and Criteria: Ability to
quality of the existing test  Presentation (synchro judging test Accuracy & evaluating
tests (e.g. final semester  Discussion nous) qualification & mastery and judging
examination, national  Individual/Group scoring test
examination for high work 4 x 50’ Forms: qualification
schools) Source of Materials: (asynchr Group & scoring
 Brown, H. D. & onous) project
Abeywickrama, P.
(2019). Language
Assessment:
Principles and
Classroom Practices.
New York: Pearson
Education.
17
FINAL SEMESTER EXAMINATION

Evaluation/Assessment
Students’ grades are based on:
 Mid-Test 30%
Final Test 35%
Weekly Assignment 25%
Classroom Participation 10%

Range Grade
85-100 A
80-84 A-
75-79 B+
70-74 B
65-69 B-
60-64 C+
55-59 C
50-54 C-
40-49 D
<39 E