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Lecturer(s)
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Černá Monika, doc. PaedDr. Ph.D.
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Course content
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Revision - Teaching skills Key concepts - evaluation, assessment, testing. Self-evaluation. Testing: Types of tests. Validity, reliability, practicality of the tests; backwash effect. Stages of test construction. Testing general language ability. Testing grammar and vocabulary. Testing receptive skills. Testing productive skills.
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Work with text (with textbook, with book), Monitoring, Demonstration, Skills training, Stimulating activities (simulation, games, drama)
- Contact teaching
- 10 hours per semester
- Individual project
- 30 hours per semester
- Home preparation for classes
- 40 hours per semester
- Preparation for an exam
- 10 hours per semester
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Learning outcomes
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Teaching English as a Foreign Language II is one of the core subjects of the Professional module. It aims to further develop students´ skill to orientate in complex issues related to the content and process of teaching and learning English in primary / lower secondary school classes, namely in the area of evaluation, assessment and testing. Student teachers learn to design and administer (self)assessment tools during their school placement since the subject is integrated with the clinical component consisting of Teaching Practice II, Reflective seminar II, Evaluation by Tutor and Evaluation by Mentor. The clinical component further supports student teachers' professional development of their expert knowledge, skills and general abilities. The courses are based on close cooperation of university tutors, mentors and student teachers.
Student teachers' professional competence is developed and systemized mainly in the area of managing ELF teaching / learning processes in formal education with synchronic and diachronic analysis of the ELT methods and approaches.
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Prerequisites
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unspecified
KAA/MDID1
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Assessment methods and criteria
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Discussion, Student portfolio analysis
1. Active participation in seminars (max. 2 missed classes). 2. Fullfilling tasks asigned during the term. 3. Submitting the following materials (deadlines will be specified in STAG for each term separately): - two self-designed didactic tests focusing on a particular language skill and on grammar / vocabulary and an activitiy focusing on the development of self-evaluation in pupils. The material should include detailed specifications and a description of the context of implementation of the materials as well as details about their administartion. - a list of literature (at least 3 items) concerning evaluation-related studied resources. 3. An oral exam: presentation and theory-based defence of the constructed test and the self-assessment activity; reflection of one´s professional development over the course.
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Recommended literature
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Brown, D.H.; Abeywickrama, P. Language Assessment. Principles and Classroom Practices. London: Pearson Education, 2010.
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Brown, D.H. Principles of Language Learning and Teaching, 6th ed.. London: Pearson Education, 2014.
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BUCK, G. Assessing Listening. CUP, 2004.
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HARRIS, M.; MCCANN, P. Assessment. Heinemann, 1994.
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Hughes, A. Testing for Language Teachers. CUP, 2002.
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CHRÁSKA, M. Didaktické testy. Brno: Paido, 1999.
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LUOMA, S. Assessing Speaking. CUP, 2004.
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McKay, P. Assessing Young Learners. Cambridge: CUP, 2006.
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McNAMARA, T. Language Testing. OUP, 2000.
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SLAVÍK, J. Hodnocení v současné škole. Praha: Portál, 1999.
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