Module 1

Management of Technological Resources

for the Teaching and Administration of the
English Language
Educational Administration (Module I)



UTEC
Faculty of Social Sciences
English Department
Professor: Martn Ulises Aparicio Morataya




1. Groups members:

1. Andrea Marcela Posada Marroqun 31-1660-2009 (Coordinator)
2. Mercy Liliana Cortez Gmez 31-0367-2007
3. Alvaro Javier Marquez Castillo 31-5328-2007









2

Index




1. Introduction..................................................................................................................................... 3
2. Description of the course ................................................................................................................ 3
3. Structure of the course ................................................................................................................... 4
3.1 Title ............................................................................................................................................ 4
3.2 Audience .................................................................................................................................... 4
3.3 Competencies to acquire .......................................................................................................... 4
3.4 Objectives ...................................................................................................................................... 4
3.4.1 General Objectives ................................................................................................................. 4
3.5 Time ............................................................................................................................................... 5
3.6 Methodology ................................................................................................................................. 5
3.7 Evaluation ...................................................................................................................................... 5
4. Units of the course: ......................................................................................................................... 6
5. Bibliography .................................................................................................................................. 11
6. Links to virtual resources .............................................................................................................. 11
6.1 Lessons Videos ........................................................................................................................ 11
6.2 On line tools ............................................................................................................................ 12
6.3 Virtual Books ........................................................................................................................... 12







3


1. Introduction
Assessment in English as a Foreign Language: Speaking is a course in which students will
learn in an objective way how to work up in assessment. In this course, it is emphasized
the creation of oral tests and rubrics with the aim of lead students to develop the criteria
needed to assess and provide feedback to their learners.
This course provides an overview on assessment approaches; principles and different
types of tests that can be used to determine how much knowledge has been acquired by
learners. The course also provide a deep analysis on the different parts that made up
speaking, and it allows students to develop critical thinking to determine which kind of
approach and test can be elaborated to verify the level of achievement by their learners
during a course and to measure learning outcomes and determine if objectives have been
met successfully.
In any school or university, it is essential to understand how assessment works as part of
the curriculum, syllabus and lesson. This course enables students to apply assessment as a
tool to improve constantly their teaching practice by detecting failures through the results
obtained.
2. Description of the course
This online course offers units which main focus is the application of assessment related
to oral proficiency. The course covers assessment principles and approaches and lead
students to apply them in holistic way. This course provides students with the knowledge
needed to design reliable, valid, practical and authentic speaking assessing tools. This
course intends to provide students with the competences needed by an English teacher to
assess speaking and to use results to help learners to strengthen their weaknesses in this
area, and to get an insight about how the teaching methodology and techniques can be
modified to suit students need.
4

Speaking is a complex skill; in this course speaking is analyzed in macro and micro skills as
well as the different speaking tasks that can be performed by students. Also the course
provide a complete framework regarding different tests and their purposes and guides
students to the design of speaking tests, rubrics and analytic profiles to measure in an
objective way students speaking proficiency.
3. Structure of the course
3.1 Title
Assessment in English as a Foreign Language: Speaking
3.2 Audience
Students of the English Major at UTEC (8
th
term). Students have already background
knowledge regarding methods and techniques to teach English, as well as, syllabus design.
They are taking lesson planning course at the same time. Students are aged between 20
and 30 years old. Some of them work as English teachers, call center agents or areas not
related to English Teaching.
3.3 Competencies to acquire
Understand and analyze assessment theory to design the most suitable testing
instruments to students needs.
Identify the difference between assessment and evaluation to apply them into the
classroom to improve students performance.
3.4 Objectives
3.4.1 General Objectives
To design tests to assess students oral proficiency
To apply assessment in the classroom as an effective way to improve students oral
proficiency.
5

3.5 Time
Assessment in English as a Foreign Language: Speaking will last 16 weeks; each unit will be
4 weeks long, therefore each week contains 10 hours which will be divided into two hours
per day. During each week students will apply the knowledge that they will have acquired.
3.6 Methodology
The methodology used will be based on task based learning and cooperative learning.
Students will work individually as well as in groups and they will complete tasks and share
their knowledge through wikis, forums and chats to enrich each other learning experience;
students will be encouraged to help each other and to develop an autonomy sense in
which they are the mainly responsible of their learning process. Teacher will play the role
of a facilitator during the course.
The resources needed for this course are moodle users guide, reference links and books
to select the content, as well as, videos, ppt, prezzi to present the content. Students will
need an online dictionary, as well as an e-mail account, a blogger account.
3.7 Evaluation
Assessment in English as a Foreign Language: Oral Proficiency has been elaborated with
the purpose of developing in future teachers the competences needed to analyze
assessment principles and apply them efficiently during their teaching practice. Therefore,
in each unit we will find activities that have as aim to measure the students level of
understanding of the contents covered. The course start with a diagnosis test and at the
end students will take another test for them to assess themselves their own progress.

Forums and chats 20%
Portfolio of activities 30%
Homework 20%
Final test for unit 30%
Students will be graded using a scale from 1.0 to 10.
The minimum grade required to approve the course is 7.0
6

4. Units of the course:
Assessment in English as a Foreign
Language: Speaking

Units General
Objectives
Specific Objectives Contents Evaluation Resources
needed


Unit 1
Assessment and
Evaluation






Organize and list
general aspects
and ideas about
assessment and
evaluation in
speaking area.




Identify the
difference between
assessment and
evaluation.

Analyze how
assessment and
evaluation can be
useful to the
students in the
process of learning
English language.

1.1 Assessment
and Evaluation
-Diagnostic Test
- Read pdf file
defining assessment
and evaluation
-Discuss the
concepts in a forum
-Represent in a web
mapping key
elements of both
concepts.
- Respect to each
other ideas will be
evaluated.

Forums and chats
20%
Portfolio of activities
30%
Homework 20%
Final test for unit
30%

PPT presentation.
Online Dictionary.
Chat tool
Videos.
Wiki tool
Forum tool
Web mapping link.
1.2 Assessments
Types
1.2.1 Informal and
Formal Assessment
1.2.2 Formative and
Summative
Assessment
1.2.3 Norm
Referenced and
Criterion Referenced
Tests
-PPT explaining the
different concepts.
-Students elaborate
their own glossary
for these concepts.
-Students share their
ideas in a chat.
7

1.3 Principles of
Language
Assessment
1.3.1 Practicality
1.3.2 Reliability
1.3.3 Validity
1.3.4 Face Validity
1.3.5 Authenticity
1.3.6 Washback
- Video presenting
the principles of
language
assessment.
-Reading Principle
Assessment
-Students analyze
test taken by them to
determine which
principles were
fulfilled.
-Students write a
descriptive essay
and e-mail it to the
teacher.
-Plagiarized essays
will be not evaluated.



Unit 2
Test Types and
Testing Approaches





Relate test types
with testing
approaches.










Identify how these test
types can be useful for
students to improve
their oral proficiency.

Evaluate which kind of
test is suitable to
students needs.


2.1Test Types
2.1.1 Language
Aptitude
2.1.2 Proficiency
2.1.3 Placement
2.1.4 Diagnostic
2.1.5 Achievement
- Prezi to introduce
the topic
-Workshop tool to
analyse the
concepts.
-Forum to discuss
examples of each
one of the tests.
-Students analyse
Forums and chats
20%
Portfolio of activities
30%
Homework 20%
Final test for unit
30%

PPT
Workshop tool
Video
Forum Tool
Quizz
Workshop tool
8

commercial tests to
classify them.
-Quizz
-Responsibility will
be important in these
tasks.
2.2 Testing
Approaches
2.2.1 Communicative
2.2.2 Task Based
2.2.3 Multiple
Intelligences
-Reading presenting
The different testing
approaches.
-Students create a
blog defining the
different testing
approaches.
-Workshop to
discuss different and
common
characteristics
between the
approaches.
-Autonomy in
students to look for
additional
information is high
value.


Unit 3
Assessing Speaking



Explain the
importance of
assessing
speaking to the
students focused
on the English
language.

Assess the students
performance in the
speaking area.

Demonstrate how
students can improve
with assessing
speaking in the
language.
3.1 Types of
Speaking
3.1.1 Imitative
3.1.2 Intensive
3.1.3 Responsive
3.1.4Interactive
3.1.5Extensive
- Web quest to
present the topic.
-Students post in a
blog examples and
Forums and chats
20%
Portfolio of activities
30%
Homework 20%
Final test for unit
30%

Forum tool
Blogger
Chat tool
Prezzi
Lesson Tool
Web quest
9

definitions by each
type of speaking.
-Forum to discuss
students ideas
about types of
speaking.
-Quality of the
participation will be
taken into account-
3.2 Micro and
Macro Skills of
Speaking
3.2.1 Micro Skills
3.2.2 Macro Skills
- Lesson tool to
present micro and
macro skills-
-Chat to discuss the
skills.
-Students will write a
descriptive essays
about micro and
macro skills


Unit 4
Designing Speaking
Test




Formulate tests
regarding to the
area of speaking
in students.



Categorize tests in
order to improve the
skill of speaking in
students.

Summarize all the
aspects that students
can improve with the
application of these
tests.

9.1 Assessment
Design
9.1.1 Word
Repetition
9.1.2 Oral
Questionnaires
9.1.3 Dialogue
Completion Task
9.1.4 Paraphrasing
9.1.5 Interview
9.1.6 Role plays
9.1. 7 Oral
Presentations
9.1. 8 Pictured-
Cued Story- Telling
- PPT to present the
topic.
-Forum to discuss
advantages and
Forums and chats
20%
Portfolio of activities
30%
Homework 20%
Final test for unit
30%

-Video
-PPT
-E-portfolio tool
-Chat tool and PPT
10

disadvantages of the
different oral
activities.
-Chat to discuss
differences and
similarities among
the tests types.
-Descriptive essay
presenting
advantages,
disadvantages,
differences and
similarities among
the different test
types.
-Students are
assigned two
different assessment
tools and design
their own
assessment devices.
and submit their
work to the teacher.
-Assessment
principles will be
taken into account.

9.2 Marking Test
9.2.1 Global
Assessment Scales
9.2.2 Analytic Profile
- Reading to present
the topic
-Video to reinforce
the topic
-Forum to discuss
the kinds of rubrics-
-Students create two
oral performance
activities (Dialogue ,
Discourse, Role-
play, monologue,
11

5. Bibliography

Brown, H. (2001). Teaching by Principles. Longman.
Brown, H. D. (2003). Language Assessment Principles and Classroom Practices. San Francisco
California: Longman.
Concil of Europe . (2001). Common European Framework of Reference for Language: Learning,
teaching, Assessment. Cambridge: Cambridge University Press.
Larsen-Freeman, D. (2002). Techniques and Principles in Language Teaching. Oxford: Oxford
University Press.
Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.
6. Links to virtual resources

6.1 Lessons Videos
Assessment History
https://www.youtube.com/watch?v=7lBhMSaFNhY
Assessment Principles
https://www.youtube.com/watch?v=-loXTJ_EPXA
Effective Assessment
https://www.youtube.com/watch?v=HcLMlY6R7RM
Formative Assessment
Debate) and create
their own rubrics,
they post the
information in a blog.
-Self- Evaluation
test
12

https://www.youtube.com/watch?v=gXOMbXeQNNA
Quality Assessment
https://www.youtube.com/watch?v=ScLoLLMfyQ4
Web quest
http://zunal.com/webquest.php?w=246813
6.2 On line tools
Blogger
https://www.blogger.com/
C map tools
http://cmaptools.uptodown.com/
Prezzi
http://prezi.com/

6.3 Virtual Books
Language Assessment Principles
http://share.myflare.com/tQL6fd
Assessing Speaking
http://share.myflare.com/rD9YKT