• Offered for Year: 2026/27

• Module Leader(s): Dr Christopher Leyland
• Lecturer: Dr Katherina Walper, Dr Müge Satar

• Owning School: Education, Communication & Language Sci
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

To equip students with the knowledge and skills to:
- design, implement, and evaluate language assessments in diverse contexts.
- critically examine principles such as validity, reliability, washback, and fairness, and their impact on assessment practices.
- explore a range of assessment types and approaches, including alternative and technology-enhanced methods.
- engage with current issues and future directions in language assessment, including the role(s) of AI.

This module introduces key concepts and methods in language testing and assessment, combining theoretical foundations with practical applications. Students will design assessment tools, critique standardized tests, and analyse authentic assessment interactions. The module also addresses technology-driven innovations and ethical considerations, preparing students to apply research-informed practices in professional contexts.

Outline Of Syllabus

-       Introduction to Language Testing and Assessment
-       Core Principles of Language Assessment (e.g. validity, reliability, practicality, Washback)
-       Types of Language Assessment (e.g. classroom assessment, formative vs. summative assessment, assessing speaking, listening, reading, writing skills)
-       Assessment Literacy for Teachers (e.g. understanding test results, feedback strategies)
-       Standardized Tests (e.g. IELTS, Japanese Language Proficiency Test, Diplôme Approfondi de Langue Française, test-preparation, critiques)
-       Video-Based Analysis of Oral Assessment Practices (e.g. Conversation Analysis, Multimodal analysis, L2 interactional competence)
-       Technology in Language Assessment (e.g. computer-based and online testing, AI and assessment)
-       Designing Effective Assessment Tools (e.g. rubric development, assessment task design, alternative assessment design)
-       Current Issues and Future Directions (e.g. AI, adaptive testing)

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Lecture videos and/or podcasts introduce the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading. During in-person lectures, students are given the opportunity to raise questions related to lecture videos and lecture contents.

In lectures, the lecturer provides more in-depth contents and creates several group activities. Through these activities, students are supported to (1) evaluate and critique existing assessment materials and (2) develop their own assessment materials.

Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.

Independent study will include wider literature searches, reading and assignment preparation.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

The mid-module presentation encourages the practical application of core principles of testing and assessment through the critique of existing assessment materials. It develops students’ abilities to critically reflect upon design decisions and respond to questions, reinforcing theoretical understanding with real-world constraints. The final portfolio assessment promotes creativity and reflective practice by allowing students to develop assessment tools of their choice and produce a reflective commentary that connects their design to module concepts and contemporary issues, thereby integrating knowledge and skills in a professional context.

Reading Lists

• ALC8027's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ALC8027's Timetable