|
|
|
||
|
In this course we are going to take a closer look at assessing young English learners and providing them with useful feedback. The participants will gain theoretical knowledge and hands-on experience in selected aspects of the assessment process, such as setting useful aims and selecting appropriate means of assessment with regards to context and purpose, or designing and administering classroom tests. The second part of the course will be devoted to feedback, mistakes and correction, and working with mistakes. A special emphasis is placed on effective use of classroom English.
Last update: Müller Dočkalová Barbora, Mgr. (07.09.2023)
|
|
||
|
The aim of the course is to develop the knowledge and skills of future primary school English teachers in the area of assessment and feedback. Students will become familiar with assessment methods appropriate for young learners, gain a theoretical understanding of the characteristics of effective assessment, and apply this knowledge when creating their own tests. They will also learn to provide constructive feedback to learners, focusing not only on linguistic accuracy, but also on the content of their messages. Last update: Müller Dočkalová Barbora, Mgr. (20.09.2024)
|
|
||
|
Přímá výuka (18 hodin), studium odborné literatury (15 hodin), příprava prezentací (10 hodin), plnění průběžných úkolů (12 hodin), tvorba portfolia (5 hodin). Last update: Müller Dočkalová Barbora, Mgr. (10.09.2023)
|
|
||
|
1) Active participation, no more than 2 missed classes 2) Completing all reading assignments 3) Micro-teaching that includes an adaptation of a textbook activity for young learners 4) Designing and administering a test or another form of assessment of young learner's progress
Last update: Müller Dočkalová Barbora, Mgr. (07.09.2023)
|
|
||
|
Obligarory: McKay, P.: Assessing Young Language Learners. Cambridge: Cambridge University Press, 2006.
Optional: Betáková, L.: Angličtina učitele angličtiny. Plzeň: Fraus, 2006. Cameron, L.: Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001. Gardner, B.; Gardner, F. Classroom English. Oxford basics. Oxford : Oxford University Press, 2000. Harmer, J.: The Practice of English Language Teaching. Harlow: Pearson, 2007. Hughes, A.: Testing For Language Teachers. Cambridge: Cambridge University Press, 1989. Hughes, G.S.: A Handbook of Classroom English. Oxford : Oxford University Press, 1990. Scrivener, J.: Learning Teaching. Oxford: Heinemann, 1994. Slattery, M.; Willis, J.: English for Primary Teachers. Oxford: Oxford University Press, 2001. Last update: Müller Dočkalová Barbora, Mgr. (07.09.2023)
|
|
||
|
Introduction to assessment in ELT. Basic terms. The assessment process. Principles for assessing young language learners. Testing. Observation. Self-assessment. Peer assessment. Portfolio. Assessing skills and subskills. Feedback. Mistakes and correction. Last update: Müller Dočkalová Barbora, Mgr. (07.09.2023)
|
|
||
|
The students will be able to explain key concepts in assessment and feedback in English language teaching. The students will be able to describe and explain the specific principles and challenges of assessing young language learners, including considerations such as age-appropriate assessment tools and developmental differences. The students will demonstrate an understanding of various assessment types (e. g. test, portfolio), various elicitation techniques (e. g. multiple-choice, open-ended) as well as assessment formats (e.g. integrative vs. discrete point tests). The students will evaluate existing tests with regards to validity, reliability and backwash effects, considering their appropriateness in different contexts. The students will design and implement an assessment acvitivty considering the goals and context of language learning, and will be able to defent, analyze, and reflect on the activity using the theoretical concepts convered in the course. The students will analyze common learner mistakes, explore their origins and propose suitable correction techniques. The students will demonstrate the ability to provide constructive feedback and manage error correction in an English language lesson, responding not only to linguistic accuracy but also to the content of the learner's message. Last update: Müller Dočkalová Barbora, Mgr. (20.09.2024)
|