EUN646 Second Language Assessment
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN646 |
|---|---|
| Equivalent(s): | LCN606, EUZ646 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Semester 2 2025, Kelvin Grove, Internal
| Unit code: | EUN646 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN606, EUZ646 |
| Coordinator: | Adon Berwick | ak.berwick@qut.edu.au |
Overview
In this unit you will be introduced to theories and practices in second language assessment. It provides you with the opportunity to examine and evaluate both classroom-based assessment tasks and standardised tests used to assess the proficiency of second language speakers, including learners for whom English is an additional language or dialect (EAL/D). Language teachers and school leaders need both the understanding of theoretical aspects of language assessment and the skills necessary for the creation and interpretation of classroom-based language assessment tasks. Through reading and discussion of recent research into language assessment, you will also develop a framework through which to evaluate language assessment tasks used in a teaching context relevant to you.
Learning Outcomes
On successful completion of this unit you will be able to:
- Conversant with a body of knowledge about second language assessment, including understanding recent developments in the field (CLO1.1).
- Able to use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice in the field of second language assessement (CLO2.1).
- Able to use technical and communication skills to design, evaluate, analyse and theorise about developments that contribute to professional practice in second language assessment (CLO2.4).
- Able to apply knowledge and skills with creativity and initiative to new situations in professional practice in the area of language assessment with high level personal autonomy and accountability (CLO3.1).
Content
This unit includes the following topics:
(a) Introduction to language testing: brief overview of the history of language testing, types of language assessments and principles of test usefulness, including validity, reliability and authenticity;
(b) Language test creation; inception to washback;
(c) Assessing the macroskills: listening, speaking, reading and writing in a second language;
(d) Alternatives in language assessment: portfolios, self- and peer-assessment; and
(e) Social and ethical aspects of language assessment.
Learning Approaches
This unit adopts a critical, reflective and participatory approach which will require you to engage extensively with the readings and activities provided in both face-to-face and online sessions. You will be encouraged to relate your reading and assessment tasks to your teaching context and to participate actively with others in discussing the theoretical and practical dimensions of the topics covered.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in regular discussions and collaborative learning activities with peers and the teaching team. You will have the opportunity to give, receive and respond to peer-feedback on draft specifications prior to the first assignment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission.
Assessment
Overview
There are two summative assessment tasks in this unit, both of which enable you to apply the knowledge and skills that you are in the process of developing during the unit.
Assessment 1 requires you to create a reading achievement test for EAL/D or other second language learners. This includes developing specifications, selecting and where, necessary, modifying an authentic reading text, and developing test materials.
Assessment 2 enables you to review an existing second language assessment task or an assessment task that is used with cohorts including EAL/D learners, and, based on your evaluation, suggest areas for improvement.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
This assignment involves the creation of a reading achievement test for L2 learners (EAL/D or other languages).
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Assessment: Critique
A review of a test/alternative assessment task that is used with EAL/D or second language learners in a context relevant to you.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Required and supplementary readings are provided through QUT Readings on the unit Canvas site.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply.
Unit Outline: Semester 2 2025, Online
| Unit code: | EUN646 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN606, EUZ646 |
Overview
In this unit you will be introduced to theories and practices in second language assessment. It provides you with the opportunity to examine and evaluate both classroom-based assessment tasks and standardised tests used to assess the proficiency of second language speakers, including learners for whom English is an additional language or dialect (EAL/D). Language teachers and school leaders need both the understanding of theoretical aspects of language assessment and the skills necessary for the creation and interpretation of classroom-based language assessment tasks. Through reading and discussion of recent research into language assessment, you will also develop a framework through which to evaluate language assessment tasks used in a teaching context relevant to you.
Learning Outcomes
On successful completion of this unit you will be able to:
- Conversant with a body of knowledge about second language assessment, including understanding recent developments in the field (CLO1.1).
- Able to use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice in the field of second language assessement (CLO2.1).
- Able to use technical and communication skills to design, evaluate, analyse and theorise about developments that contribute to professional practice in second language assessment (CLO2.4).
- Able to apply knowledge and skills with creativity and initiative to new situations in professional practice in the area of language assessment with high level personal autonomy and accountability (CLO3.1).
Content
This unit includes the following topics:
(a) Introduction to language testing: brief overview of the history of language testing, types of language assessments and principles of test usefulness, including validity, reliability and authenticity;
(b) Language test creation; inception to washback;
(c) Assessing the macroskills: listening, speaking, reading and writing in a second language;
(d) Alternatives in language assessment: portfolios, self- and peer-assessment; and
(e) Social and ethical aspects of language assessment.
Learning Approaches
This unit adopts a critical, reflective and participatory approach which will require you to engage extensively with the readings and activities provided in both face-to-face and online sessions. You will be encouraged to relate your reading and assessment tasks to your teaching context and to participate actively with others in discussing the theoretical and practical dimensions of the topics covered.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in regular discussions and collaborative learning activities with peers and the teaching team. You will have the opportunity to give, receive and respond to peer-feedback on draft specifications prior to the first assignment. Assessment will receive criteria-based grading and comments and the criteria will be considered by the cohort prior to assessment submission.
Assessment
Overview
There are two summative assessment tasks in this unit, both of which enable you to apply the knowledge and skills that you are in the process of developing during the unit.
Assessment 1 requires you to create a reading achievement test for EAL/D or other second language learners. This includes developing specifications, selecting and where, necessary, modifying an authentic reading text, and developing test materials.
Assessment 2 enables you to review an existing second language assessment task or an assessment task that is used with cohorts including EAL/D learners, and, based on your evaluation, suggest areas for improvement.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project (applied)
This assignment involves the creation of a reading achievement test for L2 learners (EAL/D or other languages).
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Assessment: Critique
A review of a test/alternative assessment task that is used with EAL/D or second language learners in a context relevant to you.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Required and supplementary readings are provided through QUT Readings on the unit Canvas site.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit. Workplace health and safety protocols in relation to computer use will apply.