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 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN646 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN606, EUZ646 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| 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:
- Discuss and integrate second language assessment concepts and research, including understanding recent developments in the field.
- Design and justify second language assessments for specific groups of learners.
- Critique and evaluate second language assessments by applying theory and principles of language assessment design.
- Reflect on and reflexively analyse language assessment design to improve professional practice.
- Use academically appropriate oral and written communication forms to transmit knowledge, skills and ideas related to second language curriculum design.
Content
This unit includes the following topics:
- 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;
- Language test creation; inception to washback; sustainable and scalable testing;
- Assessing the macroskills: listening, speaking, reading and writing in a second language;
- Second language proficiency assessment tools and processes in Australia and international contexts;
- Alternatives in language assessment: portfolios, self- and peer-assessment;
- Diverse professionals' interpretations of language testing results; and
- Social, sustainable and ethical aspects of language assessment.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- modules to support research and writing skills
- using Generative AI to support curriculum design
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activities
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
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.
1. Language assessment design - this task 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.
2. Critique - this task 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: Language assessment design
You will design and justify a reading achievement test for L2 learners (EAL/D or other languages). You may use GenAI in the design process.
You will then participate in a peer review activity and reflection.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique
You will review a test/alternative assessment task that is used with EAL/D or second language learners in a context relevant to you.
You will present your review at a scheduled time and respond to questions.
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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Language assessment design, Critique - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO4, Language assessment design - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Language assessment design, Critique - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO2, Language assessment design, Critique - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO5, Language assessment design, Critique
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Language assessment design, Critique - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO4, Language assessment design - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Language assessment design, Critique - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO2, Language assessment design, Critique - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Language assessment design, Critique
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN646 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN606, EUZ646 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
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:
- Discuss and integrate second language assessment concepts and research, including understanding recent developments in the field.
- Design and justify second language assessments for specific groups of learners.
- Critique and evaluate second language assessments by applying theory and principles of language assessment design.
- Reflect on and reflexively analyse language assessment design to improve professional practice.
- Use academically appropriate oral and written communication forms to transmit knowledge, skills and ideas related to second language curriculum design.
Content
This unit includes the following topics:
- 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;
- Language test creation; inception to washback; sustainable and scalable testing;
- Assessing the macroskills: listening, speaking, reading and writing in a second language;
- Second language proficiency assessment tools and processes in Australia and international contexts;
- Alternatives in language assessment: portfolios, self- and peer-assessment;
- Diverse professionals' interpretations of language testing results; and
- Social, sustainable and ethical aspects of language assessment.
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- modules to support research and writing skills
- using Generative AI to support curriculum design
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self reflection activities
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
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.
1. Language assessment design - this task 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.
2. Critique - this task 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: Language assessment design
You will design and justify a reading achievement test for L2 learners (EAL/D or other languages). You may use GenAI in the design process.
You will then participate in a peer review activity and reflection.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Critique
You will review a test/alternative assessment task that is used with EAL/D or second language learners in a context relevant to you.
You will present your review at a scheduled time and respond to questions.
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.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Language assessment design, Critique - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO4, Language assessment design - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO3, Language assessment design, Critique - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO2, Language assessment design, Critique - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO5, Language assessment design, Critique
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Language assessment design, Critique - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO4, Language assessment design - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO3, Language assessment design, Critique - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO2, Language assessment design, Critique - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Language assessment design, Critique