 | Study programme 2019-2020 | Français | |
 | Analysis and Development of Language Assessment Devices | ||
Programme component of Advanced Master's in Language Sciences - Language Immersion and Language Teaching/Learning DevicesResearch Institute for Language science and Technology |
| Students are asked to consult the ECTS course descriptions for each learning activity (AA) to know what assessment methods are planned for the end of Q3 |
|---|
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UL-S1-IMMERS-608-M | Optional UE | HUET Kathy | P362 - Métrologie et Sciences du langage |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 15 | 10 | 5 | 0 | 0 | 5 | 5.00 | 2nd term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SMSL-166 | Analysis and Development of Language Evaluation Devices | 15 | 10 | 5 | 0 | 0 | Q2 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
- Have a complete understanding. Analyse any communicative situation (real or depicted) in reference to the theoretical and methodological frameworks within various scientific approaches to language.
- Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations, using any form of language.
- Critically analyse the extent and limitations of different types of intervention in a situation of linguistic nature.
- Communicate effectively. Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present (orally and in writing) the results of an intervention (study, analysis, investigation, etc.) to adequately inform a target audience.
- Have a willingness to keep learning. Assess and pursue professional and personal development.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Adopt a scientific approach. Master the scientific approaches in language sciences.
- Collect data and thoroughly analyse it qualitatively and quantitatively.
- Have a complete understanding. Analyse any communicative situation (real or depicted) in reference to the theoretical and methodological frameworks within various scientific approaches to language.
- Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations, using any form of language.
- Critically analyse the extent and limitations of different types of intervention in a situation of linguistic nature.
- Communicate effectively. Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present (orally and in writing) the results of an intervention (study, analysis, investigation, etc.) to adequately inform a target audience.
- Have a willingness to keep learning. Assess and pursue professional and personal development.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Adopt a scientific approach. Master the scientific approaches in language sciences.
- Collect data and thoroughly analyse it qualitatively and quantitatively.
Learning Outcomes of UE
After the course, students will be able to describe any concrete practice of evaluation ( conception of language, type of assessment ,...). They will also be able to create / analyze a concrete practice of evaluation, carry on a very fruitful critical reflection aiming the evaluation devices' improvement.
Prior Experience
Not applicable
Q2 UE Assessment Comments
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SMSL-166 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SMSL-166 |
|
Required Reading
| AA | |
|---|---|
| P-SMSL-166 |
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SMSL-166 | Not applicable |
Recommended Reading
| AA | |
|---|---|
| P-SMSL-166 |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SMSL-166 | Not applicable |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SMSL-166 | ROEGIERS, X. (1997). Analyser une action d'éducation et de formation : analyser les programmes, les plans et les projets d'éducation ou de formation pour mieux les élaborer, les réaliser et les évaluer. Bruxelles : De Boeck, DENNERY, M. (1999). Piloter un projet de formation. Paris : ESF Lessard, C., & Meirieu, P. (Eds.) (2005). L'obligation de résultats en éducation. Évolution, perspectives et enjeux internationaux. Bruxelles : De Boeck Gérard, F.-M. (2003) L'évaluation de l'efficacité d'une formation, Gestion 2000, 20(3), 13-33. Cadre européen commun de référence pour les langues, Paris, Conseil de l'Europe / Les éditions Didier, 2001. Christine Tagliante L'évaluation et le cadre européen, Paris, Clé International, 2005 Lyle Bachman & Adrian S. Palmer Language Testing in Practice. Oxford University Press. 1996. |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SMSL-166 | Unauthorized |
(*) HT : Hours of theory - HTPE : Hours of in-class exercices - HTPS : hours of practical work - HD : HMiscellaneous time - HR : Hours of remedial classes. - Per. (Period), Y=Year, Q1=1st term et Q2=2nd term