good to discover

1. LANGUAGE
TESTING &
ASSESSMENT

2. MEET OUR TEAM
PHAM VAN CAU
DANG THI THUY DIEU
NGUYEN THI MINH
PHUONG
NGUYEN THI MY TIEN
LE NGUYEN HUYEN
TRANG
NGUYEN PHUONG
THAO
NGUYEN NGOC
TRUNG
2

3. AGENDA
1. Key Concepts and Meanings
2. Main Points
3. Group’s Questions

4. KEY TERMS
Learning outcomes
Learning
Assessment tasks
Alignment

5. Learning: the acquisition of knowledge, skills, attitudes,
values and experiences.
Learning Outcomes: what our students should know
and be able to do at the end of a course, as a result of all of
our activity – lessons, assignments, feedback and tests.
Assessment tasks: a tool, device or constructed
situation that creates the opportunity for learners to
demonstrate or display the nature and depth of their
learning.
Alignment: ‘the degree of agreement among curriculum,
instruction, standards and tests’.

6. WHAT ARE LEARNING OUTCOMES?
6
Explicit learning
outcomes: defined for a
whole programme by
benchmarks and
standards, curriculum
and external tests
Implicit learning
outcomes:
Defined by teachers
through textbooks at
the classroom level

7. FORWARD DESIGN &
BACKWARD DESIGN
Learning
Activities
Assessment
Tasks
Intended
Learning
Outcomes
(ILOs)
Content-based approach  Teacher-centered
Forward
Design
Outcome-based approach  Student-
centered
Backward
Design
(Wiggins &
McTighe, 2005)

8. WHY IT IS IMPORTANT
Learning outcomes give a clear
idea of what can be achieved by
joining a particular programme.

9. BENEFITS OF LEARNING
OUTCOMES
Students:
gives a clear idea to the students of what are they going
to learn or achieve at the end of the class before the
start of every class.
help the student choose appropriate
course/programme.
 avoid the risk of wasting time and
stress.

10. BENEFITS OF LEARNING
OUTCOMES
Teachers:
 give a clear idea of what and how much to teach and pla
accordingly.
 help teachers design their teaching material more
effectively and select appropriate strategies for teaching
 avoid extra teaching which ultimately help in
saving time and meet students’ needs and expectation

11. LEARNING, LEARNING OUTCOMES & ASSESSMENT
TASKS
Acquiring Learning
Measured
Learning
Outcomes
Achieved
Assessme
nt Tasks
Knowled
ge
Values
Skills
Day-by-
day
activitie
s

12. EXAMPLE THE CONNECTION
OF LEARNING OUTCOMES TO
TASKS

13. CONSTRUCTIVE ALIGNMENT
Learning
Activities
Assessment
Tasks
Intended
Learning
Outcomes
Content-based approach  Teacher-centered
Forward
Design
Outcome-based approach  Student-
centered
Backward
Design

14. Day-by-day
Assessment
Tasks
VERTICAL & HORIZONTAL
PERSPECTIVES
Intended
Learning
Outcomes
(ILOs)
Backward
Design
Day-by-day
lesson planing
Learning
Support
(related to ILOs)
Assessment
Tasks
Learning
Activities
Adated from Cheng and

15. Designing Assessment for a course
Horizontal and Vertical perspectives
Horizontal plan
- Start with intended learning outcomes and
assessment tasks
- The purpose: collect evidence of student
learning through portfolios, questionnairs,
projects, presentation…
- Move from the outcomes of the course and
assessment tasks to daily activities of the
course
Examples: IELTS course, vocational course,
English course for business, English course for
office affairs…
Vertical Plan
- It consists of daily activities of the course
- Track and assess tasks, activities, events and
resources overtime and overtime
- Come back to serve the intended outcomes of
the course
Examples: General English course, content-
based syllabus, curriculum-based (traditional
schools)

16. Application of Teaching philosophies
Horizontal plan
- Planning places emphasis on progressivism.
Teaching philoshophies focus on learner-
centeredness/learner-led
+ The students is more active, autonomous, and
independent.
+ The teacher is flexible, creative and active in
integration of knowledge and skills.
+ Reconstructionist or outcomes-based curriculum
tends to outcomes-led, evidence-driven and
assessment-centered process.
Teaching philosophies focus on learning outcomes,
quality assurance, accountability and assessment.
Vertical Plan
- Planning places emphasis on humanism.
Teaching philosophies focus on teacher-
centeredness.
- In this way, all the activities must follow the
textbook and teacher guidance and curriculum
requirements.

17. Contexts for Alignment/ External Defined Expectations
Benchmarks
and Standards
Curricular
Guidlines
External Tests
Textbooks
Need Analysis
Criteria defining what students
should know and be able to do
Documents instructing what to
teach and how to teach
High-stakes language proficiency
tests prepared by outsiders
Books providing content and
instruction
Process of identification and
evaluation of needs

18.  Day-by-day
assessment tasks
 Connection between
activities and ILOs
 Type
 Stakeholders
 Purposes/Expect
ations
 Time & Location
Constructiv
e
Allignment
Intended
Learning
Outcomes
Assessm
ent
Tasks
Learning
Activitie
s
Course Planning/Syllabus Design
Step
1
 Identified Outcomes
 Ways to assess and
evaluate
 Content and day-by-day
activities
Context
Information

19. • ILOs  Assessment Tasks  Learning Activities
Course Allignment
• A well-rounded design with long-term and day-by-day
lesson plans
Horizontal and Vertical Perspectives
• 3 steps: context information  horizontal plans 
vertical plans
Course Planning and Syllabus Design
Wrap-up

20. THANK YOU