Course Information Form (CIF) MA Applied Linguistics (Testing and Assessment)

Section 1 - General Course Information

Course Title MA in Applied Linguistics (Testing and Assessment)

Qualification MA

Postgraduate Certificate in Applied Linguistics (Testing &

Intermediate Assessment) 60 credits
Qualification(s) Postgraduate Diploma in Applied Linguistics (Testing & Assessment)
120 credits

Awarding Institution University of Bedfordshire

Location of Delivery AA,AP

Mode(s) of Study and 1 year full time (12 months)
Duration 2 years part-time (24 months)
Core Teaching Pattern 4

FHEQ Level 7
Professional, Statutory or
Regulatory Body (PSRB)
N/A
accreditation or
endorsement
PSRB Renewal Date N/A
University of Bedfordshire
Employability accreditation
Route Code (SITS) MALTAAAF

Subject Community English Language and Communication

UCAS Course Code

Although there are no specific benchmark statements for
postgraduate courses in Applied Linguistics to date, the
undergraduate QAA subject benchmark statement for Linguistics,
Language and Related Studies have been used for guidance and
Relevant External
may be found at:
Benchmarking
http://www.qaa.ac.uk/en/Publications/Documents/Subject-
benchmark-statement-Linguistics.pdf and at
http://www.qaa.ac.uk/en/Publications/Documents/Subject-
benchmark-statement-Languages-and-related-studies.pdf
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 The course meets the QAA Quality Code for Higher Education
descriptors for postgraduate awards as described in Part A: Setting
and Maintaining Academic Standards, Level 7. (see QAA HEFQ
2014) and the QAA Masters Degree characteristics

Section 2 - Published Information

Material in this section will be used on the course web site to promote the course to potential students.
The text should be written with this potential audience in mind.
Course Structure
The Units which make up the course are:
Unit Code Level Credits Unit Name Core/option
LNG004-6 7 15 Exploring Research: Concepts and Methods C
LNG010-6 7 15 The Language System C
New 7 15 Statistics in Language Testing C
New 7 15 Principles & Practice in Lang Assessment C
New 7 15 Testing Language Knowledge & Receptive Skills C
New 7 15 Testing Productive and Integrated Skills C
LNG025-6 7 15 L2 Materials Development O
New 7 15 Professional Practices O
LNG026-6 7 15 Assessment and Accreditation O
LNG020-6 7 15 Issues in Second Language Acquisition (SLA) O
New 7 60 Dissertation in Testing and Assessment C

Note.
Those who wish to claim an intermediate qualification in Applied Linguistics (Testing and Assessment)
must accrue a total of 60 credits of which at least 30 credits from core testing and assessment units
from semester 1 for a PG Cert., and a total of 120 credits, of which at least 45 credits from core
testing and assessment units from semesters 1 and 2 for a PG Dip.

Why study this course

The MA in Applied Linguistics (Testing and Assessment) is almost unique in its scope and depth in the
UK. It offers a highly specialised course which focuses on validity, reliability and design in assessment
and language testing. The course is aimed at those who plan to develop their career in testing and
assessment or, perhaps already have some experience and see this as a focus for their professional
development.

Whether you are interested in classroom testing, assessing learning outcomes, course evaluation, or
institutional tests and exams, you will find this course gives you the concepts and practical experience
you need. The course develops your awareness of current issues in assessing language knowledge,
receptive and productive language skills and the integration of these areas. The relationship between
language teaching, learning, and assessment is explored along with research methodology and
statistics for language testers. This gives you the necessary confidence and expertise to carry out a
major piece of original research in language testing as your dissertation.

You will be studying in a department which has an excellent track record of high-quality teaching and
is prominent in subject league tables and National Student Satisfaction Surveys. The course is taught

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by experts in the field of ELT and language testing. Our prolific and successful Centre for Research in
English Language Learning and Assessment (CRELLA) has a world-class reputation for its work in
language testing and programme evaluation. Many well-known ELT exams are underpinned by
research conducted within the department, here at Bedfordshire.

The MA Applied Linguistics (Language Testing and Assessment) offers

 Up-to-date theoretical and practical perspective in test design and evaluation
 Invaluable opportunities to work with industry specialists in language testing
 A good balance of theory and practical application
 The opportunity to gain a specialist qualification focused on testing-related professions
 A great learning environment with superb facilities.

Course Summary – Educational Aims

This MA covers theoretical and practical aspects of language assessment and good test design. This
gives distinct career advantages to those interested in curriculum evaluation, testing and assessment.

Educational aims:
 Developing materials for language testing and assessment;
 To provide insight and experience in language test design, evaluation and development;
 To deepen your understanding of the language systems of English: Phonology, Grammar,
Lexis and Morphology;
 To develop research skills, and a critical understanding of relevant research issues;
 To explore a number of theoretical issues relevant to language testing and assessment.

Entry requirements

Standard:
Standard entry requirements for UK students – http://www.beds.ac.uk/howtoapply/ukugentryreqs
Students from the European Union - http://www.beds.ac.uk/howtoapply/eu/guides
International students - http://www.beds.ac.uk/howtoapply/international/apply

Additional:
For non-native speakers of English IELTS 6.5 overall, or equivalent, with no score lower than 6.0.
A good first degree, a background in ELT/language education. Teaching/ testing experience
desirable.

PSRB details
N/A
Graduate Impact Statements
The course has been designed to develop graduates who are able to:
 Construct tests and assessments for a range of different language learners, levels and skill
areas, reflecting best practice;
 Evaluate a variety of language assessments using up to date knowledge and research;
 Use their ability to plan, organise and prioritise to deal with emerging problems creatively and
innovatively.

Higher Education Achievement Report - Additional Information

Learning and Teaching

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Our approach to teaching the subject matter is fundamentally student-oriented with ample
opportunities for discussion and elaboration as part of the course. Teaching styles for each unit will
vary in order to reflect the subject matter, purposes and nature of each unit. This means you will
experience lectures, workshops, seminars and tutorials and time will also be spent working in small
groups, discussing case studies, preparing and debating test materials and for the preparation for
assessments and presentations.

The experience you gain from this course is based on an experiential approach which will allow you to
carry out your reading beforehand and then discuss different issues in class and perhaps also prepare
a number of tasks that will help you to demonstrate your understanding of your reading and
documentary research. You then approach your workshops and lectures with a more informed mind
and will be able to contribute to the class discussion more effectively, developing a critical insight and
understanding of the various issues covered in your units.

The course is varied both in curriculum content and delivery methods. These include:
 Student presentations for the critical review and discussion of research studies and for
demonstrating testing materials and techniques;
 Seminars for the discussion and debate of material presented in lectures and student
presentations;
 Opportunities to work in the Language Centre, local language schools/institutions
 Tutorials for the supervision and guidance of independent research for the completion of your
dissertation;
 Fostering employability through key skills development linked to practice, including effective
oral and written communication;
 Cultivating the confidence, knowledge and experience of internationally recognised language
levels and how they can be established;
 Workshops for the analysis and discussion of test materials
 Opportunities to work with leading academics with expertise in language test design

Developing your employability

Education around the world is influenced by public exams, tests whose outcomes have social, public
and political significance. Policy makers, the publishing industry, private and state education providers
and the exam bodies themselves require well-qualified experts in testing and assessment. This MA
provides just such a background. The targeted focus of the course is such that it will appeal to those
already involved in language teaching or testing but seek continuing professional development (CPD)
as a means towards career advancement.
The combination of practical application and the theoretical knowledge provides the confidence to
approach all manner of problems. The development of test materials is part of the course and a ‘real-
life’ exercise from the world of language testing. Further, the value of well-developed communication
skills cannot be underestimated and the course provides support in this regard. The clear presentation
of ideas, on paper and in person, is an integral part of the course and popular with employers.
Career planning is also built in to the course from induction onward. We work closely with the
Employability and Careers Service and deliver joint career development workshops for our students.
The course includes a range of assessment types, such as case studies, group and individual tasks
and giving presentations, skills which most employers prize.

Department (s)

Department of English Language and Communication.

Assessment

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A range of assessment methods is used throughout the course with the main emphasis on summative
assessment but with also some focus on formative assessment. They include: Academic papers, Oral
presentations, test materials and procedures evaluation, production of tasks and tests, in-class tests
and examinations and portfolios of practical tasks. There is also a variety of group and individual
assessments which will develop independent, critical thinking and serve to reinforce our research
culture. Each piece of work is graded individually whether done collaboratively or otherwise. You can
expect to produce a critique of theory and current practices, and to evidence your ability to make
informed decisions. Feedback plays an important role in the course and you will be expected to
engage in self-assessment and peer feedback, especially in formative and presentation assessments.

Research Ethics is an integral part of the course and together with training in statistics provides the
foundations for the final dissertation: the culmination of the course which entails managing the
research project from start to finish. This substantial body of work is normally based on original
research and on the application of language testing theory.

After Graduation
Given the highly specialised focus of the course, we anticipate that students will progress onto a
position that involves language testing or assessment. This may involve working with one of the well-
known exam boards like Cambridge Language Assessment, Edexcel, or Pearson, or perhaps for an
education authority as the specialist on tests and assessments. Some whose background includes
language teaching may secure a position within an educational establishment as the authority on
course evaluation and assessment.
Further study
Tutors are happy to advise those who are considering a further academic qualification. There is a
strong possibility that MA graduates will want to continue their studies with doctoral research with the
industry experts here in CRELLA.
Student Support during the course
There is good provision of support and advice throughout your studies. Like all students at
Bedfordshire, you will be allocated a Personal Academic Tutor (PAT) at the start of the course. Your
tutor will provide individual academic guidance through your time at the University and will be able to
act as a referee, writing references for voluntary or paid positions that you apply for during and at the
end of your degree. Meetings in small groups or one to one will take place each academic year and
review your academic progress, career intentions and suggest actions that you can take to improve
your learning. .
Lecturers are able to refer to a range of support services including Communication Skills – offering
guidance on ways to present yourself in writing and speaking within a British university setting, PAD
(Personal and Academic Development – which offers academic support resources) SID (Student
Information Desk – which offers a drop in and online service for academic and non-academic advice,
for example on learning support, arrangements for students with disabilities or specific learning
difficulties or guidance on mitigating circumstances for assessments).
Lecturers will also refer you to the on-line resources that are able to support your learning through our
VLE called ‘BREO’ (Bedfordshire Resources for Education Online) or the material that can found on
the Learning Resources website. BREO provides supporting materials for each unit that you study as
well as the portal through which your work is normally submitted for grading.
Students with disabilities
The course is fully inclusive and welcomes students with disabilities. During the application process
disabled students are invited to the university to discuss their needs with the Course co-coordinator,
individual members of the academic staff, as well as staff from the Health and Well Being Team. The
course should not present any barriers to students with disabilities that cannot be overcome using the
university’s policy on support for students with disabilities.
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See http://www.beds.ac.uk/studentlife/student-support/health/disabilities and BREO disabilities site -
https://breo.beds.ac.uk/webapps/portal/frameset.jsp for general information.

Support provided for students with identified disabilities includes.

 signers and note-takers, tutor microphones and fire alarm buzzers for deaf students
 extra time, support tutorials and, as required, support materials for students with dyslexia
and/or dyscalculia
 tutorial support and special arrangements for some assessments (e.g. presentations) for
students with post-traumatic stress syndrome or other relevant disabilities
 potential room-changes if required for students with mobility difficulties
 agreements for extra food breaks and in-class eating for students with diabetes

All applications identifying any disabilities are followed up by letter or at interview to establish support
required.

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 Assessment Map MA Applied Linguistics (Testing and Assessment)

Semester 1 Semester 2

Assessment and
Integrated Skills
receptive skills
The Language

Principles and

Issues in SLA
Development

Accreditation
Testing lang.
knowledge &

Productive &

Professional
Concepts &

L2 Materials
assessment

Dissertation
practices in

Statistics in
Research:
Unit name

Language
Exploring

Practices
language
Methods

System

Testing

Testing
Unit LNG004-6 LNG010-6 New New New New LNG025-6 LNG026-6 LNG020-6 New New
code code

Week Core Core Core Core Core Core Option Option Option Option Core

Leads to PG Cert in AL (T & A)

1

Leads to PG Dip in AL (T & A)

2
3 PR-
Oral
4
5 EX-PT PR-Oral

6 CW-Ess
7 CW- Ex-CB CW-CS WR-I
Ess
8 CW-CS PJ-Art
9
10 PR-Oral
11 PJ - Art
12
CW-Ess CW-CS CW- PJ-Proj CW-LR
13 CS
WR-I CW-CS WR-I PJ-Proj
14
PJ-Art
PR- PJ-
15 Oral Diss

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Section 3 - Academic Information
This section will be used as part of the approval and review process and peer academics are the
target audience.
Course Learning Outcomes

Upon successful completion of the MA in Applied Linguistics (Testing and Assessment), you
should be able to:

1. Demonstrate a deep understanding of the Language Systems of English:

Phonology, Grammar and Lexis, appreciating the problems of assessing these
systems
2. Critically evaluate extant language test materials, identifying their shortcomings and
strengths
3. Demonstrate a wide breadth of knowledge around good test design for specified
purposes;
4. Demonstrate well-developed analytical skills, manipulating quantitative and
qualitative data;
5. Demonstrate the ability of decision making and personal initiative for Continuing
Professional Development purposes;
6. Demonstrate insight and critical understanding of various approaches to testing and
assessment and how they may be improved;
7. Demonstrate the ability to produce reliable, valid test materials which overcome the
established difficulties in assessing them in all four skills;
8. Critically evaluate research literature relevant to language testing;
9. Critically evaluate procedures and findings in language testing research in the light
of current thinking;
10. Demonstrate an ability to plan and conduct original research in areas relevant to
language testing;

Upon successful completion of the Postgraduate Diploma in Applied Linguistics (Testing &
Assessment), you must pass at least 3 core units in testing and assessment from semesters 1 and
2. You should be able to:
1. Demonstrate a deep understanding of the Language Systems of English:
Phonology, Grammar and Lexis, appreciating the problems of assessing these
systems
2. Critically evaluate extant language test materials, identifying their shortcomings and
strengths
3. Demonstrate a wide breadth of knowledge around good test design for specified
purposes;
4. Demonstrate well-developed analytical skills, manipulating quantitative and
qualitative data;
5. Demonstrate the ability of decision making and personal initiative for Continuing
Professional Development purposes;
6. Demonstrate insight and critical understanding of various approaches to testing and
assessment , and how they may be improved;
7. Demonstrate the ability to produce reliable, valid test materials which overcome the
established difficulties in assessing them in all four skills;

Upon successful completion of the Postgraduate Certificate in Applied Linguistics (Teaching &
Assessment), you must pass at least 2 core units in testing and assessment from semester 1 or 2.
You should be able to:

1. Demonstrate a deep understanding of the Language Systems of English: Phonology,

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 Grammar and Lexis, appreciating the problems of assessing these systems
2. Critically evaluate extant language test materials, identifying their shortcomings and
strengths
3. Demonstrate a wide breadth of knowledge around good test design for specified
purposes;
4. Demonstrate well-developed analytical skills, manipulating quantitative and qualitative
data;
5. Demonstrate the ability of decision making and personal initiative for Continuing
Professional Development purposes;

Course-specific regulations
This course requires IELTS 6.5 or equivalent as an entry requirement for non-native speakers of
English, which has been approved by Academic Board.

Teaching, Learning and Assessment

The MA Applied Linguistics (Testing and Assessment) employs a range of teaching and learning
strategies whose focus is to develop expertise in language testing research literature and its
application in test design and procedures.

The teaching strategy can be summarised as follows:

 It is student-centred, requiring student involvement and discussion as an integral part of the
teaching;
 It incrementally develops confidence in research design, procedures and ethics
 It has flexible teaching and learning arrangements, making extensive use of BREO and
other on-line modes of delivery;
 The teaching and course content is informed by industry experts with extensive publication
records;
 The combination of theory and practical application prepares you for self-directed original
research,
 Critical evaluation, self and peer assessment are integral to the course;
 It centres around cutting edge developments in testing and assessment, particularly with a
view to developing a focus for the dissertation.

Assessment:
The purpose of assessment is to provide opportunities for students to demonstrate the extent of
their knowledge and skills at a given point. The outcomes are as important to the assessor as
they are to the student. To provide accurate, global readings therefore, the course takes an
incremental and varied approach to the assessment of the course content, culminating in the
dissertation. This is a substantial piece of original research on an aspect of testing, but whose
precise focus is determined by each student, and according to their anticipated career plans. Here,
the ability to plan, execute and evaluate independent research is assessed and represents the
apex of a student’s postgraduate studies.

To complement and lead up to the dissertation, there are different types of assessment on the
course, each designed to relate to the content and the cumulative body of knowledge upon which
the research plans of the dissertation are based. The types of assessment include: essays and
reports, in-class tests conducted under examination conditions, practical tasks (eg questionnaire
design, test item construction) case studies, assignments, and presentations. The assessment
methods have been selected to support the pedagogical development of research skills and
subject knowledge, and to satisfy individual unit, and global course learning outcomes. The details
of each assignment task are provided in the unit handbooks and individual Unit Information Forms.
The overall assessment map is available in the course handbook. Each point of assessment
provides opportunities for valuable feedback from teachers but also from peers to enable students

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to review and improve their work.

Additional Academic Information

Peer-assisted learning (PAL)
N/A

Initial Assessment
LNG004-6 Exploring Research: Concepts and Methods
At the beginning of the course the first summative task is a written paper about research methods
under controlled conditions which provides students the opportunity to gain early feedback on their
work and assess whether they are producing work suitable for this level of study.
Improving students’ learning
All postgraduate students in the Department of English Language and Communication are strongly
advised to follow our Communication Skills programme which will help them adjust to what may be
a different teaching and learning context from what they are used to, as well as helping them to
understand and prepare for the assessment requirements at this level of academic study.
Academic Integrity
Issues related to academic integrity are explained and clarified to PG students in our Department
in a number of ways: an extensive programme as part of our Induction week, our Communication
skills programme which is offered to all our students, one-to-one support and tutoring, specific
workshops dedicated to providing assessment guidance part of our unit weekly schedule.
As this course is delivered at level 7, there is an expectation that students will understand the
basics of academic integrity. During Academic Induction in the first week the Course Co-ordinator
will introduce the importance of professionalism and academic integrity. This is reinforced in the
core unit Exploring Research: Concepts and Methods and in advance of their first assessment.
The Academic Integrity Resource (AIR) is also available for students to complete on BREO. This is
an online checklist to ensure that students are aware of the issues related to academic integrity.

HEAR implementation

Internationalisation
All the units on the course directly or indirectly involve issues relevant to matters associated with
intercultural perceptions, communication and patterns of interaction. Given the global reach of the
(English) Language Testing industry such themes are central to internationalisation. One aim is
therefore to sensitise and develop students’ intercultural awareness and understanding of different
cultures in international teaching and learning contexts. It is likely that the course will continue to
attract EU and International students as much as British students, making the course inherently
international in its orientation.
Sustainability
The impact of technology has not only made the testing and assessment industry more effective
and faster, the rate of change has accelerated over the last decade and brought with it great
advances in efficiency. These efficiencies make better use of natural resources like paper, as the
shift towards electronic media and internet-based testing becomes more prominent. Similarly, test
design and the exchange of information between test centres, exam boards and their
administrators is increasingly electronic without time and fuel costs making the whole industry
more effective, efficient and therefore more sustainable.

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Students gain the skills to examine contemporary policy and the feasibility of implementation to
ensure that tests are designed for the contemporary educational contexts. Even where context
are resistant to the abolition of paper based testing, students will reflect on their future professional
development to ensure that their experience and practice remains current and innovative.

Section 4 - Administrative Information

This section will be used as part of the approval and review process and peer academics are the
target audience.
Faculty Education and Sport
Postgraduate English language and
Portfolio
Communication
Department/School/Division English Language and Communication

Course Coordinator Claudia Saraceni

Version Number 1/15

Approved by (cf Quality Handbook
University Approval
ch.2)
Date of approval (dd/mm/yyyy) April 2015
Implementation start-date of this
2015-16
version (plus any identified end-date)

Form completed by:

Name: …C Saraceni Date: March 2015

Authorisation on behalf of the Faculty Teaching Quality and Standards Committee

(FTQSC)

Chair: ……………………………………… Date: …..…………………………………….

Course Updates
Date
Nature of Update FTQSC Minute Ref:
(dd/mm/yyyy)

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