Tóm tắt

This course is developed using Backward Design Approach (Wiggins & McTighe, 2006). In this approach, all course outcomes or, in our terms, learning targets should be defined first, which, in turn, work as a basis for selecting relevant learning content, learning methods as well as assessment practice. For the present course, the learning targets are developed based on a well-constructed taxonomy of competencies that prior research has consistently suggested as core abilities in language assessment literacy (Vogt & Tsagari, 2014; Tsagari & Vogt, 2017) as well as a list of key assessment knowledge/skills that the Foreign Language Teacher Competency Framework for Vietnam requires teachers in this teaching context to have. Put it differently, those learning targets are formed according to both international and local standards. Learning content is synthesized from a wide range of reliable sources and often framed around three major questions “why to assess?”, “what to assess?” and “how to assess?”. Students are expected to be active agents in their learning process and the course instructors are merely facilitators of that process. The three main assessment practices in the present course aim to gather evidence of learning for the most representative competences stated in the learning targets above