Course Topics
The Laboratory topics include: - Testing, assessment, and evaluation in secondary education contexts: overarching principles, connections, specific applications - Assessment types in language education - formative, summative, diagnostic, and performance-based: principled and informed relevance to specific secondary education activities and tasks - Role of rubrics and rating scales in designing assessment types which may maintain student motivation - Washback effect: developing an awareness of the implications of assessment types for student motivation and learning outcomes, with specific regard to inclusivity and optimising learning outcomes, with potential for improved future professional opportunities for all students - Selecting, evaluating, adapting/designing principled, valid, fair and reliable assessment instruments to match a wide typology of pedagogical and multimodal activities/tasks, learning objectives, student characteritics, and secondary education contexts - Appropriately aligning assessment types with multimodal (textual, visual, auditory, and performative) language education approaches - Integrating traditional and digital assessment instruments to uphold inclusive, sustainable, accessible, and motivating secondary language education

Teaching format
The laboratory entails active engagment in collaborative projects in which assessment types/modalities are evaluated, adapted, and designed so as to align with a range of secondary language education-appropriate multimodal activities and tasks.

Educational objectives
- Define and distinguish between key concepts: testing, assessment, and evaluation in instructional contexts. - Identify the purposes, strengths, and limitations of formative, summative, diagnostic, and performance-based assessments. - Apply multimodal principles in the creation of inclusive and accessible assessment strategies aligned with curriculum objectives and responsive to diverse secondary school learner needs. - Select and utilise appropriate digital and analogue tools to support multimodal assessment and feedback. By the end of this course, participants will be able to: - Explain the conceptual differences and relationships between assessment, evaluation, and testing in secondary education - Classify and justify the use of various assessment types (formative, summative, diagnostic, performance-based) for different instructional goals. - Create and implement multimodal assessment tools that incorporate textual, visual, auditory, and performative elements. - Use digital tools effectively to support multimodal and formative assessment practices. - Reflect on their own assessment practices and articulate areas for professional growth.

Assessment
Continuous assessment: - Actively engaging and collaborating during laboratories - Critically evaluating, adapting, and designing a range of assessment instruments in the light of their suitability for a range of multimodal pedagogical activites and tasks within secondary language education Summative assessment: Oral examination: - discussion of course participant‘s awareness of issues relating to the implementation of a range of assessment types in multimodal, inclusive secondary language education

Evaluation criteria
Assessment Criteria – Continuous Assessment: - Actively participating throughout the course - Benefiting from peer and lecturer input and feedback - Demonstrating a developing understanding of the benefits, drawbacks, and implications of a range of assessment types in regard to multimodal secondary language education in specific contexts - Selecting, evaluating, adapting, and creating assessment types that may align with specific multimodal secondary language education activities and tasks Assessment Criteria - Summative Assessment (oral examination): - Critically reflecting on one's engagement throughout the laboratory - Demonstrating a developing understanding of a wide range of issues pertaining to assessment in multimodal language education in specific secondary education contexts Assessment Weighting: Continuous assessment: 65% Summative Assessment: 35%