| 1 | Introduction to the course syllabus and the assessment of in-class learning | Course syllabus, Brown & Abeywickrama, 2019 (Chapter 1) |
| 2 | Basic concepts of language assessment | Brown & Abeywickrama, 2019 (Chapter 1) |
| 3 | Principles of language assessment | Brown & Abeywickrama, 2019 (Chapter 2) |
| 4 | Why do we assess? | Cheng & Fox, 2017 (Chapter 1) |
| 5 | What do we assess? | Cheng & Fox, 2017 (Chapter 2) |
| 6 | How do we assess? Defining in-class assessment | Cheng & Fox, 2017 (Chapter 3); Fulcher & Davidson, 2007 (Unit A2) |
| 7 | How do we develop a high-quality classroom test? | Cheng & Fox, 2017 (Chapter 4) |
| 8 | Midterm Week | |
| 9 | Who are we assessing? Placement, needs analysis and diagnostics | Cheng & Fox, 2017 (Chapter 5) |
| 10 | Who are we assessing? Feedback and motivation | Cheng & Fox, 2017 (Chapter 6) |
| 11 | Observation, interview, self- and peer assessment | Brown & Abeywickrama, 2019 (Chapter 12) |
| 12 | Portfolio and performance-based assessment | Brown & Abeywickrama, 2019 (Chapter 12) |
| 13 | Grading and reporting student performance | Senechal & Varier, 2018 |
| 14 | Ethical issues in classroom assessment practices | Herman & Cook, 2020; Gao, Liu, & Fan, 2022 |