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Assessment and Testing

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Robert Oliwa

on 27 January 2015

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Transcript of Assessment and Testing

1. What are the characteristics of a good language test?
2. What are the types of student assessment?
3. How do we assess and test language skills?
Characteristics of
a
Good Test




:


:





:


:
types of student assessment
Types of Test Items
formative
Direct Test Items
Assessment and Testing
1- Validity:
Validity refers to the degree in which a test or other measuring device is truly measuring what we intended it to measure.
2- Reliability
A test is considered reliable if it is taken again by the same students under the same circumstances and the score average is almost the constant , taking into consideration that the time between the test and the retest is of reasonable length.
3- Objectivity
Objectivity means that if the test is marked by different people,
the score will be the same . In other words, marking process should
not be affected by the marking person's personality.
4- Comprehensiveness
A good test should include items from different areas of material assigned for the test. In other words it should cover all the objectives of a unit adequately with more emphasis on those objectives that are considered more important than others. In other words, the test should be “weighted” in terms of content.e.g ( grammar - vocabulary - intercaction- functions)
5- Simplicity
Simplicity means that the test should be written in a clear , correct and simple language , it is important to keep the method of testing as simple as possible while still testing the skill you intend to test.(Avoid ambiguous questions and ambiguous instructions)
6- Scorability
Scorability means that each item in the test has its own mark related to the distribution of marks given. The degree of easiness for the examiner to rate/score the test result, and for the user to read the test result.
Content Validity – If a test has content validity then it has been shown to test what it sets out to test. Not only teachers and administrators can evaluate the content validity of a test. Learners can be encouraged to consider how the test they are preparing for evaluates their language and so identify the areas they need to work on.

Face Validity – If a test has face validity then it looks like a valid test to those who use it. Face validity can be compared with content validity, which describes how far the test actually measures what it aims to measure.
Face validity is not an objective measure of how good a test may be. However, it is as important as content validity, because learners and teachers need to think a test is credible if it is to work.
Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments.
SUMMATIVE
Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the classroom level is an accountability measure that is generally used as part of the marking process. Here are some examples of summative assessments:


Public exams
End-of-unit or chapter tests
End-of-term or semester exams
INFORMAL ASSESSMENT
Teachers conduct INFORMAL ASSESSMENT all the time. We are constantly evaluating our students' progress and abilities so that we can decide what to do next in a lesson - or when we are planning future lessons.
We give students more formal diagnostic tests when we want to know how much they know so that we can decide what to do next - like a doctor diagnosing a patient's symptoms. We can give diagnostic tests at any stage during a course to help us plan future lessons.
Diagnostic tests
A particular kind of diagnostic test is a PLACEMENT TEST. We give students placement tests when they first arrive at a language-teaching institution so that we know what level they should study at and which class they should be in.
progress TESTS
We give progress TESTS to see how students are getting on. Progress tests often happen at the end of a week, a month or when a unit of work (perhaps in a coursebook) is finished.
ACHIEVEMENT TESTS
We give students ACHIEVEMENT TESTS at the end of something, such as a semester or a year. We want to know what they have learnt in the past few months - what they have achieved.
Indirect Test Items
Direct Test Items - ask students to perform a skill that is being tested e.g. writing an opinion essay, presenting an oral presentation, interviewing a person.
Indirect Test Items - ask students to show students' knowledge of specific language items e.g. using correct tenses, answering true/false questions, putting words in order.
Direct Items
speaking: oral presentation, interview, information gap activity
writing: a letter, blog, report
reading: transfer information, match
listening: match information, put objects in order
choose between different items
Indirect Items
gap fill
cloze
multiple choice
true/false
jumbled sentences
sentence transformation
proofreading
diction
matching
Think of and prepare assessment criteria for students' oral presentations and written assignments
HOMEWORK
Spelling
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