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9. Guessing unfamiliar words- Need more than the particular micro-skills. The context itself has to be understood.
1. Careful reading of the text
2. Determine what tasks it is reasonable to expect candidates
3. Be presented to colleagues for moderation.
4. Included as part of the text
6. Information transfer- supplying simple information in a table, labelling a picture…
If we test different skills at the same time the results of the test will be less accurate.
5. Summary cloze- an extension of the guided short answer
3. Short answer- more than one word may be used.
Sara Falagán Izquierdo
Natalia Nazarenko
Míriam Velarde Soberón
We should be clear
Abilities
It was more difficult to construct reliable and valid test of writing and speaking.
BUT
OPERATIONS
Framework
Reading and listening tests
DON'T MEAN SIMPLE.
MACRO-SKILLS
Low-level operation and grammatical/lexical.
INFORMAL. Observation
CONTENT (operations, types of text, addresses and topics)
Broad levels of reading processes.
FORMAL testing
MACRO-SKILLS
Way to improve
Balance
between
items
MICRO-SKILLS (Not as an end)
CRITERIAL LEVELS OF PERFORMANCE
OPERATIONS
MICRO-SKILLS
TYPE OF TEXT
ADDRESSEES
It may not necessary to specify further.
TOPIC
General idea.
Receptive skills are more problematical.
We can... use the test task themselves to define the level.
1. Representative sample.
2. Appropriate length.
3. Fresh starts.
4. Discrete and interesting pieces of information.
5. Avoid general knowledge.
6. Not too culturally.
7. Do not use text already read.
2. Unique anwer- single word or number response.
7. Identifying order, topics, arguments- for example: number the events.
A)
B)
C)
4. Guide short answer- solution to the short answer problem. Complete sentences presented to the candidates.
1. Multiple choice- cross out one of alternatives
8. Identifying references- (micro-skills) Identify the meaning of some pronouns.
“What does the word “it” refer to? ____________”