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Writing Items: possible techniques

Thank you!

Testing

Reading

9. Guessing unfamiliar words- Need more than the particular micro-skills. The context itself has to be understood.

Which language for items and responses?

  • Not difficulties of comprehension.
  • Minimal demands on writing ability.

Writing Items: possible techniques

Procedures for writing items.

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

Advices on item writing

Writing Items: possible techniques

  • Errors of grammar, spelling or punctuation should not be penalized.
  • We are testing reading skills so we should focus on the skills which we are mentioned at the beginning (macro and micro skills).

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.

· Arthur Hughes ·

Writing Items: possible techniques

5. Summary cloze- an extension of the guided short answer

Writing Items: possible techniques

3. Short answer- more than one word may be used.

Sara Falagán Izquierdo

Natalia Nazarenko

Míriam Velarde Soberón

Writing Items: possible techniques

  • Measure the ability in which we are interested.
  • Should not add a significantly difficult task on top of reading.

ON OUR POINT OF VIEW

  • Text really clear about the process which teacher should follow to test correctly reading abilities.
  • Maybe a little bit general in some occasions (topics...).
  • It is a difficult task for teachers because reading is a receptive skill and need a indirect assessment (so we need to be careful with the test and make it as reliable and validity as possible).

Specifying what the candidate should be able to do

We should be clear

PREVIOUS

Abilities

It was more difficult to construct reliable and valid test of writing and speaking.

Content

BUT

OPERATIONS

Framework

Content

Reading and listening tests

DON'T MEAN SIMPLE.

MACRO-SKILLS

Low-level operation and grammatical/lexical.

INFORMAL. Observation

  • Scanning text to locate specific information
  • Skimming text to obtain the gist.
  • Identifying stages of an argument.
  • Identifying examples presented in support of an argument.

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

Content

OPERATIONS

MICRO-SKILLS

Content

  • Identifying referents of pronouns
  • Using context to guess meaning of unfamiliar words.
  • Understanding relations between parts of text.

TYPE OF TEXT

  • Include a large range: text book, novel, magazine, etc.
  • Choose the text for a particular purposes.
  • Authentic text can be uses with appropriate items.

ADDRESSEES

It may not necessary to specify further.

TOPIC

General idea.

Setting criterial levels of performance

  • Norm - referenced testing.
  • Criterion - referenced approach

Receptive skills are more problematical.

We can... use the test task themselves to define the level.

Setting criterial levels of performance

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? ____________”

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