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Testing

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by

M VS

on 3 November 2015

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Transcript of Testing

Specifying what the candidate should be able to do
We should be clear
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).
Content
OPERATIONS
Measure the ability in which we are interested.
Should not add a significantly difficult task on top of reading.
Include a large range: text book, novel, magazine, etc.
Choose the text for a particular purposes.
Authentic text can be uses with appropriate items.
Testing
Reading

Thank you!
Sara Falagán Izquierdo
Natalia Nazarenko
Míriam Velarde Soberón

PREVIOUS
It was more difficult to construct reliable and valid test of writing and speaking.
BUT
Reading and listening tests
DON'T MEAN SIMPLE.
Abilities
Framework
CONTENT (operations, types of text, addresses and topics)
CRITERIAL LEVELS OF PERFORMANCE
Scanning tex
t to locate specific information
Skimming text
to obtain the gist.
Identifying stages
of an argument.
Identifying examples
presented in support of an argument.
MACRO-SKILLS
Content
OPERATIONS
Identifying referents of pronouns
Using context to guess meaning of unfamiliar words.
Understanding relations between parts of text.
MICRO-SKILLS
Writing Items: possible techniques
1.
Multiple choice
- cross out one of alternatives

2.
Unique anwer
- single word or number response.
3.
Short answer
- more than one word may be used.
Writing Items: possible techniques
4.
Guide short answer
- solution to the short answer problem. Complete sentences presented to the candidates.
Writing Items: possible techniques
5.
Summary cloze
- an extension of the guided short answer
6.
Information transfer
- supplying simple information in a table, labelling a picture…
Writing Items: possible techniques
7.
Identifying order, topics, arguments
- for example: number the events.
Writing Items: possible techniques
A)
B)
C)
8.
Identifying references
- (micro-skills) Identify the meaning of some pronouns.
“What does the word “it” refer to? ____________”
Writing Items: possible techniques
9.
Guessing unfamiliar words
- Need more than the particular micro-skills. The context itself has to be understood.
Content
Low-level operation and grammatical/lexical.
INFORMAL. Observation


Balance
between
items
MACRO-SKILLS
MICRO-SKILLS (Not as an end)
Way to improve
Content
TYPE OF TEXT
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
.
Which language for items and responses?
Not difficulties of comprehension.
Minimal demands on writing ability.
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
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).
If we test different skills at the same time the results of the test will be less accurate.
· Arthur Hughes ·
Broad levels of reading processes.

FORMAL testing
Full transcript