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The Elements Of Languge Curriculum

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baty baty

on 6 April 2015

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Transcript of The Elements Of Languge Curriculum

The Elements Of Language Curriculum
CHAPTER 5 . TESTING
prepared and presented by :
Batool Alaita

Matching Tests to purposes
ADOPT , DEVELOP ,OR ADAPT language tests
ADOPTING
: test are often either bought from commercial publishing houses ,or adopted from other language program ,or taken from the current textbook. but that might not meet students needs ,level,gender,background.so we have to select the good test to match the specific needs of a program. IN ORDER TO SELECT THE GOOD TEST see the helpful checklist on page

121
GAZI ANTEP UNIVERSITY
ELT Master Program
prof.Mehamet Bardakçi

NRT vs CRT
(NRT) NORM referenced TEST
a test which is designed o measure how the performance according to a
particular standards
or criterion which has been agreed upon. the student must reach this level of performance tp pass the test ,and student's score is therefor
interpreted with reference to the criterion score
,rather than to the scores of other students.
(CRT)CRITERION REFERENCED TEST
a test which is designed o measure how the students' or a group of students performance
compares
with the performance of other group of students whose scores are given as the norm.and student's score is therefor
interpreted with reference to
the scores of other students

,rather than to
the criterion score.
(CRT)
VS
(NRT)
Making decisions with tests
PROFICIENCY DECISION
PLACEMENT DECISION
ACHIEVEMENT DECISION
DIAGNOSTIC DECISION
MY BEST WISHES
THANKS FOR listening
BATOOL
It involve tests that are
general
in nature (not specific to any particular program),because it require general estimates of students' proficiency levels.
it's necessary in determining exit and entrance standards for a curriculum,in adjusting the levels of goals and objectives to the true abilities of the students,or in making comparison across programs
TOFEL
is an overall English Language proficiency test,
placement tests are designed to facilitate the
grouping
of students according to their general level of ability.
its purpose is to show which students in a program have more or less ability./
level
it should be based on instruments that are designed with a
specific program
.
It is to monitor the
amount
that students have learned.
its very
specific
reference to a particular program.linked to the program goals and objectives.
Typically it's conducted at the
end
of the program.
for more
effective
results,it should be administered
periodically
. it's important to the ongoing
development of test
,
curriculum
,
program
g
oals and objectives,need analysis,materials ,teaching strategies and evaluating program effectiveness.
IT'S
central
to any language curriculum.
diagnostic decision are focused on the
strength
and
weaknesses
of
each
individual vis-a-vis the
instructional objectives
for purpose of correcting deficiencies before it's too late.
it's aimed at fostering achievement by
promoting strengths
and
eliminating weaknesses
.
typically it's administrated at the
beginning
or in the middle of the course .
once program objectives have been established, testing is the natural next step in the process of curriculum.
4 categories of tests fit 4 fundamental types of decisions that must be made in language programs:
Richard,Platt&Weber1985 ,p.86
Richard,Platt&Weber1985 ,p.68
percent vs percentile /
in (CRT) if the 70% is set for passing the exam,a student who answered 86% correctly would pass the exam .while on (NRT) student performance is compared to the performance of other students, so the student who scored 86th percentile, he is better than 86 student out of 1oo.
other differences :
DIFFERENT INSTRUMENTS FOR DIFFERENT PURPOSES
DEVELOP:
probably those that are most program specific should be developed first(achievement and diagnosis test) while temporarily adopting previously published proficiency and placement tests.later , a program-specific placement test could be developed.
ADAPTING
:some of preexisting test works well,but not perfect to be adopted so we have the following strategy :
administer the test to the students in the program.
select those items that appear to be doing a good job of spreading ou the students for an NRT ,or a good job for of measuring the learning of the objectives with that population for a CRT.
create a shorter ,more efficient,revised version of the test that fits the ability levels of the specific population of students.
create new items that function like those that were working well in order to have a test of sufficient length.
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