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The Elements Of Languge Curriculum
Transcript of The Elements Of Languge Curriculum
CHAPTER 5 . TESTING
prepared and presented by :
Matching Tests to purposes
ADOPT , DEVELOP ,OR ADAPT language tests
: 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
GAZI ANTEP UNIVERSITY
ELT Master Program
NRT vs CRT
(NRT) NORM referenced TEST
a test which is designed o measure how the performance according to a
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
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.
Making decisions with tests
MY BEST WISHES
THANKS FOR listening
It involve tests that are
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
is an overall English Language proficiency test,
placement tests are designed to facilitate the
of students according to their general level of ability.
its purpose is to show which students in a program have more or less ability./
it should be based on instruments that are designed with a
It is to monitor the
that students have learned.
reference to a particular program.linked to the program goals and objectives.
Typically it's conducted at the
of the program.
results,it should be administered
. it's important to the ongoing
development of test
oals and objectives,need analysis,materials ,teaching strategies and evaluating program effectiveness.
to any language curriculum.
diagnostic decision are focused on the
individual vis-a-vis the
for purpose of correcting deficiencies before it's too late.
it's aimed at fostering achievement by
typically it's administrated at the
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:
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
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.
: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.