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Kinds of Tests & Testing

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by

Monica Gruber

on 18 September 2012

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Transcript of Kinds of Tests & Testing

Chapter 3 Review Measures people's ability, regardless of prior training Proficiency Tests Wait, What is the definition of Proficient? Based on a specification of what is considered proficient Directly Related to Language Courses Achievement Tests Given at the End...

With the Experts divided...
Which approach is best? Final Achievement Tests Test Content based directly on a detailed course syllabus Syllabus-Content Approach Test only Contains what Students Have Encountered Pros... Cons... Poor Syllabus = Misleading Test Results Objective-Based Approach Designers MUST be explicit about Objectives
Test Results accurately represent Students Progress
Materials are chosen with Objectives in mind
Promotes more BENEFICIAL Backwash effect on teaching Pros... Cons... Initially unfair to students...if course content is not properly matched to course objectives = unfamiliar tasks may be tested
Students may be mislead but course modification would then be more apparent Measure the Progress the Students are Making by establishing a series of short-term objectives building up to a Final Achievement Test Progress Achievement Tests Used to Identify learners' Strengths & Weaknesses Diagnostic Tests Straightforward: creating a test that will tell us what the learner is weak in Pros... Cons... Difficult to Obtain a detailed analysis of student's command of grammatical structures
You would need to give a # of examples of the choice the student made between the two structures in every different context that was significantly different
Too long. Not practical.
Very few tests are constructed for purely diagnostic purposes Computers with large memories.
Students spend no more time than necessary to obtain desired info
Available now: DIALANG: Planned to offer diagnostic tests in 14 European languages. Solutions! Helps do just that! Place students in stage of the teaching program most appropriate for them Placement Tests Best if produced "in house" off of the key features expected at different levels of teaching in the institution They work nicely in Language Schools Direct & Indirect Testing Test Construction When students are asked to perform the exact skill that we wish to measure
Example: If we want to know how well they pronounce the language, we get them to speak Direct Tasks & tests used should be as authentic as possible
Speaking & writing provide info about candidate's ability
Listening & reading involve doing each task and DEMONSTRATING them without having the method interfere with their performance Things to keep in Mind... Attempts to measure the abilities that underlie the skills in which we are interested Indirect Can anyone give us an example? Small Introductions Testing one element at a time.
Item by item
Almost always: Indirect testing Discrete Point Testing Requires students to combine many language elements in the completion of a task
Almost always: Direct testing Integrative Testing A test that relates one candidate's performance to that of other candidates Norm-referenced This test teaches us something about what he or she can actually do in the language
tasks are set: candidates either pass or fail Criterion-referenced They set meaningful standards
They motivate students to attain those standards 2 Positive Virtues Method of Scoring: No judgement is required on the part of the scorer
Greater reliability Objective testing Method of Scoring: Judgement is called for Subjective Testing Just 2 more... Potentially a more EFFICIENT way
All candidates are initially presented with an item of average difficulty
If answered correctly, a more difficult question is presented
If answered incorrectly, an easier item is presented
The level continuously raises & lowers finding the items appropriate to candidates abilities Computer Adaptive Testing Can anyone give an example? Communicative Language Testing Just 2 more... Potentially a more EFFICIENT way
All candidates are initially presented with an item of average difficulty
If answered correctly, a more difficult question is presented
If answered incorrectly, an easier item is presented
The level continuously raises & lowers finding the items appropriate to candidates abilities Can anyone give an example? Communicative Language Testing
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