Test types are determined by their purpose - ANSWERplacement or entry, diagnostic, progress achievement (formative), final achievement (summative), proficiency, other
placement or entry - ANSWER- used to assign students to different class levels
-paper based or computer based
- initial assessm...
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Test types are determined by their purpose - ANSWERplacement or entry,
diagnostic, progress achievement (formative), final achievement (summative),
proficiency, other
placement or entry - ANSWER- used to assign students to different class levels
-paper based or computer based
- initial assessment helps to place students in courses that are the right level for
them.
-measures : listening, speaking, reading, writing,
diagnostic test - ANSWER-identifies strengths and weaknesses
-provides a detailed student profile and highlights what further teaching is required.
-usually carried out at the beginning of the course.
- drawbacks: are limitations, it will not give us a detailed analysis of students
command of grammar structures (to do this we would have to test all tense and all
uses of that tense.
achievement tests:
how many kinds and what are they called? - ANSWER2
progress achievement tests: formative
final achèvement tests: summative
progress achievement tests: formative - ANSWERreview progress during a course
on a regular basis
involves: the sharing of learning intentions /objectives learner
- teachers giving oral and written feedback based on intentions/objectives (in a way
students can understand and act upon)
- the development of students self-assessment and peer assessment.
final achievement (summative) - ANSWERassessment learning/also know as
summative assessment
-usually administered at the end of the course
- evaluation to see if students have achieved objectives set out by the course.
- often used to see if students can move to a higher level at the end of a course.
- drawback - administered at end programme so a lot of information gained does not
feedback into the learning process and is therefore often wasted
proficiency - ANSWER-assesses people's language ability regardless of any
previous training they have had in that language.
-based on what exam takers will have to be able to do in the fate 'real' language use.
example (test to see if learners English is good enough to function as a health
professional).
, how approaches to test construction?
what are they? - ANSWER2
direct testing and indirect testing
direct testing part 1 - ANSWERcandidates to perform precisely the skills that the test
is
intended to assess (whether in real life or in simulated contexts).
example, if we want to find out how well candidates can write compositions we get
the learner to write compositions..work on a reception desk and observe etc
direct testing part 2 - ANSWERDirecting testing is easy to carry out when it is done
to measure the productive skills of speaking and writing (performance based tests).
Performance-based tests, assess language skills in an act of communication. They
are normally used to evaluate productive skills (speaking and writing) by getting
candidates to produce samples of speech or writing that simulate real world tasks in
given situational contexts. These samples are assessed by trained examiners using
agreed rating procedures, which often include assessment criteria in the form of
performance descriptors.
Validity - ANSWERA test is said to be valid if it measures accurately what it intends
to measure.
The University of Cambridge Local Examinations Syndicate (2007) defines validity
as:
• 'the extent to which a test can be shown to produce scores which are an accurate
reflection of
the candidate's true level of language skills.'
In other words, a test is valid when it measures accurately what we intend to test,
rather than testing
something else.
For example, students may fail a grammar test that is based on completing
sentences about a reading
text, not because their grammar is at fault but because they had problems
understanding the reading text.
If we need to test grammar, we should ensure that it is really grammar we test, not
reading.
direct testing 3 - ANSWERDirect tests tend to be integrative (see below) in
approach, requiring candidates to combine various components of language systems
in order to complete a task (for example, for a candidate to be able to write an
argumentative essay they would need to use their underlying knowledge of the
conventions of discourse,
particularly of the argumentative essay genre, of register, syntax, semantics,
morphology, spelling,
punctuation, lexical relations, collocation, to name but a few of the language systems
and components of
these systems needed to perform this task). Integrative tests are usually open-
ended, and they include
constructed response formats i.e. test formats which require the candidates to
produce a response in their
own words.
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