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52 Cards in this Set
- Front
- Back
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TEST |
Systematic procedure for observing learners and describing their knowledge and performance with either a numeral scale or category system Qualitative/ Quantitative |
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TESTING/Teaching |
Cannot be thought of two seperate areas They are interrelated Test can be constructed ptimarily as tools to reinforce learning and to motivate the learners or as a means of assessing the learners performance Teaching depends heavily on the test |
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TESTING |
Method of measuring a learners skill, knowledge performance in language teaching, learning process Unit test Mid test Semester test |
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Assesment |
It involves the process of gathering information or evidence of the learners development and achievement over a period of time in order to improve teaching and learning |
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Evaluation |
Overall and final judgement about learner's knowledge and performance to decide if they fail or pass the course or class |
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Why do we test |
+ To observe the learners performance and knowledge in the target language +To diagnose what learners can do and need to learn and develope +To inform the learners about expectations and learning objectives +To provide feedback on learners progress + To motivate and focus students attention and effort +To provide information for administators with respect to whether the program works well or not +To inform parents about their children's performance |
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Way of Assesment |
Summative Formative |
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Sumative Assesment |
It refers to process of arriving at a grade for a student. Summative assesment are formal usually graded and focused on letting students show a range of skills and knowledge What skills and knowledge should students will have gained at the end course SHOULD BE ANSWERED |
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Formative Assesment |
Assesment of student learning that is designed to develop students skills or their understanding of specific course concepts Formative assesment are carried out on class, are much more focused on particular skill or information |
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Project work |
It requires students to complete a set of tasks designed to explore a certain idea or concept |
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Portfolio |
It is purposeful collection of materials gathered over a period of time by the learners to provide evidence of skills, abilities, knowledge and attitudes. It exhibits the Students efforts, progress and achievement in the learning process They are motivating, entertaining for the learners and encourage them to ve autonomous learners |
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Learner Diaries |
They are records written by the learners on their language learning experience over a period of time. They create oppurtunities for the learners to reflect on their learning and develop autonomy |
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Standardize Tests |
These are the tests designed by professional testing centers to select, place and evaluate the learners |
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Test types |
One way of classifiying tests is to focus on the construct the test purports to measure. Prognostik test Attainment test Criterion and norm referenced test Discrete point and integrative test Direct and indirect test |
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Prognostic Test |
Predictive tests employed to decide the future success of learners by considering their current knowledge Selection Placement Aptitude Diagnostic |
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Selection tests |
These tests are applied to the learners to accept them to a particular program or job One should score higher than the other candidates |
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Placement tests |
These tests are prepared to place learners into groups, usually by establishing their langauage levels. So that students who have similiar levels can study together |
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Aptitude Tests |
Those tests are given before any language learning has taken place in order to discover the potential skills which learners are likely to be good. Hence they measure probable learning ability in the future rather than actual learning achievement |
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Diagnostic Tests |
These tests are designed to diagnose what a group of learners can do and can not do in language Before the beginning of academic year |
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ATTAINMENT TESTS |
These tests assess the learners previous knowledge what they have learnt Achievement/ progress Proficiency test |
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Achievement tests |
Designed to measure the extent to which learners have mastered the materilas taught in classroom Internal end of year External school leaving Results obtained from these tests inform about the progress of learners |
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Proficiency Tests |
These tests assess whether learners have the necessary language skills to undertake a task in the future They tend to be integrative |
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Criterion -Norm References Assesment |
Criterion reference Norm-referenced Assesment İndividual referenced Assesment |
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Criterion reference |
Assess the learners according to a criterion rather than by comparing them with other learners |
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Norm-referenced Assesment |
Designed to measure how the performance of a group of learners differs from the performance of another group of learners whose scores are identfied as the norm |
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İndividual Referenced Assesment |
Depend on how well the learners are performing when compared to their own previous performance |
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Discrete Point |
Aim at giving specific information about learners abilities in particular skills, or in particular language areas They measure particular linguistic unit such as phonology, spelling, grammar seperately |
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İntegrative Test |
Measure language skills and areas as a whole rather than seperately. They require students to combine many linguistic elements |
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Direct Testing |
They require learners to perform the skills to be measured |
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Indirect Testing |
They measure the skills and knowledge underlying the skills and abilities to be measured |
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Types of Test Items |
The test, the items of which are prepared in different formats tend to be more valid and realiable than the ones designed in a single format for instance, multiple choice format Open-ended/ yed-no / wh questions True or False questions Multiple choice questions Fill in blanks Matching questions Dictation Transformation and rewrtiriting Sentence or words ordering Translation Writing composition İnterview |
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Testing Grammer |
Test at recognition level Test on production level |
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Test at recognition level |
Assess if the learners understand the meaning of the forms and structures |
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Testing Phonology |
Ability to recognize and pronounce the soginificant sound contrasts of a langauge Ability to recognize and use the stress patterns of language Ability to hear and produce intonation of language |
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Testing Speaking |
Conversation İnterviews Role plays Discussion using visual to stimulate speaking |
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Testing Writing |
Involve many subskills such as langauge use, mechanical skills and content knowledge, stylistic and content knowledge, stylistic and judgement skills Questions Type A chart to fill in letter , e- mail writing, summarizing dictation , punctuation, completing sentence Changing the style and register |
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Criteria for a good Test |
Realiability Validity Content validity Face validity Predictive validity Concurrent Validity Construct validity Practicaity Discrimination |
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Realiability |
It refers to consistency with which a test can be scored Test should be consistent irrespective of the time and place of administration and learners who are being tested Learners are expected to obtain the same score when when they take the same test at different periods |
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Validity |
Refers to the principle that a test needs to measure what it intends to measure Test can be considered to have validity if they measure effectively and correctly |
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Validity |
Content validity Face validity Predictive validity Concurrent Validity Construct validity |
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Content validity |
Test to have content validity if its content constitutes a representatice sample of the language skills, structures Test should be composed of items relating to the knowledge or control of grammer Test should include proper sample of the relevant structures |
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Backwash -Washback Effect |
Refers to the impact of testing on teaching and learning It is impact that nature of the tests on the teaching and learning When the test does not measure the aimed skills or knowledge by using suitable test items, the result will be harmful backwash effect |
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Face validity |
It is extent to which a test is a subjectively viewed as covering the concept it purports to measure It is how the examinee and administration staff see the test |
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Predictive Validity |
Test predict performance in future situations |
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Concurrent Validity |
It is the extent to which a test gives similiar results to existing tests that have already been validated Concurrent Validity can reveal a strong relationship between students performance on the test and their instructors assesment on their performance |
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Construct validity |
It is the experimental demonstration that a test is measuring the construct it claims to be measuring The test reflects accurately the principle of a valid theory of foreign language learning It refers to the degreee to which performance on the tests is appropriate to the inference we make on the basis theoretical definition of abilities like proficience, fluency, communicative, competence |
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Practicality |
Tests should be user friendly and practical to apply east to score and easy to interpret and grade Test should be time and cost effective under the heading of practicality |
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Discrimination |
Good tests need to discriminate between the learners ability by seperating the ones who know and can do better than those who cannot |
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Testing Language Skills and Language Areas |
Listening Comprehension - short utterance, dialogues, talks Speaking Ability - form of interview, a picture description, role play Reading Comprehension - the gist of passage, to extarct key information on specific points in passage Writing ability - in form of letters l, reports, memos, message, instruction, paragraf and essay writing |
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Testing vocabulary |
May assess their knowledge of active vocabulary or passive vocabulary Selection of words is of great importance Question Type- multiple choice questions, List of isolated words Matching Antonyms Synonyms Writing definitions Cloze tests Completing sentences Using words in sentence |
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Testing Reading |
Selection of text type and length is crucial Questions Type: Words Sentence matching True - false questions Multiple choice Open-ended questions Comprehension questions İnterference questions Reference words Putting sentence Paragraph in order |
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Testing Listening |
İnclude items designed to measure several sub-skills such as understanding phonems, stress, intonation, words, grammar Intensive listening - discrimination among smaller components like phonems, words and discourage markers Responsive listening - questioning and answer Selective listening - listening to a text with the purpose of scanning for certain details or information Extensive reading - require learners to answer comprehension questions after listening to the passage several time. |
