Criterion-Referenced Language Test Development: Linking Curricula Teachers & Tests + + Brian K. Lunch & Fred Davidson TESOL Quarterly, Vol. 28, No. 4. (Winter, 1994), pp. 727-743.

Criterion-Reference Measurement & the development of Language Testing Focus of paper: The use of criterion referenced testing as a means of linking ESL curricula, teacher experience and language tests.

Focus of paper: The use of criterion referenced testing as a means of linking ESL curricula, teacher experience and language tests.

Criterion-Referenced Language Test Development (CRLTD) The development of test specifications and test items or tasks through a process that works back and forth between specification and the item to refine the notion of the criterion , or "what" is being tested. Specifically, linked to the early stages of test development as seen on the next slide.

The development of test specifications and test items or tasks through a process that works back and forth between specification and the item to refine the notion of the criterion , or "what" is being tested. Specifically, linked to the early stages of test development as seen on the next slide.

Stages of Test Development Mandate I (1) (2) (3) (4) (5) Select skill Write Write item/task Assemble test Finalize I specification specification and pilot/trial operational I I I I measure I I I I I I_________ I_ ______ Repetitive feedback for ____ I_ ___________ I test revision I CRLTD I

The CRLTD PROCESS Identify persons involved in teaching and testing in the instructional setting. Form three- to five- person work groups based upon similar interest levels. Select sample skills common to the work groups. This is the mandate, it can come from curricula, textbooks, teacher experience and similar sources. Have each group write a CRM specification. Work groups exchange specifications and items / tasks, and how well it fits the intentions of the specification writers. Reconvene in larger groups and repeat stage 5. Repeat the entire process with the same or newly chosen skills.

Identify persons involved in teaching and testing in the instructional setting.

Form three- to five- person work groups based upon similar interest levels.

Select sample skills common to the work groups. This is the mandate, it can come from curricula, textbooks, teacher experience and similar sources.

Have each group write a CRM specification.

Work groups exchange specifications and items / tasks, and how well it fits the intentions of the specification writers.

Reconvene in larger groups and repeat stage 5.

Repeat the entire process with the same or newly chosen skills.

Findings of the CRLTD Process Participants in the process found the following mismatches were identified: Gaps between teaching and testing methods. Error correction methods. Text and Test mismatches. Accuracy versus fluency gaps.

Participants in the process found the following mismatches were identified:

Gaps between teaching and testing methods.

Error correction methods.

Text and Test mismatches.

Accuracy versus fluency gaps.

Why CRLTD works? It involves teachers in the generation and refinement of test items. It challenges the existing structure and authority of testing and evaluation practice. It enhances validity of testing by providing a link between specification & instructional goals.

It involves teachers in the generation

and refinement of test items.

It challenges the existing structure and authority of testing and evaluation practice. It enhances validity of testing by providing a link between specification & instructional goals.

Conclusion CRLTD according to Lynch & Davidson (1994) Process objective Administration 1994 Challenges the status quo

CRLTD according to Lynch & Davidson (1994)

Process objective Administration 1994 Challenges the status quo