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Testing, assessing and teaching
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Testing, assessing and teaching


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First Assessment entrance

First Assessment entrance

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  • 1. Lorena Peña Florez IMAGE TAKEN FROM :
  • 2. Test It is a method of measuring a person’s ability , knowledge or performance in a given domain. Test : 1. Are a method 2. must measure 3. Measures performance 4. Measures a given domain. A well-constructed test is an instrument that provides an accurate measure of test-taker´s ability with a particular domain.
  • 3. METHOD Set of techniques procedures or items Explicit Multiple choice questions with prescribed correct answers. Structured A writing prompt with a scoring rubric An Oral interview based on question scripts A checklist of expected responses to be filled by the administration.
  • 4. Must Measure General ability Example Multi-skill proficiency test Specific competences, objectives or knowledge Example Quiz on recognizing correct use of definite articles
  • 5. Measures Performance Linguistic competences Speaking Writing Reading Listening Knowledge about language Vocabulary Grammar rules Identify a rhetorical feature in written discourse.
  • 6. Measures a Specific Domain Positive Negative Specific topics to measure the desired criterion Including factors inadvertently
  • 7. Assessment & Teaching A good teacher never ceases to assess students whenever Tests Assessment those assessments areIt is an ongoing process that  They are prepared  INCIDENTAL administrative procedures or INTENDEDencompasses a much wider  They Occur at identifiable times in a curriculum  Learners muster all their faculties  Learners´responses are being measured and evaluated.  They are subsets of assessment. domain.  on each aspect about students the teacher makes assessment on students 'performance.  There are many procedures and tasks different from TEST to assess students.
  • 8. Informal Assesment Suggestions Advicing about how to better pronounce words Responding to a draft of an essay Incidental, unplanned comments and responses Coaching Impromptu feedback Margianal comments on papers
  • 9. Formal Assesment they are systematic planned sampling techniques It is constructed to give teacher and students an appraisal of student achievement.
  • 10. Formative Assessment Evaluating SS in the process of forming their competence and skills. Focus on the ongoing development of the learner´s language. Occurs every time All kind of informal assessment are formative Delivery by teacher Internalized by student
  • 11. Summative Assessment It measures or summarizes what a student has grasped. 2. Quizzes 1.General proficiency exams 3. Periodic review tests 4. mid-term exams Occurs at the end of a course unit or instruction The following 4 are examples of summative tests
  • 12. Can Tests become Learning experiences ?
  • 13. Norm-referenced & Criterion-referenced Tests
  • 14. Norm-referenced Test criterion-referenced Test  Scores are interpreted in relation to     a mean, media and SD and percentile rank. The purpose is to place test-takers along a mathematical continuum in rank order. Scores are reported back to the test-taker in form of numerical scores. They are administered to large audiences. The responses are already predetermined. Examples:  Scholastic Aptitude Test (SAT)  Test of English as a Foreign Language (TOEFL)  They are designed to give test- takers feedback in the form of grades, on specific course or lesson objectives.  It is required much time and effort from the teacher (testadministrator).  Appropriate feedback.  Instructional value Oller(1979,p 52) Examples:  Classroom tests involving the students on only one class and connected to a curriculum.
  • 15. Approaches to Language Testing 1950’s – Behaviorism Testing focused on specific language elements such as the phonological, grammatical and lexical contrasts between two languages. 1970’s- 1980’s Communicat ive theories brought a more integrative view of testing. Today Continues the challenge of more authentic valid instruments that simulate real world interaction.
  • 16. Discrete-point Testing Language can be broken into its component parts and those parts can be tested successfully. evaluating certain points Decontextualization Oller(1979) • Language competence = unified set of abilities that cannot be tested separately.
  • 17. Integrative testing Cloze test Dictations Reading passages (150-300 words) Listening passages (100-150) Those tests require a number of abilities. Knowledge of vocabulary Grammatical structures Discourse structure Oral reading without pauses Reading skills Strategies Oral reading with long pauses between every phrase Internalized “expectancy grammar ” Reading at normal speed
  • 18. 1. Careful listening 4.Expectancy rules to aid short- term memory Integrative Test 3. Efficient short- term memory “UNITARY TRAIT HYPOTHESIS” 2. Reproduction in writing Which suggested an indivisible view of language proficiency: that vocabulary, grammar, phonology, the “four skills “and other discrete points of language could not be disentangled from each other in language performance.
  • 19. Communicative Language Testing Language use Batchman and Palmer(1996,p9) Language test performance Weird(1990,p6) Integrative Test(cloze ) Bachman (1990) Proposed a model of language competence Organizational competence Tell about Candidate´s linguistic competence Don’t tell about Student´s performance ability Pragmatic competence Grammatical components Textual components Illocutionary components Sociolinguistic components Strategic competence
  • 20. Performance-based Assessment Oral production Interactive tasks Integrated performance Timeconsuming Written production Openended responses Higher content validity is achieved Expensive Ss are assessed as they perform actual or simulated realworld tasks
  • 21. Current Issues in Classroom Testing
  • 22. New Theories of Intelligence Spatial intelligence Intrapersonal intelligence Musical intelligence Gardner (1983, 1999) Interpersonal intelligence Bodilykinesthetic intelligence
  • 23. Robert Sternberg (1988,1997) Daniel Goleman’s (1995) Intelligence EQ= emotional Quotient Creative thinking Manipulative strategies Importance of emotions in cognitive processing
  • 24. Alternative Assessment Continuous long-term assessment Untimed, free-response format Contextualized communicative tasks Individualized feedback and washback Criterion- referenced scores Open-ended, creative answers Formative Oriented to process Interactive performance Foster intrinsic motivation
  • 25. Computer-based Testing Are also called computer- assisted or web-based testsAre small scale “home-grown” tests Available on web-sites Standardized large scale tests Almost all Computer-based testing items have fixed, closed-ended responses
  • 26. PRINCIPLES OF LANGUAGE ASSESSMENT PRACTICALITY RELIABILITY VALIDITY Student- related reliability Content- related evidence Rater reliability Criterion-related evidence Test administration reliability Constructed-related evidence test reliability Consequential Validity Face validity AUTHENTICITY WASHBACK
  • 27. IMAGES TAKEN FROM: oHwBg&ved=0CAQQqi4oAg