Language admin


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Language admin

  1. 1. WHY WE STUDY LTA  The purpose of the subject is to enable the student to become competent in administering language tests. THE USE OF TEST  Being competent in language testing will help us to develop a set of reasonable expectation for any given language test we may need to use  Language Tests can be a valuable tool for providing information that is relevant to several concerns in language teaching.
  2. 2. • They can provide evidence of the results of learning and instruction, and hence feedback on the effectiveness of the teaching program itself • They can also provide information that is relevant to making decisions about individuals, such as determining what specific kinds of learning materials and activities should be provided to students, based on a diagnosis of their strengths and weaknesses, deciding whether individual students or an entire class are ready to move on to another unit of instruction.
  3. 3.  Testing can also be used as a tool for clarifying instructional objectives and for evaluating the relevance of these objectives and the instructional materials and activities based on them to the language use needs of students following the program of instruction.  The Focus of Language Test Administration : 1. Administering the test 2. Collecting Feedback 3. Analyzing the test 4. Archiving
  4. 4. 1. Administering a test involves :  Preparing the testing environment  Arranging the place of testing  Materials and equipment  Personnel characteristics  Time of testing  Physical condition  Communicating the instructions  Collecting test materials  Training examiners  Giving the test
  5. 5. 2. Collecting Feedback  obtained from test takers  obtained from test administrators  obtained from test users 3. Analyzing the test scores  describing test scores  reporting test scores  item analysis  estimating reliability of test scores  investigating the validity of test use 4. Archiving
  6. 6. GROUP ASSIGNMENT : contains 5 members “ Procedures for Administering the Test in SD/SMP/SMA…” The steps of description : 1. Introduction 2. Administering the test  Preparing the testing environment  Communicating the instruction  Collecting test materials  Training examiners  Giving the test 3. Collecting Feedback 4. Analyzing the test 5. Archiving
  7. 7. Communicating the instructions To give the instructions in such a way that they will be understood by all test takers The primary purpose of the test instruction is to assure that the test takers understand the exact nature of the testing procedure and of the test tasks, how they are to respond to these tasks, and how their responses will be evaluated. How extensive should instructions be?  they are simple enough for test takers to understand  they are short enough not to take up too much of the test administration time  they are sufficiently detailed for test takers to know exactly what they are expected to do
  8. 8. Collecting test materials The Proctor (Project Director) collects test materials from the test writers. Test writers in general sense to refer not only to writing per se but also to other test development tasks such as collecting materials already written, editing, recording, etc Test materials include whatever the test itself is made of and whatever may be used in the process of taking the test. This may include test booklets, answer sheets, pencils, computer disks, videotapes, audio tapes, etc.
  9. 9. Training examiners Test examiners carry out the process of giving the test. For some tests, little training may be required to administer the tests. Administrator will still need to be coached on how to interact with the test takers. Face- to-face oral interview tests, much more training may be necessary.
  10. 10. Giving the test 1. After greeting the test takers and explaining the purpose of the test, the examiner determines topics. They are told that there will be an oral interview test conducted by two of their teachers. 2. The examiner gives the students the overview of the task. Tell them there are four parts : Part 1 : fill in the blank with a proper word Part 2 : complete a dialog Part 3 : do a listening test Part 4 : read a short text and answer the questions
  11. 11. Collecting Feedback Collecting Feedback involves obtaining qualitative and quantitative information on usefulness from test takers and test users. Feedback is collected during try-out and later during operational test use. The purpose of collecting feedback is to provide information relevant to evaluating the qualities of usefulness and making revision in the test. Kinds of Feedback  Feedback about test takers’ language ability  Feedback about the testing procedure itself
  12. 12. Where to get the Feedback Feedback can be obtained from test takers, test administrators and test users.  Test Takers can provide feedback on their performance.  Test Administrators/Proctor can provide feedback on the degree to which the administration procedures are conducive to the test takers’ performing at their best.  Test Users can provide feedback on the usefulness of the scores with respect to their particular needs.
  13. 13. Methods for obtaining feedback A, Questionnaires - Multiple-choice Questionnaires can be used to obtain quantitative feedback. - Rating Scale can be used to obtain feedback from stakeholders on the strength and direction of their feelings about test-related issues. - Open-ended Questions test taker is asked to provide feedback by means of a free response to a question. B. Think-aloud protocols C. Observation and Description D. Interviews
  14. 14. Analyzing the test scores - Describing test scores : using descriptive statistics to characterize the quantitative characteristics of test score. - Reporting test scores : using statistical procedures for determining how to report test scores most effectively both to test takers and other test users. - Item Analysis : using various statistical procedures for analyzing and improving the quality of individual test tasks, or items
  15. 15. Archiving Archiving involves building up a large pool, or bank, of test tasks so as to facilitate the development of subsequent tests. Archiving makes it possible to make the test potentially more adaptable or appropriate to specific kinds of test takers. Typically, archiving procedures are designed to allow easy retrieval of tasks and important information about the task. Archiving also facilitates the maintaining of test security. Finally, archiving procedures may be used to facilitate the selection of tasks with particular characteristics.