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LANGUAGE TESTING Primer o Segundo ESCUELA DE INGLÉS Mgs. Orlando Vicente Lizaldes PRIMER BIMESTRE ABRIL  – AGOSTO 2011
Guía Didáctica  Language Testing UTPL
How to use the textbook
<ul><li>Language Testing textbook </li></ul><ul><li>Language Testing Didactic Guide </li></ul><ul><li>EVA – UTPL virtual p...
LT  MAIN OBTECTIVES: -  Understand the purpose of    Language Testing. - Identify the different types of    tests. - Famil...
LANGUAGE TESTING TEACHING TESTING
Don’t confuse the terms !   TEACHING TESTING Interaction On-site Virtual Instruction Know-How  transfer
<ul><li>Test  method </li></ul><ul><li>Data/evidence </li></ul><ul><li>Final score </li></ul>Testing is a matter of using ...
TEST TYPES  Not all language tests  are of the same kind. They differ with respect to how they are designed, and what they...
Traditional paper-and-pencil tests
Performance Test
Test Validation  (in language testing) is the method of measures  to investigate  the procedures by which test judgments a...
<ul><li>HISTORICAL DEVELOPMENTS IN LT   </li></ul><ul><li>Discrete point tests   </li></ul><ul><li>Test construct  Skill <...
HISTORICAL DEVELOPMENTS
DESIGN STAGE  <ul><li>Designing and introducing a new test is like getting a  new car  on the road.  </li></ul>
CONSTRUCTION STAGE
TRY-OUT STAGE
OPERATIONAL STAGE
Objective and Subjective tests
Raters
<ul><li>WHY RUBRICS </li></ul>
Language Testing Rating Scale <ul><li>A rating Scale (RUBRIC), in language testing, is or consists of an ordered series of...
<ul><li>The first step in developing a scoring rubric or scale is to clearly identify the qualities that need to be displa...
HUMITAS…. EXCELLENT
<ul><li>SIZE </li></ul><ul><li>REAL LARD / BUTTER </li></ul><ul><li>QUALITY OF THE CORN HUSKS </li></ul><ul><li>QUALITY OF...
Below expectations 0% Meets expectations  50% Exceeds expectations 100% corn Not enough – too much Adequate quantity but  ...
Below expectations 0% Meets expectations  50% Exceeds expectations 100% Flavor Too salty Too sweet Unique blends of flavor...
CATEGORY  4  3  2  1  Content - Accuracy  All facts in the brochure are accurate.  99-90% of the facts in the brochure are...
Scales or Rubrics <ul><li>The first step in developing a scoring rubric is to clearly identify the qualities that need to ...
Template for Holistic Rubrics RESEARCH Score   Description 5 Demonstrates complete understanding of the problem. All requi...
Analytic Rating scale  Speaking CATEGORY  4  3  2  1  Content - Accuracy  All facts in the brochure are accurate.  99-90% ...
Remember: <ul><li>It is important to note that one type of rubric is not inherently better than the other-you must find a ...
 
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LANGUAGE TESTING (I Bimestre Abril Agosto 2011)

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Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Orlando Lizaldes
Ciclo: Sexto
Bimetre: Primero

Published in: Education
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  • Transcript of "LANGUAGE TESTING (I Bimestre Abril Agosto 2011)"

    1. 1. LANGUAGE TESTING Primer o Segundo ESCUELA DE INGLÉS Mgs. Orlando Vicente Lizaldes PRIMER BIMESTRE ABRIL – AGOSTO 2011
    2. 2. Guía Didáctica Language Testing UTPL
    3. 3. How to use the textbook
    4. 4. <ul><li>Language Testing textbook </li></ul><ul><li>Language Testing Didactic Guide </li></ul><ul><li>EVA – UTPL virtual platform </li></ul><ul><li>- Announcements </li></ul><ul><li>- ovlizaldes@utpl.edu.ec </li></ul><ul><li>Tutorials: Monday to Thursday </li></ul><ul><li>from 1pm to 2pm </li></ul>
    5. 5. LT MAIN OBTECTIVES: - Understand the purpose of Language Testing. - Identify the different types of tests. - Familiarize with basic concepts of the theory of evaluation. - Know how to create a Rating Scale or Rubric.
    6. 6. LANGUAGE TESTING TEACHING TESTING
    7. 7. Don’t confuse the terms ! TEACHING TESTING Interaction On-site Virtual Instruction Know-How transfer
    8. 8. <ul><li>Test method </li></ul><ul><li>Data/evidence </li></ul><ul><li>Final score </li></ul>Testing is a matter of using data to establish evidence of learning.
    9. 9. TEST TYPES Not all language tests are of the same kind. They differ with respect to how they are designed, and what they are for; in other words, the differ in respect to test method and test purpose.
    10. 10. Traditional paper-and-pencil tests
    11. 11. Performance Test
    12. 12. Test Validation (in language testing) is the method of measures to investigate the procedures by which test judgments are reached. <ul><li>Test validation </li></ul><ul><li>PROCESS To measure </li></ul><ul><li>the quality of a test </li></ul>
    13. 13. <ul><li>HISTORICAL DEVELOPMENTS IN LT </li></ul><ul><li>Discrete point tests </li></ul><ul><li>Test construct Skill </li></ul><ul><li>P erformance Tests </li></ul><ul><li>Integrative and pragmatic tests </li></ul><ul><li>(Cloze test) </li></ul><ul><li>Communicative LT (strategic </li></ul><ul><li>competence) </li></ul>
    14. 14. HISTORICAL DEVELOPMENTS
    15. 15.
    16. 16. DESIGN STAGE <ul><li>Designing and introducing a new test is like getting a new car on the road. </li></ul>
    17. 17. CONSTRUCTION STAGE
    18. 18. TRY-OUT STAGE
    19. 19. OPERATIONAL STAGE
    20. 20. Objective and Subjective tests
    21. 21. Raters
    22. 22. <ul><li>WHY RUBRICS </li></ul>
    23. 23. Language Testing Rating Scale <ul><li>A rating Scale (RUBRIC), in language testing, is or consists of an ordered series of descriptions which explain IN WORDS performances that illustrate each level of competence defined on the scale. </li></ul><ul><li>They typically have between 3 and 9 levels (Likert scale) </li></ul>
    24. 24. <ul><li>The first step in developing a scoring rubric or scale is to clearly identify the qualities that need to be displayed in a student's work to demonstrate proficient performance (Brookhart, 1999) </li></ul>
    25. 25.
    26. 26.
    27. 27.
    28. 28. HUMITAS…. EXCELLENT
    29. 29.
    30. 30.
    31. 31. <ul><li>SIZE </li></ul><ul><li>REAL LARD / BUTTER </li></ul><ul><li>QUALITY OF THE CORN HUSKS </li></ul><ul><li>QUALITY OF THE CORN </li></ul><ul><li>EXTRAS: ONIONS, PEPPER, SUGAR, </li></ul><ul><li>CHEESE… </li></ul><ul><li>WARM ENOUGH </li></ul>
    32. 32. Below expectations 0% Meets expectations 50% Exceeds expectations 100% corn Not enough – too much Adequate quantity but not well grounded Adequate quantity and well grounded (texture) Butter / lard Too little Too much Adequate amount of lard /butter freshness Too cold Too hot Warm and superior flavor
    33. 33. Below expectations 0% Meets expectations 50% Exceeds expectations 100% Flavor Too salty Too sweet Unique blends of flavor Freshness Too cold Too hot Still warm High quality ingredients Old corn Not too fresh superior quality grains. Extras Odd or disturbing ingredients Just right Extras that work well together and enhance flavor
    34. 34. CATEGORY 4 3 2 1 Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader. voice and tone Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems &quot;text-heavy&quot;. Graphics do not go with the accompanying text or appear to be randomly chosen.
    35. 35. Scales or Rubrics <ul><li>The first step in developing a scoring rubric is to clearly identify the qualities that need to be displayed in a student's work to demonstrate proficient performance (Brookhart, 1999) </li></ul><ul><li>For holistic scoring rubrics, the collection of criteria is considered throughout the construction of each level of the scoring rubric and the result is a single descriptive scoring scheme. </li></ul>
    36. 36. Template for Holistic Rubrics RESEARCH Score Description 5 Demonstrates complete understanding of the problem. All requirements of task are included in response. 4 Demonstrates considerable understanding of the problem. All requirements of task are included. 3   Demonstrates partial understanding of the problem. Most requirements of task are included. 2 Demonstrates little understanding of the problem. Many requirements of task are missing. 1 Demonstrates no understanding of the problem. 0 No response/task not attempted.
    37. 37. Analytic Rating scale Speaking CATEGORY 4 3 2 1 Content - Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. The brochure has attractive formatting and well-organized information. The brochure has well-organized information. The brochure's formatting and organization of material are confusing to the reader. voice and tone Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems &quot;text-heavy&quot;. Graphics do not go with the accompanying text or appear to be randomly chosen.
    38. 38. Remember: <ul><li>It is important to note that one type of rubric is not inherently better than the other-you must find a format that works best for your purposes (Montgomery, 2001). ). Other implications include the time requirements, the nature of the task itself, and the specific performance criteria being observed. </li></ul>
    39. 39.
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