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Testing for the sake oflanguage teaching andlearning!
SakeNoun:“(for the sake of something or forsomethings sake) for the purpose of; inthe interest of; in order to achieve orp...
What do you thinktesting for teachingand learning means?
Accountability
A languagecompetenceA classroomtaskA content fromsyllabus/bookA test result(s)
ValidityConstructlinguistic pragmaticsocio-linguistic SystemicCurriculumPhilosophyContentSyllabus BookTrustworthiness!Proc...
Cases
DEMOCRACYAssessmentMomentsTypesProceduresJUSTICEObjectiveHonestTransparentTrustworthyConsistent
Trustworthiness!
TEST
Decisions- Students- Teachers- Curriculum- Institution- Society- Conception oflanguage
AuthenticityTest TaskPerformanceTLU DomainA realistic test task/item responds to a clearlydefined communicative language c...
“un constructo definido en términos funcionales ensituaciones comunicativas concretas –conintenciones claramente especific...
BUT!
(Zeronis and Elliot, 2013, p. 23):“there are broad similarities between Use of Englishtexts and Reading texts as they both...
READ
What multiplism (Shohamy, 1998) implies…Multiple(ways of)defining language knowledgeprocedures for assessmentdesigning ite...
ReferencesArias, C. I., Maturana, L, y Restrepo, M. I. (2012). Evaluación de los aprendizajes enlenguas extranjeras: hacia...
Thank ___!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
Testing for the sake of language teaching and learning!
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Testing for the sake of language teaching and learning!

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Testing for the sake of language teaching and learning!

  1. 1. Testing for the sake oflanguage teaching andlearning!
  2. 2. SakeNoun:“(for the sake of something or forsomethings sake) for the purpose of; inthe interest of; in order to achieve orpreserve”http://oxforddictionaries.com/us/definition/english/sake?q=sake
  3. 3. What do you thinktesting for teachingand learning means?
  4. 4. Accountability
  5. 5. A languagecompetenceA classroomtaskA content fromsyllabus/bookA test result(s)
  6. 6. ValidityConstructlinguistic pragmaticsocio-linguistic SystemicCurriculumPhilosophyContentSyllabus BookTrustworthiness!Proceduresstrategic
  7. 7. Cases
  8. 8. DEMOCRACYAssessmentMomentsTypesProceduresJUSTICEObjectiveHonestTransparentTrustworthyConsistent
  9. 9. Trustworthiness!
  10. 10. TEST
  11. 11. Decisions- Students- Teachers- Curriculum- Institution- Society- Conception oflanguage
  12. 12. AuthenticityTest TaskPerformanceTLU DomainA realistic test task/item responds to a clearlydefined communicative language construct.
  13. 13. “un constructo definido en términos funcionales ensituaciones comunicativas concretas –conintenciones claramente especificadas–,materializadas en tareas evaluativas que permitanel despliegue del desempeño lingüístico de losestudiantes.” (Arias, Maturana and Restrepo, 2012,p. 104)
  14. 14. BUT!
  15. 15. (Zeronis and Elliot, 2013, p. 23):“there are broad similarities between Use of Englishtexts and Reading texts as they both require readingcomprehension and there are similarities in terms of themanner in which candidates read and process (seeKhalifa and Weir 2009). For example, candidates areadvised first to read through the Use of English textsquickly and to try to follow a line of argument – as withReading tasks. In addition, previous research hastraditionally shown that tests of language knowledge(vocabulary and grammar) correlate highly with tests ofreading comprehension (see Alderson 2000, Read2000)”
  16. 16. READ
  17. 17. What multiplism (Shohamy, 1998) implies…Multiple(ways of)defining language knowledgeprocedures for assessmentdesigning items and taskspurposes for assessmentadministeringcriteria to define qualityassessing assessmentinterpreting results
  18. 18. ReferencesArias, C. I., Maturana, L, y Restrepo, M. I. (2012). Evaluación de los aprendizajes enlenguas extranjeras: hacia prácticas justas y democráticas. Lenguaje, 40(1), 99-126.Bachman, L. and Palmer, A. S. (1996). Language testing in practice: Designing anddeveloping useful language tests. Oxford: Oxford University Press.Brindley, G. (2003). Issues in language assessment. In Kaplan, R. (Ed.). The Oxfordhandbook of applied linguistics.Oxford University Press, pp. 459-469.Council or Europe (2001). The common European framework of reference forlanguages. Learning, teaching, and assessment. Cambridge: Cambridge UniversityPress.Shohamy, E. (1998). Evaluation of learning outcomes in second language acquisition:A multiplism perspective. In H. Byrnes (Ed.). Learning foreign and second languages(pp. 238-261). NY: The Modern Language Association of America.Purpura, J. (2004). Assessing grammar. Cambridge: Cambridge University Press.
  19. 19. Thank ___!

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