Testing

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Types of Tests and Testing

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  • Testing

    1. 1. Supervised By:Dr. Hind AL-Fadda
    2. 2. Kinds of tests and testing Arthur Hughes
    3. 3. Testing plays a crucial role in teaching and learningEnglish.The effect of testing on teaching and learning is known as backwash, and can be harmful or beneficial.
    4. 4. What is a test?
    5. 5. What is a test? A test or exam is an assessmentintended to measure a test-takersknowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs).
    6. 6. What is a test? A test or exam is an assessmentintended to measure a test-takersknowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs).
    7. 7. Testing is not the only way in which information aboutpeople language ability can be gathered , it’s just one form of assessment.
    8. 8. Testing is not the only way in which information aboutpeople language ability can be gathered , it’s just one form of assessment. Assessment
    9. 9. Testing is not the only way in which information aboutpeople language ability can be gathered , it’s just one form of assessment. Assessment
    10. 10. Testing is not the only way in which information aboutpeople language ability can be gathered , it’s just one form of assessment. Assessment
    11. 11. Testing is not the only way in which information aboutpeople language ability can be gathered , it’s just one form of assessment. Assessment is used it to check theprogress of students, to seehow far they have mastered what they should have learned, and then use this information to modify the future teaching plans.
    12. 12. Testing is not the only way in which information aboutpeople language ability can be gathered , it’s just one form of assessment. Assessment is used it to check the is used at the end ofprogress of students, to see term, semester, or yearhow far they have mastered in order to measure what they should have what has been achieved learned, and then use this by groups and by information to modify the individuals. future teaching plans.
    13. 13. Test or testing system should:
    14. 14. Test or testing system should: consistently provide accurate measures of precisely the abilities in which we are interested.
    15. 15. Test or testing system should: consistently provide accurate measures of precisely the abilities in which we are interested. have a beneficial effect on teaching.
    16. 16. Test or testing system should: consistently provide accurate measures of precisely the abilities in which we are interested. have a beneficial effect on teaching. be economical in terms of time and money.
    17. 17. The Purposes of Testing
    18. 18. The Purposes of TestingTo measure language proficiency.
    19. 19. The Purposes of Testing To measure language proficiency.To discover how successful students have been in achieving the objectives of a course of study.
    20. 20. The Purposes of Testing To measure language proficiency. To discover how successful students have been in achieving the objectives of a course of study.To diagnose students’ strengths and weaknesses, toidentify what they know and what they don’t know.
    21. 21. The Purposes of Testing To measure language proficiency. To discover how successful students have been in achieving the objectives of a course of study.To diagnose students’ strengths and weaknesses, toidentify what they know and what they don’t know.To assist placement of students by identifying the stage or part of a teaching program most appropriate to their ability.
    22. 22. Assessment “Rumors”
    23. 23. Assessment “Rumors”Rumor: Assessment is all about test-giving.
    24. 24. Assessment “Rumors”Rumor: Assessment is all about test-giving.Truth: Test-giving is only one of many ways to assess learning (e.g: discussions, drawing sketches to illustrate, and role-plays).
    25. 25. Assessment “Rumors”Rumor: Assessment is all about test-giving.Truth: Test-giving is only one of many ways to assess learning (e.g: discussions, drawing sketches to illustrate, and role-plays).Rumor: Assessment is about finding weaknesses.
    26. 26. Assessment “Rumors”Rumor: Assessment is all about test-giving.Truth: Test-giving is only one of many ways to assess learning (e.g: discussions, drawing sketches to illustrate, and role-plays).Rumor: Assessment is about finding weaknesses.Truth: Assessment can be used also to accentuate student positives.
    27. 27. Assessment “Rumors”Rumor: Assessment is all about test-giving.Truth: Test-giving is only one of many ways to assess learning (e.g: discussions, drawing sketches to illustrate, and role-plays).Rumor: Assessment is about finding weaknesses.Truth: Assessment can be used also to accentuate student positives.Rumor: Assessment is only for the teacher.
    28. 28. Assessment “Rumors”Rumor: Assessment is all about test-giving.Truth: Test-giving is only one of many ways to assess learning (e.g: discussions, drawing sketches to illustrate, and role-plays).Rumor: Assessment is about finding weaknesses.Truth: Assessment can be used also to accentuate student positives.Rumor: Assessment is only for the teacher. Truth: Assessment can be used to teach students how to succeed.
    29. 29. Assessment “Rumors”
    30. 30. Assessment “Rumors”Rumor: Assessment is an end in itself.
    31. 31. Assessment “Rumors”Rumor: Assessment is an end in itself.Truth: Assessment is not an end in itself, but the beginning of better instruction.
    32. 32. Assessment “Rumors”Rumor: Assessment is an end in itself.Truth: Assessment is not an end in itself, but the beginning of better instruction.Rumor: Assessment is separate from curriculum.
    33. 33. Assessment “Rumors”Rumor: Assessment is an end in itself.Truth: Assessment is not an end in itself, but the beginning of better instruction.Rumor: Assessment is separate from curriculum.Truth: Assessment is part of the curriculumdesign process and both of them are closely tied to learning goals .
    34. 34. Kinds of tests
    35. 35. Kinds of tests
    36. 36. Kinds of tests
    37. 37. Proficiency TestAchievement TestDiagnostic TestPlacement Test
    38. 38. Proficiency Tests
    39. 39. Proficiency Tests They are designed to measure people’s ability inlanguage, regardless of any training they may have had in that language.
    40. 40. Achievement Tests
    41. 41. Achievement Tests They are directly related to language courses.
    42. 42. Achievement Tests They are directly related to language courses.
    43. 43. Achievement Tests
    44. 44. Achievement Tests
    45. 45. Achievement Tests Final ProgressAchievement Achievement Tests Tests
    46. 46. Final Achievement Tests
    47. 47. Final Achievement Tests* They are administered at the end of a course of a study. * They may be written by ministries of education, official examining boards, or by members of teaching institutions.* It should be based on syllabus content approach.
    48. 48. Final Achievement Tests* They are administered at the end of a course of a study. * They may be written by ministries of education, official examining boards, or by members of teaching institutions.* It should be based on syllabus content approach. * Disadvantage:If the syllabus is badly designed, orthe books and other materials are badly chosen, the results of a test can be misleading.
    49. 49. Progress Achievement Tests
    50. 50. Progress Achievement Tests* They are intended to measure the progress that students are making. * These tests should relate to objectives, since progress is towards the achievement of course objectives.
    51. 51. Progress Achievement Tests * They are intended to measure the progress that students are making. * These tests should relate to objectives, since progress is towards the achievement of course objectives. In addition to more formal achievement tests, teachers shouldfeel free to set their own pop quizzes.
    52. 52. Diagnostic Tests * They are used to identify learners’ strengths and weaknesses.* They are intended primarily to ascertain what learning still needs to take place.
    53. 53. Placement Tests
    54. 54. Placement Tests* They are intended to provide information that will help students at the stage of the teaching program most appropriate to their abilities. * They are used to assign students to classes at different levels.
    55. 55. Activity - 1
    56. 56. Direct IndirectTesting Testing
    57. 57. Direct Indirect Testing Testing*It requires the candidate to perform precisely the skill that we wish to measure. * It is easier to carry out when it is intended to measure the productive skills of speaking and writing.
    58. 58. Direct Indirect Testing Testing*It requires the candidate to perform precisely the *It attempts to skill that we wish to measure the measure. abilities that * It is easier to carry out underline the when it is intended to skills in which measure the productive we are skills of speaking and interested . writing.
    59. 59. Direct testing has a number of attractions:
    60. 60. Direct testing has a number of attractions: First: It is relatively straightforward to create the conditions which will elicit the behavior on which to base our judgements. Secondly: The assessment and interpretation of students’ performance is also quite straightforward, especially in the case of the productive skills.Thirdly: Since practice for the test involves practice of the skills
    61. 61. Direct testing has a number of attractions: First: It is relatively straightforward to create the conditions which will elicit the behavior on which to base our judgements. Secondly: The assessment and interpretation of students’ performance is also quite straightforward, especially in the case of the productive skills.Thirdly: Since practice for the test involves practice of the skillsSemi-direct Testing where candidates for example respond to tape-recorded stimuli, with their own responses being recorded and later scored.
    62. 62. Discrete Integrative point TestingTesting
    63. 63. Discrete Integrative point Testing TestingTesting of one element at atime, item by item.
    64. 64. Discrete Integrative point Testing TestingTesting of one It requires the element at a candidates totime, item by combine many item. language elements in the completion of a task.
    65. 65. Discrete Integrative point Testing TestingTesting of one It requires the element at a candidates totime, item by combine many item. language elements in the completion of a task.
    66. 66. Discrete Integrative point Testing Testing Testing of one It requires the element at a candidates to time, item by combine many item. language elements in the*Discrete point tests indirect. completion of a *Integrative tests direct. task.
    67. 67. Norm- Criterion-referenced referenced Testing Testing
    68. 68. Norm- Criterion- referenced referenced Testing TestingIt relates one candidate’s performance to that of other candidates.
    69. 69. Norm- Criterion- referenced referenced Testing TestingIt relates one candidate’s Tests are designed to know performance to that of what he can actually do in other candidates. the language.
    70. 70. Objective Subjective Testing Testing
    71. 71. Objective Subjective Testing Testing* If no judgementis required on thepart of the scorer.* Example: short answers for questions inreading passage.
    72. 72. Objective Subjective Testing Testing* If no judgement * If judgement isis required on the required on thepart of the scorer. part of the scorer.* Example: short * Example: answers for scoring of a questions inreading passage. composition.
    73. 73. Computer Adaptive Testing
    74. 74. Computer Adaptive Testing
    75. 75. Computer Adaptive Testing
    76. 76. CommunicativeLanguage Testing
    77. 77. CommunicativeLanguage Testing
    78. 78. Activity - 2
    79. 79. ReferencesAl-Mutawa, Najat and Taiseer Al-Kailani (1989). Methods ofTeaching English to Arab Students. Longman, LondonHughes, A. (2003). Testing for language teachers. UniversityPress, Cambridge.Tomlinson, C. (2008). Learning to Love Assessment. Informative Assessment, 65(4), 8-13.http://en.wikipedia.org/wiki/Test_(assessment)

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