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Final ppt of testing


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Final ppt of testing

  1. 1. Testing and evaluation in Foreign Language Teaching
  2. 2. Bloom’s Taxonomy Three domains of educational activities: • Cognitive Domain: involves knowledge and the development of intellectual attitudes and skills • Affective Domain • Psychomotor Domain (Bloom, 1956)
  3. 3. Evaluation Bloom’taxonomy Colombian view • Cognitive • Cognitivo • Affective • Actitudinal • Psychomotor • Procedimental
  4. 4. Cognitive Objectives • Knowledge • Comprehension Simpl e • Application • Analysis • Synthesis • Evaluation Compl ex
  5. 5. Knowledge The remembering of previously learned material Examples of learning objectives: -know common terms -know specific facts -know methods and procedures -know basic concepts -know principles
  6. 6. Knowledge (Example) Who wrote Oliver Twist? A. D.H. Lawrence B. Charles Dickens C. Ernest Hemmingway D. William Shakespeare
  7. 7. Verbs specifying different sorts of outcome (Knowledge) arran e o er g rd lab el d e efin reco n e g iz dp u licate recall list rep eat m o e emriz state relate rep d ce ro u
  8. 8. Comprehension The ability to grasp the meaning of material Examples of learning objectives: -understand facts and principles -interpret verbal materials -interpret charts and graphs -translate verbal material to mathematical formulae -justify methods and procedures
  9. 9. Comprehension (Example) "Ability is nothing without opportunity." (N. Bonaparte) A. You need an opportunity to use your abilities B. You can have an ability but if you do not use, it’s useless C. The person who has abilities need to use them
  10. 10. Comprehension classify lo cate d e reco iz d ss escrib gn e iscu rep rt o ex lain restate p ex ress p id tify select in icate tran en d slate review
  11. 11. Application The ability to use learned material in new and concrete situations Examples of learning objectives: • -apply concepts and principles to new situations • apply laws and theories to practical situations • solve mathematical problems • construct graphs and charts • demonstrate the correct usage of a method or procedure
  12. 12. Application (Example) In each of the following sentences, indicate whether the highlighted word is pronoun it, dummy it, or anticipatory it. I think you've broken it. – Pronoun it – Dummy it – Anticipatory it
  13. 13. Application ap ply o perate ch o p o se ractice d o strate emn sch u d atiz sk ed le ram e etch illu strate u se emlo py in ret w terp rite so lve
  14. 14. Analysis The ability to break down material into its component parts Examples of learning objectives: • recognize unstated assumptions • recognize logical fallacies in reasoning • distinguish between facts and inferences • evaluate the relevancy of data • analyze the organizational structure of a work
  15. 15. Analysis (Example) to what extent the content-based approach differs from the task-based approach. Give examples.
  16. 16. Analysis an e differen ap alyz tiate praise d in iscrim ate calcu late distin ish catego e ex in co pare ex en gu riz am e m perim t co trast n qu n criticiz estio e test
  17. 17. Synthesis The ability to put parts together to form a new whole Examples of learning objectives: • write a well organized theme • give a well organize speech • write a creative short story • propose a plan for an experiment • integrate learning from different areas into a plan for solving a problem
  18. 18. Synthesis (Example) Write a paragraph summarizing the text you have read. Your summary should have a topi c sentence defining the problem, some of the causes, some of the effects, and a conclusion.
  19. 19. Synthesis ar n e fomlae as mle mng ra g r u t se b aae c lle t oc ogn e c moe r a iz o p s pe ae r pr ce t r ae po oe r ps p n c ntut la o sr c ds n eig wit re
  20. 20. Evaluation The ability to judge the value of material for a given purpose based on definite criteria Examples of learning objectives: - judge the logical consistency of written material -judge the adequacy with which conclusions are supported by data -judge the value of a work by the use of internal criteria (organization) or external standards of ex cellence
  21. 21. Evaluation (Example) “The United States took part in the Gulf War against Irak BECAUSE of the lack of civil liberties imposed on the Kurds by Saddam Hussein’s regime.” A. The assertion and the reason are both correct and the reason is valid. B. The assertion and the reason are both correct but the reason is invalid. C. The assertion is correct but the reason is incorrect. D. The assertion is incorrect but the reason is correct. E. Both the assertion and the reason are incorrect.
  22. 22. Evaluation ap raise ju g p de rate attach arg e p ict u red assess sco ch o re o se select co p su p rt estim evalu mare p o ate ate
  23. 23. Advantages of specifying learning outcomes • Help students learn more effectively. • Make it clear what students can hope to gain from a course. • Help instructors to design their materials more effectively. • Help instructors select the appropriate teaching strategy. • Assist in setting examinations based on the materials delivered. • Ensure that appropriate assessment strategies are employed.
  24. 24. Process Descriptor s Behavioral Objectives Product Descript ors Quality Assuranc e in Teaching