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Language Testing


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Language Testing

  2. 2. Earth without art is justeh
  3. 3. Ple ase Go d m ay Ino t failPle ase Go d m ay Ig e t o ve r sixty pe r ce ntPle ase Go d m ay Ig e t a hig h placePle ase Go d m ay alltho se like ly to be at m e g e t kille d inro ad accide nts and m ay the y die ro aring .Irish no ve list McGahe rn
  4. 4. OverviewTypes of language testsWays of describing testsEvaluating the usefulness of language testsOverview of common language tests:TOEFL, TOEIC, IELTS, and CAELImpact of testing on learning and teachingCritical use of language testsTesting Questions
  5. 5. Testing QuestionsWhat is actually being tested by the testwe are using?What is the“best” test to use?What relevant information does the testprovide?How is testing affecting teaching andlearning behaviour?Is language testing “fair”?
  6. 6. Validity, reliability, feasibilityReliability relates to the consistency of anassessment.A reliable assessment is one whichconsistently achieves the same results withthe same (or similar) cohort of students.A valid assessment is one whichmeasures what it is intended tomeasureTotally valid or reliable/Driving test
  7. 7. Process of observation and objectiveaccumulation of evidences about theindividual learning process of students.- How to assess?−Checklist−Informal teaching observationAssessment
  8. 8. Consider the following:o You apply for a part-time job to work your way throughschool. You learn that as part of the application process,you must take a test of word-processing speed and apersonality test.o Mr. and Mrs. Gómez receive a call from their child’sthird-grade teacher, who says she is concerned aboutLuis’ performance on a reading test. She would like torefer Luis for further testing to see whether Luis has alearning disability.o Mr. and Mrs. Torres tell you that their son is not eligiblefor special-education services because he scored “toohigh” on an intelligence test.
  9. 9. Types of Assessment ( momentsof…)
  10. 10. Assessment – The process of collecting data for the purpose ofmaking decisions about individuals and groups, and thisdecision-making role is the reason that assessment touchesso many people’s lives.People react strongly when test scores are used to makeinterpersonal comparisons in which they or those theylove look inferior.Power of Testing
  11. 11. Testing – Consists of administering a particular set of questions to anindividual or group of individuals to obtain a score. The score is theend product of testing.Testing may be part of the larger processTesting and assessment are not synonymous.Assessment is a multifacted process that involves farmore than just administering a test.High quality assessment procedures anyone’sperformance on any task is influenced by (1) thedemands of the task itself, (2) the history andcharacteristics the individual brings to the task, and (3)the factors inherent in the context in which theassessment is carried out.Facts
  12. 12.  Results Formats Quantitative Grades Letters Indicatorstesting
  14. 14. • Standard test: TOEFL – IELTS – PET- CAE• Placement test: Licenciatura test for freshmenstudents• Proficiency test: TOEFL - IELTS• Achievement test: Parciales – workshops in ALxTypes of tests in languageeducation
  15. 15. Goal: it is the aim expected at the end oflearning process.Standard: accurate conceptual domain of atopic.Descriptors: are the achievements bycompetences, they are used in present withclosed and specific characteristics.Indicators: it is the “regulator” of the curriculumit is not a final result, because it is subject to
  16. 16. GOAL •To use English in common situations.STANDARD •Students will use English to involve himself in socialcircumstances.descriptor •To recognize social codes.Assume a critical position above actual events.indicators •Students recognize social codes.•Students recognize social codes with difficulty .•Student has a lot of difficulties to recognize socialcodes.Avoid the use ofnot.NO
  17. 17. How do create an evaluation?1.Formulate the descriptors2.Design a plan3.Observe the learning process4.Evaluate5.Determine the efficiency ofpedagogies.
  18. 18. Evaluation in Colombian settingsNational standard for evaluation:ICFES Saber 5 – 9 - 11 ECAESSaber proNational standard for grading:LAW 230: E S A I DDecreto 1290:1 – 5 /10 - 100
  19. 19. EVALUATION AT “INITIALschOOL”1.Goal, standards, descriptors and indicatorsbased on the “Unified” Standards.2.Strategies for evaluating in the five skills.3.Continuous assessing of students development4.Supportive strategies for solving academic andpersonal problems1.Scales to compare national standards withschool’s scales2.Explicit self evaluation3.Participation of the educational community
  20. 20. BIBLIOGRAPHYCommon European Framework for References of Language.Cambridge University Press.Alderson, C.J., Beretta, A.(1993) Evaluating second languageeducation.(pp 4-27.).Location: Cambridge: Cambridge UniversityPress.Evaluación y Promoción por Estándares y Competencias. Rivera, G.(2009)El proceso de la evaluación. Series lineamientos curriculares idiomasextranjeros. Ministerio de Educación Nacional.
  21. 21. Types of Language TestsAchievement testassociated with process of instructionassesses where progress has beenmadeshould support the teaching to which itrelatesAlternative Assessmentneed for assessment to be integratedwith the goals of the curriculum
  22. 22. Proficiency testaims to establish a test taker’sreadiness for a particularcommunicative rolegeneral measure of “language ability”measures a relatively stable traitused to make predictions about futurelanguage performance (Hamp-Lyons,1998)high-stakes test
  23. 23. Some ways of describing testsObjective SubjectiveIndirect DirectDiscrete-point IntegrativeAptitude / Achievement/Proficiency PerformanceExternal InternalNorm-Referenced Criterion-Referenced
  24. 24. Evaluating the usefulness of alanguage testUsefulness= reliability+validity+ impactauthenticity+interactiveness+practicality(Bachman and Palmer, 1996)TESTUSEFULNESSTESTUSEFULNESSRELIABILITYRELIABILITY VALIDITYVALIDITYImpactImpact AuthenticityAuthenticityPracticalityPracticality InteractivenessInteractiveness
  25. 25. Evaluating the usefulness of alanguage testEssential measurement qualitiesreliabilityconstruct validityEvaluation: test taker - test task - TargetLanguage Use (TLU)TLUTest TaskTest Taker
  26. 26. Overview of common languageproficiency testsTOEFL TOEICIELTSCAEL
  27. 27. Test of English as a ForeignLanguageOne million test takers peryearP&P 310-677/ CBT 0-300Three sections:ListeningStructure and WrittenExpressionReadingComprehensionTWE
  28. 28. Test of English as a ForeignLanguageObjective SubjectiveDiscrete-point IntegrativeProficiencyAchievementdiscord between test and understanding oflanguage and communicationpassive recognition of languagecutoff scores are very problematicgeneral proficiency ≠ academic proficiency
  29. 29. Test of English forInternationalCommunicationTOEFL equivalent forworkplace settingtwo sections, 200 q.listeningreadingentertainment,manufacturing, health,travel, finance, etc.“objective and cost-efficient”
  30. 30. Test of English forInternationalCommunicationObjectiveSubjectiveDiscrete-pointIntegrativeProficiencyAchievementlack of correspondence with TLU
  31. 31. International English LanguageTesting SystemAcademic/GeneralResults reported inband scores 1-9ListeningListeningG.ReadingG.Reading A.ReadingA.ReadingG.WritingG.Writing A.WritingA.WritingSpeakingSpeaking
  32. 32. International English LanguageTesting SystemObjectiveSubjectiveDiscrete-pointIntegrativeProficiencyAchievementtest tasks reflective of academictasks
  33. 33. Canadian Academic EnglishLanguage AssessmentMirrors languageuse in universityTopic-based,integratedreading, listening,and writing tasksprovides specificdiagnosticinformationscores are reportedin bands 10-90
  34. 34. Canadian Academic EnglishLanguage AssessmentObjective SubjectiveDiscrete-point IntegrativeProficiency Achievementtests performance and usediminished gap between test and classroomvalidity is supported by teacher evaluationsstudies on predicting academic success
  35. 35. Washback: The Impact of Tests onTeaching and Learning“The power of tests has a strong influence oncurriculum and learning outcomes”(Shohamy, 1993)good test ≠ positive washbackform of test impact depends onantecedent: educational context and conditionprocessconsequences (Wall,2000)
  36. 36. Critical Language TestingFocus on consequence and ethics of testuseTests are embedded in cultural,educational, and political arenaswhose agenda?Questions traditional testing knowledgeEnglish proficiency= academic success?English: got it or get it!Responsible test use (Hamp-Lyons, 2000)
  37. 37. Testing QuestionsWhat is actually being tested by the test weare using?What is the”best” test to use?What relevant information does the testprovide?How is testing affecting teaching andlearning behaviour?Is language testing “fair”?
  38. 38. Test design criteriaUsefulness= reliability+validity+ impactauthenticity+interactiveness+practicality reliability= consistency of measurement validity= the extent to which the inferences that we makeon the basis of the test are valid given the target languageuse situation authenticity= how closely does the test resemble theactual language use situation interactiveness= to what extent is the test taker involved inactive communication impact= what is the effect of the test on test takers, testusers, teachers etc.
  39. 39. Time – language level – designLayoutTheoretical support (one page to explainthe test; explain why your test isusefulness, the type of test, )Score 1 – 5 (create bands for scores)Make copies for the whole group15 minutes per skill (except - speaking)