By the end of this presentation we will have…
• described principles of language assessment
• identified important consideration used in designing
classroom assessment test
• Applied and evaluated a sample test under the light of
the principles and guidelines presented
• The test or test item measures what it intends to
a) He is a doctor
b) She are a doctor
c) They is a doctor
a) He works at night
b) He works in the morning
c) He works all day
• The test results stay consistant over time. Distinguishes “good” from
Results on test B
Results on test A
• The test useful in terms of effort needed for its
construction, time administration, grading, and resources
• Not practical: A test that lasts for three hours and
contains 150 items.
• The test reflects –to the extent possible- tasks that the
students will confront in the real world. (depending on the
context where you are teaching)
Authentic: to answer comprehension question after
reading a manual.
Non-authentic: to recite from memory a list of 20 verbs
How will the design of the test affect…
• The way the students study
• The way the teachers teach
• The way the institution sees the learning of English
• The effectiveness of the language program (Area)
1. What is the purpose of the test?
2. What are the learning objectives to be assessed?
3. How will the test specifications reflect the purpose and
4. How will the test tasks be selected and the items
5. What kind of scoring, grading, feedback is expected?
WITHIN THE LANGUAGE CLASSROOM
• Where in the
• What prerequirements
• What and to
• What is the
ability of the
• Know what you want
to test in performance
and linguistic terms.
Ss will be able to describe
people’s appearance using the
verb be/have/possessives and
Listening (10 minutes)
• Outline of the test
• Skills to be included Format: Five Multiple choice questions. (Five points)
• Items types and tasks Task: Students listen for detail information
Reading (20 minutes)
Format: 10 Comprehension questions (Ten points)
Task: Students read and complete a questionnaire
Format: Short composition (Five points, refer to scale)
Task: Students write about a personal experience
• Devise your actual
• Ideally, you should
try your items to
Where did George go after the party last night?
Ss read: a. He was tired.
b. He went home.
c. He met Oliver
• Write an e-mail to your
friend describing your
• Listen to a lecture and
write your response
agreeing or disagreeing
• Complete a cloze
• Select the best option
A, B, C, D for the
• Please, turn __ down
the radio. It is too
• Write the stress in
the following words:
Canada, China, Italy
• Read a short text and
make an oral
• Answer a set of
question in an
• Discrete point
• Multiple Choice Questions are probably the most
commonly used format in developing classroom tests.
• MCQs consist of a stem and response.
John____ to the store yesterday.
1. The question should be clear from the stem.
2. One response option should be an unambiguous
correct best answer.
3. Avoid using distractors like none of the above or a, b,
4. Correct answers should appear in all positions
5. Avoid writing absurd distractors
6. Make the stem positive (Which verb is NOT…)
7. Make sure all the questions are independent of one
8. Use statistics to help you understand your MCQs
Clear content related to
Adequate use of
Adequate use of
Ideas well organized
Good use of punctuation
and writing conventions
• Is the instrument…?
Able to provide positive washback
• Is the information provided by the instrument…?
• Easy to organize
• Empowering for future actions/decisions/remedial
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