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  1. 1. kinds of Tests and TestingSupervised By: Dr.Hind alFaddaPresented By: Nada alQasim
  2. 2. kinds of Tests and Testing Tests Purpose comparison
  3. 3. kinds of Tests and TestingWhat does test mean?What do Language tests mean?
  4. 4. Section No.1The purposes for which Proficiency Testslanguage testing is carried out. Placement Achievement test Tests Diagnostic tests
  5. 5. Proficiency TestsProficiency tests are designed to measure peoples ability ina language, regardless of any training they may have hadin that language.The content Examples
  6. 6. Section No.1The purposes for which Proficiency Testslanguage testing is carried out. Placement Achievement test Tests Diagnostic tests
  7. 7. Achievement TestsAchievement tests are directly related to language courses Measure how successful students are in achievingobjectives of a lesson/course/curriculum Closely related to the content of a particularlesson/course/ curriculum
  8. 8. Achievement Tests There are two kinds of achievement tests. • achievement tests are Final those administered at the end of a course of study. • achievement tests are Progress intended to measure the progress that students are making.
  9. 9. Section No.1The purposes for which Proficiency Testslanguage testing is carried out. Placement Achievement test Tests Diagnostic tests
  10. 10. Diagnostic TestsDiagnostic tests are used to identify students’strengths and weaknesses.
  11. 11. Section No.1The purposes for which Proficiency Testslanguage testing is carried out. Placement Achievement test Tests Diagnostic tests
  12. 12. Placement TestsPlacement tests are intended to provide informationwhich will help to place students at the stage of theteaching program most appropriate to their abilities.Typically they are used to assign students to classes atdifferent levels.
  13. 13. Group Activity
  14. 14. Section No.2 Direct/indirect Discrete/integrative Computer Norm/criterion Objective/subjective
  15. 15. Direct versus Indirect Kinds of tests according to test construction Testing is said to be direct when it requires the candidate to perform precisely the skill which we wish to measure. For example, speaking.Indirect testing attempts to measure the abilities which underlie theskills in which we are interested.At first the old woman seemed unwilling to accept anything that was offeredher by my friend and I.
  16. 16. Discrete point versus integrative testing Kinds of tests according to test formatDiscrete point testing refers to the testing of oneelement at a time, item by item.Integrative testing requires the candidate to combinemany language elements in the completion of a task
  17. 17. Norm reference versus cretierionreferenceKinds of tests according to Score interpretationNorm-referenced test is a test which is designed to giveinformation about how the student performed on the test.It relates one candidate’s performance to that of othercandidates.Criterion-referenced test is a test which is designed toprovide information about what the candidate canactually do in the language directly.
  18. 18. Common European Framework of References for LanguagesBasic UserA1Can understand and use familiar everyday expressions andvery basic phrases aimed at the satisfaction of needs of aconcrete type. Can introduce him/herself and others and canask and answer questions about personal details such aswhere he/she lives, people he/she knows and things he/shehas. Can interact in a simple way provided the other persontalks slowly and clearly and is prepared to help.
  19. 19. Common European Framework of References for LanguagesProficient userC2Can understand with ease virtually everything heard or read.Can summarise information from different spoken andwritten sources, reconstructing arguments and accounts in acoherent presentation. Can express him/herselfspontaneously, very fluently and precisely, differentiatingfiner shades of meaning even in more complex situations.
  20. 20. Objective test versus Subjective testKinds of tests according to scoring procedureIn objective test tasks , raters do not have to make a judgmentbecause the scoring is unambiguous. For example: multiplechoice test.In subjective test tasks, raters have to make a judgment whenassessing candidates performance. For example:marking of an essay
  21. 21. Computer adaptive testingSaves time and effortStart with average level of difficulty, lower/increase levelsof difficulty according to test taker’s performanceNeeds a bank of items graded by difficulty
  22. 22. Group Activity

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