This document contains a student's responses to an assessment on language testing principles.
1) The student defines qualities of test usefulness according to Bachman & Palmer and Brown, noting they both cite reliability, validity, and authenticity. However, they diverge on validity, with Bachman focusing on scores and Brown citing multiple types of validity.
2) The student analyzes a test item asking about a train timetable, finding it unreliable because the instructions are unclear and the aspect being tested is unknown. They also find it lacks validity from the student and content perspective.
3) In analyzing a cartoon test, the student says validity is absent as the test is meaningless and useless for the subjects. However,
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Topic: Constructing Objective and Essay Type Test
Student Name: Pardeep Kumar
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Topic: Constructing Objective and Essay Type Test
Student Name: Pardeep Kumar
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
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A Memorandum of Association (MOA) is a legal document that outlines the fundamental principles and objectives upon which a company operates. It serves as the company's charter or constitution and defines the scope of its activities. Here's a detailed note on the MOA:
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Name Clause: This clause states the name of the company, which should end with words like "Limited" or "Ltd." for a public limited company and "Private Limited" or "Pvt. Ltd." for a private limited company.
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Registered Office Clause: It specifies the location where the company's registered office is situated. This office is where all official communications and notices are sent.
Objective Clause: This clause delineates the main objectives for which the company is formed. It's important to define these objectives clearly, as the company cannot undertake activities beyond those mentioned in this clause.
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Liability Clause: It outlines the extent of liability of the company's members. In the case of companies limited by shares, the liability of members is limited to the amount unpaid on their shares. For companies limited by guarantee, members' liability is limited to the amount they undertake to contribute if the company is wound up.
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Capital Clause: This clause specifies the authorized capital of the company, i.e., the maximum amount of share capital the company is authorized to issue. It also mentions the division of this capital into shares and their respective nominal value.
Association Clause: It simply states that the subscribers wish to form a company and agree to become members of it, in accordance with the terms of the MOA.
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Constitutional Document: It serves as the company's constitutional document, defining its scope, powers, and limitations.
Protection of Members: It protects the interests of the company's members by clearly defining the objectives and limiting their liability.
External Communication: It provides clarity to external parties, such as investors, creditors, and regulatory authorities, regarding the company's objectives and powers.
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Binding Authority: The company and its members are bound by the provisions of the MOA. Any action taken beyond its scope may be considered ultra vires (beyond the powers) of the company and therefore void.
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Memorandum Of Association Constitution of Company.ppt
Assessmenttest
1. Principles of language assessment test
Assessment 2012
Name: Paulina Escobar Aguayo. Date: April 04th, 2012.
1. Name and define (in not more than three lines) 3 Bachman and Palmer`s
qualities of test usefulness and 3 Brown`s. (2 points each) Compare 1 quality in
both models (3 points)
2. Analyze the test item below. a) What aspect(s) of language knowledge/ability is
it testing or claiming to be testing? (2 points) b) is it valid and reliable test
item? Back up your answers. (4 each quality)
3.
Test of spoken English
Look at the timetable below and tell your teacher about it
British Rail Timetable
Leeds London
07:00 09:05
07:20 09:35
07:38 10:05
08:05 10:35
09:05 11:37
10:05 12:30
3. Analyze the cartoon in terms of test qualities. Identify and explain 1 weak and
1 strong test quality of this testing situation. (4 each)
Total score: 33 points
RC/GS
2012
2. 1) According to Bachman & Palmer’s a test is useful if it has Reliability, validity and
authenticity: moreover, Brown points out that a test is useful if it has reliability, validity
and authenticity too.
However, both authors have different point of view. In the case of validity Bachman
has a narrow definition. He suggests that validity is closely related with the score of a test.
He also says that teachers have to justify why they give more scores too one section and
less to another section of a test. Unlike Brown proposes more than one type of validity. E.g.
Construct validity, face validity, predictive validity and content validity. For him validity is
more than the explanation or the interpretation of the score and also it’s not only related
with the teacher, but also with the students and with the content. A test is valid if it has
coherence between what the teacher is going to evaluate and what the teacher taught before.
2) The test is unreliable because the instruction is not very clear; in addition, it’s very
difficult to know what aspect the teacher wants to evaluate in the test. Maybe the teacher
wants to test the time; nonetheless, it’s not very precise. Is difficult to know what the test is
measure.
Also the test is not valid. Firstly, for students because if they look at the test they
could feel confused about what they have to do (face validity). In terms of content validity,
it’s not so clear because we don’t know what the teacher is going to evaluate. Maybe if the
teacher taught the time the test could be valid, but we don’t know.
3) In the cartoon “validity” is absent because according to D. Brown validity is “the
extent to which inferences made from assessment results are appropriate, meaningful, and
useful in terms of the purpose of the assessment” In this case the test is invalid because
the test is neither meaningful nor useful for all of these students. For example how a fish
can climb a tree? It is impossible, the same happen with the penguin and the seal. In
addition content validity is absent too, because what the teacher want to measure is not
clear. Want the teacher measure the ability to climb a tree or the procedure that students use
to climb a tree? Those aspects are not clear enough.
3. In contrast, practicality is a strong quality of this test, according to Brown this test is
not excessively expensive, it not time consuming, also it is relatively easy to administer. In
terms of practicality this test is practical because it is easy to take. The teacher does not
need to spend a lot of time or money in order to take this test.