The document discusses different types of tests including norm-referenced tests (NRTs), criterion-referenced tests (CRTs), formative tests, and summative tests. It provides definitions and purposes of each test type. For NRTs, scores are interpreted in relation to the group mean and used to rank students. CRTs assess mastery based on specified criteria and standards. Formative tests provide feedback during instruction while summative tests evaluate learning after instruction. The document also discusses objective versus subjective tests and multiple choice question terminology.
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
Testing for Language TeachersArthur HughesRajputt Ainee
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
This document discusses testing grammar and vocabulary in language assessments. It begins by outlining reasons for testing grammar, including that grammatical ability limits other skills and it helps diagnose gaps for teachers and learners. It then provides examples of different item types for testing grammar, including gap filling, paraphrase, completion, and multiple choice. Scoring considerations for production-based grammar tests are mentioned. The document also discusses testing vocabulary and provides examples of item types, such as recognizing synonyms, definitions, and filling gaps. Pictures and definitions are provided as examples for production-based vocabulary testing.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
This document discusses various test techniques used to assess language ability. It describes multiple choice items as being perfectly reliable but only testing recognition knowledge. Short answer items are less susceptible to guessing but require more time to score. Gap filling items work for listening and reading tests but can be difficult for grammar. When writing test items, it is important they reliably and validly measure the intended language ability and have unambiguous instructions. Item types should be varied to reduce method effects influencing scores. Overall, good test techniques aim to efficiently and accurately obtain information about a student's language proficiency.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
This document discusses approaches to assessing writing ability. It identifies 5 types of writing: imitative, intensive (controlled), responsive, extensive, and job-related. For imitative writing, tasks focus on handwriting, copying, and spelling. Intensive writing focuses on using correct vocabulary, grammar, and form within a context. Responsive writing connects sentences and paragraphs around a topic. Extensive writing involves longer essays and research projects. Micro-skills include spelling, handwriting, and grammar, while macro-skills involve organization, purpose, and conveying meaning. The document provides examples of assessment tasks for different writing types and skills.
Testing for Language TeachersArthur HughesRajputt Ainee
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
This document discusses testing grammar and vocabulary in language assessments. It begins by outlining reasons for testing grammar, including that grammatical ability limits other skills and it helps diagnose gaps for teachers and learners. It then provides examples of different item types for testing grammar, including gap filling, paraphrase, completion, and multiple choice. Scoring considerations for production-based grammar tests are mentioned. The document also discusses testing vocabulary and provides examples of item types, such as recognizing synonyms, definitions, and filling gaps. Pictures and definitions are provided as examples for production-based vocabulary testing.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
This presentation displays my perspective of SLA in terms of language skills development for EFL learners. As well this presentation shows some reflective aspects for reading before dealing with aspects to consider when assessing reading.
IELTS Reading - An Overview of IELTS Reading Question Types AC - GTIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
A critical review of recent trends in second language syllabus design and cur...Ehsan Abbaspour
To date, numerous books and research articles have focused on the notion of syllabus design
and curriculum development. Nevertheless, very few works have had an inclusive and concise
look upon the issue. This paper is an account of current trends on syllabus design and
curriculum development in Second Language Acquisition in the recent past decades. This is
hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in
the domain of language learning and teaching. After a brief introductory remark on
curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated
on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to
each syllabus will be touched upon. Although the emergence of some of these syllabi
coincides with each other, while presenting them, it has been tried to follow a roughly
chronological order of their emergence.
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
1. The document outlines a proposed task-based language assessment for students who have completed the first unit of a task-based English course called Widgets.
2. It describes the Widgets course and discusses task-based language teaching and assessment.
3. The proposed assessment includes 3 tasks - a role-play conversation, a listening and note-taking task, and a presentation - to evaluate students' language ability and performance of tasks similar to those in the Widgets course.
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document provides information on 15 key reading skills and strategies for developing proficiency in each skill. It discusses scanning for specific factual information, identifying main ideas and supporting details, making inferences, identifying details that support arguments, predicting outcomes, understanding gist, deducing meaning from context, distinguishing facts from opinions, interpreting author's intent and style, comparing information across texts, identifying paragraph and text structure, and recognizing cause and effect relationships. For each skill, it outlines the test focus, provides steps to use the skill, and examples of potential test questions.
This is a revision of the previously-posted presentation. Changes made were minor. Please comment so I could make it better or more appropriate next time. Thanks!
Chapter 6, curriculum development in language teaching. j.c. richardsSavaedi
The document discusses various levels of planning and development involved in creating language courses, including developing a course rationale, describing entry and exit levels, choosing content, sequencing content, and planning course structure. It provides examples and considerations for each step, such as developing a rationale that describes who the course is for and what kind of teaching and learning will occur, using proficiency scales to define entry and exit levels, and selecting a syllabus framework like situational, topical, or functional to structure the course content. The planning process involves multiple iterations and balancing of factors to create an effective course.
This document discusses how to assess and test reading. It begins by introducing the members of the reading group and includes an index of topics to be discussed. Some of the key topics covered include:
The importance of teaching reading, different types of reading like intensive and extensive reading, principles of teaching reading with examples of pre, during and post reading activities, recommendations for assessing reading with consideration for level and age, and different ways to test reading comprehension including cloze tests, ordering exercises, matching questions and multiple choice questions.
The document provides guidance on developing effective reading assessments and ensuring they are appropriate for the reading level and age of students. It offers examples of classroom activities and testing methods that can be used to evaluate reading skills
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
Adapting materials involves matching students' needs and ensuring congruence between teaching situations and content. When adapting, factors like external characteristics, teaching situations, chapters, content, organization, and consistency must be considered. Techniques for adapting include personalizing, individualizing, localizing, adding, deleting, modifying, simplifying, and re-ordering content. Adapting can be applied to language practice, texts, skills, and classroom management.
Writing assessment is used for placement, monitoring progress, and accountability of ELL students. It involves evaluating students' writing content, clarity, and mechanics. Effective writing instruction incorporates process writing, writing across curriculums, and authentic tasks. Scoring can be holistic, focusing on traits, or analytical. Monitoring student development includes checking prewriting, post-writing, and conferencing. Self and peer assessment also support writing growth.
This document discusses assessing young learners in language learning. It addresses the cognitive, social, emotional, physical, and literacy development of learners ages 5-13. Key points include taking learners' development stages into account when designing assessments, using tasks appropriate to their abilities, and providing feedback to motivate learners and improve the learning process. Assessment should consider learners' characteristics to be fair and avoid bias, while also providing useful information to teachers, administrators, parents and learners themselves.
A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
This document provides information about language testing. It defines what a test is and discusses the aims of testing. Some key points made include:
- A test is a method for measuring an individual's ability or knowledge in a given area through a structured activity or performance.
- The main aims of testing are for research, measuring progress, guiding teaching/curriculum, and representing terminal behavior.
- Testing provides information while evaluation is the process of decision-making based on that information.
- For a test to be good, it needs to be both valid (measuring what it intends to measure) and reliable (providing consistent results).
The document also outlines different types of language tests based on
This document discusses summative evaluation, which is used to make decisions about continuing the use of instructional materials. It describes the expert judgement and field trial phases of summative evaluation. The expert judgement phase involves analyzing the materials' congruence with organizational needs, content accuracy, instructional design, and feasibility of implementation. The field trial phase tests the materials' effectiveness with target learners and collects data on learner outcomes, instructor attitudes, and cost management. Summative evaluation aims to verify materials' effectiveness and impacts on learners, jobs, and the organization to determine whether the materials should be adopted or maintained.
IELTS Reading - An Overview of IELTS Reading Question Types AC - GTIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
A critical review of recent trends in second language syllabus design and cur...Ehsan Abbaspour
To date, numerous books and research articles have focused on the notion of syllabus design
and curriculum development. Nevertheless, very few works have had an inclusive and concise
look upon the issue. This paper is an account of current trends on syllabus design and
curriculum development in Second Language Acquisition in the recent past decades. This is
hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in
the domain of language learning and teaching. After a brief introductory remark on
curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated
on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to
each syllabus will be touched upon. Although the emergence of some of these syllabi
coincides with each other, while presenting them, it has been tried to follow a roughly
chronological order of their emergence.
The document discusses assessing writing skills. It describes three genres of writing and identifies two categories of writing skills: micro skills and macro skills. It then outlines four types of writing performance: imitative and intensive (controlled) writing, and responsive and extensive writing. It provides examples of tasks to assess each type and discusses issues in assessing responsive and extensive writing, noting different scoring methods.
1. The document outlines a proposed task-based language assessment for students who have completed the first unit of a task-based English course called Widgets.
2. It describes the Widgets course and discusses task-based language teaching and assessment.
3. The proposed assessment includes 3 tasks - a role-play conversation, a listening and note-taking task, and a presentation - to evaluate students' language ability and performance of tasks similar to those in the Widgets course.
This document discusses principles for organizing content in language teaching syllabi. It outlines four main principles: focus, select, subdivide, and sequence. For focus, a syllabus chooses an area like grammar, language functions, or skills to emphasize. For select, it limits the target language to specific teachable aspects. For subdivide, it breaks down selected content into smaller units. For sequence, it determines the order units will be presented in, such as from simple to complex forms. The document also discusses criteria for selecting and sequencing content like learner needs, frequency, and psycholinguistic considerations. It notes the challenges of applying research on language acquisition to syllabus design.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document provides information on 15 key reading skills and strategies for developing proficiency in each skill. It discusses scanning for specific factual information, identifying main ideas and supporting details, making inferences, identifying details that support arguments, predicting outcomes, understanding gist, deducing meaning from context, distinguishing facts from opinions, interpreting author's intent and style, comparing information across texts, identifying paragraph and text structure, and recognizing cause and effect relationships. For each skill, it outlines the test focus, provides steps to use the skill, and examples of potential test questions.
This is a revision of the previously-posted presentation. Changes made were minor. Please comment so I could make it better or more appropriate next time. Thanks!
Chapter 6, curriculum development in language teaching. j.c. richardsSavaedi
The document discusses various levels of planning and development involved in creating language courses, including developing a course rationale, describing entry and exit levels, choosing content, sequencing content, and planning course structure. It provides examples and considerations for each step, such as developing a rationale that describes who the course is for and what kind of teaching and learning will occur, using proficiency scales to define entry and exit levels, and selecting a syllabus framework like situational, topical, or functional to structure the course content. The planning process involves multiple iterations and balancing of factors to create an effective course.
This document discusses how to assess and test reading. It begins by introducing the members of the reading group and includes an index of topics to be discussed. Some of the key topics covered include:
The importance of teaching reading, different types of reading like intensive and extensive reading, principles of teaching reading with examples of pre, during and post reading activities, recommendations for assessing reading with consideration for level and age, and different ways to test reading comprehension including cloze tests, ordering exercises, matching questions and multiple choice questions.
The document provides guidance on developing effective reading assessments and ensuring they are appropriate for the reading level and age of students. It offers examples of classroom activities and testing methods that can be used to evaluate reading skills
This document discusses assessing reading ability in a second language. It covers several key points:
1. There are different types and genres of reading that should be assessed, including academic, job-related, and personal reading.
2. Assessing reading involves inferring comprehension through tasks that evaluate understanding of vocabulary, grammar, and discourse features.
3. Effective readers must master both bottom-up decoding skills and top-down comprehension strategies, including using background knowledge and cultural schemata.
4. Reading assessment tasks are categorized as perceptive, selective, interactive, and extensive based on the length and complexity of the text and the type of comprehension required.
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
Adapting materials involves matching students' needs and ensuring congruence between teaching situations and content. When adapting, factors like external characteristics, teaching situations, chapters, content, organization, and consistency must be considered. Techniques for adapting include personalizing, individualizing, localizing, adding, deleting, modifying, simplifying, and re-ordering content. Adapting can be applied to language practice, texts, skills, and classroom management.
Writing assessment is used for placement, monitoring progress, and accountability of ELL students. It involves evaluating students' writing content, clarity, and mechanics. Effective writing instruction incorporates process writing, writing across curriculums, and authentic tasks. Scoring can be holistic, focusing on traits, or analytical. Monitoring student development includes checking prewriting, post-writing, and conferencing. Self and peer assessment also support writing growth.
This document discusses assessing young learners in language learning. It addresses the cognitive, social, emotional, physical, and literacy development of learners ages 5-13. Key points include taking learners' development stages into account when designing assessments, using tasks appropriate to their abilities, and providing feedback to motivate learners and improve the learning process. Assessment should consider learners' characteristics to be fair and avoid bias, while also providing useful information to teachers, administrators, parents and learners themselves.
A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
This document provides information about language testing. It defines what a test is and discusses the aims of testing. Some key points made include:
- A test is a method for measuring an individual's ability or knowledge in a given area through a structured activity or performance.
- The main aims of testing are for research, measuring progress, guiding teaching/curriculum, and representing terminal behavior.
- Testing provides information while evaluation is the process of decision-making based on that information.
- For a test to be good, it needs to be both valid (measuring what it intends to measure) and reliable (providing consistent results).
The document also outlines different types of language tests based on
This document discusses summative evaluation, which is used to make decisions about continuing the use of instructional materials. It describes the expert judgement and field trial phases of summative evaluation. The expert judgement phase involves analyzing the materials' congruence with organizational needs, content accuracy, instructional design, and feasibility of implementation. The field trial phase tests the materials' effectiveness with target learners and collects data on learner outcomes, instructor attitudes, and cost management. Summative evaluation aims to verify materials' effectiveness and impacts on learners, jobs, and the organization to determine whether the materials should be adopted or maintained.
Learning activities and media of learning selectionVeby Amalia
This document provides an overview of instructional design principles for effective teaching and learning. It discusses the principles of teaching and learning activities, the principles of effective guidance, the roles of teachers, students, and learning. It also discusses how to choose appropriate learning variables, including considering the desired learning results, learning sequences, student choice and responsibility, interaction patterns, and limitations. The overall document provides guidance on instructional design principles to optimize the teaching and learning process.
Designing and Conducting Formative Evaluationscloder6416
This document provides an overview of formative evaluation and its importance in improving project design. Formative evaluation involves testing a project before or during implementation to ensure needs are being met, feedback is collected, and the design is finalized. It describes different evaluation methods like one-on-one interviews and small group testing that provide early feedback to improve the design. The document emphasizes evaluating in a real-world context and being prepared to identify and address problems to strengthen instruction.
Designing and conducting formative evaluationsRaheen26
This document discusses formative evaluation, which involves collecting data during instructional design to improve effectiveness. It covers:
- Formative evaluation designs, and the role of subject matter experts, learning specialists, and learners.
- One-on-one, small group, and field evaluations to identify problems and ensure instructions can be used as intended.
- Evaluating instructional strategies, materials, instructor-led instruction, and the performance context.
- Important concerns like the evaluation context, learners, outcomes, and implementation.
- Using evaluations to solve problems and make decisions about instructional components.
Chapter 10 Designing and Conducting Formative Evaluationscdjhaigler
Formative evaluation involves iterative testing of instructional materials with target learners to identify issues and improve effectiveness. It proceeds through three main stages - one-to-one testing to identify gross errors; small group testing to assess revisions; and field testing in the intended environment. Feedback is gathered at each stage through methods like interviews and assessments. The goal is to refine the materials and ensure they clearly communicate content to learners in a way that achieves the objectives. Subject matter, learning, and learner experts also review the materials to evaluate accuracy, pedagogy and appropriateness for the audience.
Assessments can be categorized as formative or summative, and as norm-referenced or criterion-referenced. Formative assessments evaluate student learning to improve instruction and are taken during instruction, while summative assessments evaluate learning at the end of an instructional period. Norm-referenced assessments compare student performance against other students, and criterion-referenced assessments measure performance against a specific learning standard.
This document summarizes the collective dreamwork done by a group at the New Chartres School in 2010. It provides an overview of the process of sharing and interpreting dreams together over the course of a week. Key themes that emerged from the shared dreams included a sense of urgency and peril, as well as a call to action from possible futures. These themes were woven into a collective story about receiving guidance from the spirits of Chartres on how to navigate uncertain times. The document reflects on lessons learned from dreaming and storytelling together, and implications for collective wisdom and action going forward.
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It describes criterion-referenced assessments that measure performance against specific standards or levels of mastery. The objectives are to describe criterion-referenced tests and how various assessment types (entry tests, pretests, practice tests, posttests) are used. It also discusses developing quality criterion-referenced test items in four categories: goal-centered, learner-centered, context-centered, and assessment-centered.
Game-based learning can be a motivating approach for 21st century schools. Games can help students develop skills, increase knowledge, and foster creativity. Some advantages of games in teaching include increased motivation, engagement in the learning process, and benefits for students with special needs. However, integrating games can be difficult for teachers and require sufficient devices. Various tools exist for teachers to create quizzes and evaluate students' competencies and skills through games. Games can also be used to assess students when played individually or with partners, such as through Kahoot or Google Forms. Students may further develop skills by creating their own learning games and materials to share.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Presentation given at the Office of Catholic Schools Professional Development Convention by the Tech Team from St. Juliana School, Chicago, Illinois. This convention was held on Feb. 22, 2010 at Loyola Academy.
J. Adam Edwards "What's the name of the game? How Summon saves time for fun g...SummonIL
http://summonil2013.wordpress.com/
hashtag: #summonil
J. Adam Edwards from Middlesex University talks about how he uses Summon with students during this presentation. These slides are from the 2nd UK Information Literacy & Summon Day (SummonIL2013) which was held at Manchester Metropolitan University (MMU) on 25th July 2013.
http://tinyurl.com/classroominsights
- Teachers love classroom jeopardy that meets your test prep needs. Creating your own games is fast and easy. It's the fun, exciting and effective way for your students to review what you teach.
The document discusses key concepts and terminology related to English language methodology. It provides tasks for students to analyze differences between first and second language learning, define English language methodology, and discusses approaches, methods, techniques, and curriculum. The tasks are meant to help students understand methodology as it relates to how people learn languages, pedagogical practices, and classroom instruction.
1) The teacher used a PowerPoint presentation on the Smart Board to engage students in learning about key events of WWII and children who made contributions, showing pictures and videos.
2) Students helped present on the lives of three children from WWII to make personal connections.
3) A YouTube video about Hitler's Youth captivated students and helped them experience the era in a new way.
The document provides tips for creating effective PowerPoint presentations. Key points include keeping text concise, limiting one concept per slide, and using animations, multimedia, and interactive elements sparingly. PowerPoint should enhance ideas rather than be the focus. Handouts are recommended for student notes. The document also provides examples of how to structure lessons and engage students using PowerPoint.
A snapshot of the effect that a trial implementation of Summon had on my 'How To Find Things on Your Reading List' class at Cambridge University Library.
This document discusses testing and test construction. It begins by defining testing and tests, and outlines the main purposes of tests, including informing students of strengths and weaknesses, motivating review, and determining if learning objectives were achieved. It then describes different types of tests based on purpose (screening, proficiency, etc.) and characteristics (direct, indirect, objective, subjective). The document concludes by discussing guidelines for test construction, including moderating tasks, controlling difficulty levels, avoiding bias, and standardizing examiners to ensure a common criteria for scoring.
The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
Testing and Test Construction (Evaluation ILE)Samcruz5
Testing serves several purposes including informing learners and teachers of strengths and weaknesses, motivating learners, and determining if learning objectives have been achieved. Tests can be classified based on their purpose such as screening, placement, or achievement. They can also be classified based on their characteristics such as being direct or indirect, criterion-referenced or norm-referenced. Proper test design considers guidelines around moderating tasks, ensuring an appropriate level of difficulty, avoiding bias, and standardizing examiners.
Testing and Test construction (Evaluation in EFL)Samcruz5
The document discusses different types of tests, their purposes, and characteristics. It describes screening, placement, proficiency, aptitude, diagnostic, achievement, and progress tests. Direct and indirect tests as well as discrete point and integrative tests are also defined. Guidelines for developing effective tests are provided, including moderating tasks, determining an appropriate level of difficulty, ensuring discrimination among learners, using a representative sample, avoiding overlap, providing clear instructions, considering timing, and avoiding bias in the layout. Moderation of marking schemes, standardization of examiners, and follow-up reviews are also recommended to help ensure tests achieve their intended purposes.
The document provides guidance on developing tests and assessments. It discusses determining test objectives and population, planning with test specifications, writing test items, preparing appropriate formats, reviewing items, pre-testing, and validating items. Test specifications serve as a blueprint and should include an outline, skills assessed, and item types. Taxonomies like Bloom's and SOLO can help classify learning outcomes and assess complexity. Sample test formats are also outlined, such as for the SPM 1119 English exam in Malaysia. The goal is to develop valid and reliable assessments that accurately measure the intended objectives.
This document discusses different types of tests used to assess students. It describes objective tests which can be scored reliably, including multiple choice questions, true/false, matching, and short answer items. Objective tests are easy to construct and score but encourage memorization. Subjective tests like essays allow more flexible answers but are harder to score reliably. Other tests discussed include proficiency, placement, achievement, aptitude, admission, progress and language dominance tests, each with a specific purpose in assessing students.
The document describes a conversation between two students, Batool and Meerab, about testing and evaluation. Meerab is preparing for an assessment the next day and believes tests are a way to test knowledge. Batool initially thinks tests are a waste of time but comes to understand Meerab's point that tests directly check a student's abilities. The document then provides definitions and descriptions of different types of language assessments including formative and summative, proficiency tests, and communicative testing. It also discusses principles of language assessment such as practicality, reliability, validity, authenticity, and washback.
A 45-year-old male presents with
progressive difficulty in walking for the past 6
months. On examination, he has weakness of
both lower limbs, increased tone and brisk
reflexes. The most likely diagnosis is:
a) Guillain-Barré syndrome
b) Amyotrophic lateral sclerosis
c) Multiple sclerosis
d) Spinal muscular atrophy
Key: b
Multiple completion type
Stem is an incomplete statement with more
than one blank
Examinee has to select the appropriate
choice to complete the statement
Directions: Each question has four alternatives.
Select the most appropriate answer to complete
the statement
This document discusses objective and subjective tests. It defines objective tests as having a single correct answer, while subjective tests can have multiple correct answers. It provides examples of question types for each and notes advantages and disadvantages. Objective tests are preferred for standardized testing due to easier scoring but may limit what can be assessed. The document also discusses formative vs summative assessment and norm-referenced vs criterion-referenced tests, noting differences in purpose, content, and score interpretation for each.
This document provides definitions and discusses key concepts related to assessment. It defines terms like test, assessment, evaluation and measurement. It outlines trends and issues in assessment and discusses the role and purposes of assessment in teaching and learning. It also covers basic terminology in testing like norm-referenced and criterion-referenced tests. The document discusses designing classroom language tests, including test planning, writing and preparation. It also discusses assessing language skills and content, as well as approaches to scoring, grading and assessment criteria.
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
Planning an achievement test and assessmentUmair Ashraf
Classroom tests and assessments serve several purposes throughout instruction. Pre-tests assess student readiness and placement. Formative assessments during instruction provide feedback. End-of-instruction summative assessments measure achievement of learning outcomes. Proper test construction involves determining purpose, developing test specifications, selecting appropriate item types, preparing relevant items, and using results to inform instruction.
Cognitive affective and psychomotor domainsbenetalokesh
The document discusses various methods of evaluating the cognitive, affective, and psychomotor domains in nursing education.
In the cognitive domain, written examinations like essays and objective tests (multiple choice, true/false, matching) are commonly used. Oral examinations and practical or skills examinations are often used to evaluate the psychomotor domain. Various rating scales like Likert scales and semantic differential scales are employed to measure attitudes and evaluate the affective domain. The document provides definitions and advantages and limitations of these different evaluation methods.
The document discusses different types of tests, their purposes, and characteristics. It describes screening/admission tests which determine if a person has the required behavior to be successful in a program. Placement tests determine the appropriate level for a person in a program. Proficiency tests measure overall language ability compared to native speakers. Achievement tests determine if learning objectives have been achieved. The TOEFL test is provided as an example of a proficiency test. Guidelines for developing effective tests are also outlined.
Unit tests are used to evaluate student learning and assess what students have learned after completing a unit of instruction. They help identify student strengths and weaknesses, provide feedback to students on their understanding, and allow teachers to evaluate their own effectiveness. At the school level, unit tests are a form of summative assessment administered at the end of a unit to measure student achievement and skill growth. They also provide data to schools and districts on student performance.
construction and administration of unit test in science subjectAlokBhutia
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
Analysis of Traditional Assessment in the EFL TeachingYogeshIJTSRD
The article seeks to compare traditional assessment procedures such as multiple choice tests with performance or alternative assessments. The descriptive analysis method was used to express the effectiveness of traditional assessment and its advantages, limitations as well. The author analyzes multiple choice tests that used to evaluate foreign language students from Physics and Math faculty at Nukus state pedagogical institute. Also, the article describes some assessment types. The authors analyze multiple choice tests and suggest some alternative assignments and employ other type of assessment in the teaching process to achieve effective results. Kaljanova Umit Aitbayevna | Tajenova Sayora Bayronovna "Analysis of Traditional Assessment in the EFL Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39970.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39970/analysis-of-traditional-assessment-in-the-efl-teaching/kaljanova-umit-aitbayevna
The document discusses different types of tests used to evaluate students, including standardized tests and teacher-made tests. It defines tests as methods to measure student behavior and performance against standards. Standardized tests are administered uniformly, while teacher-made tests are designed by teachers to monitor student progress. The document also describes different question types like essay questions, short-answer questions, and multiple choice questions; and provides advantages and disadvantages of each. It provides guidance on constructing effective test items and developing reliable and valid tests.
This document provides information about unit tests, including their purpose, characteristics, types, and how to plan and construct them. It discusses how unit tests are used to assess student learning at the end of a teaching period, identify student strengths and weaknesses, and provide feedback to improve teaching. There are two main types of unit tests: teacher-made tests developed by the classroom instructor, and standardized tests developed by experts and administered uniformly. When planning a unit test, teachers should consider what knowledge or skills they want to assess, whether to focus on the problem-solving process or final product, and how students will communicate their answers.
PPISMP TSLB1124 Topic 5b Preparation for Play.pptxYee Bee Choo
his course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 5b discusses the preparation needed for staging a play.
PPISMP TSLB1124 Topic 5a Introduction to Play.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 5 introduces:
- Types of Play: comedy, tragedy, tragicomedy and melodrama
- Elements of Play: literary, technical and performance
PPISMP TSLB1124 Topic 4 Novella “Heart of Darkness”.pptxYee Bee Choo
This document provides an overview of the novella "Heart of Darkness" by Joseph Conrad and the course contents for analyzing the work. It includes biographical information about Conrad, outlines the major themes of imperialism and human greed in the novella, provides a detailed plot summary with timelines and characters, and identifies literary devices used including symbolism, imagery, simile and metaphor. The document concludes with discussing the modernist style and structure of the work.
PPISMP TSLB1124 Topic 3 Short story “The Yellow Wallpaper”.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 3 includes a discussion of the short story "The Yellow Wallpaper" by Charlotte Perkins Gilman.
PPISMP TSLB1124 Topic 2 Poem “Hope is the Thing with Feathers”.pptxYee Bee Choo
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 2c includes a discussion of the poem "Hope is the thing with Feathers" by Emily Dickinson.
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 2b includes a discussion of the poem "Suicide Note" by Janice Mirikitani.
This course "Literary Studies in English" (TSLB1124) is offered in the second semester of the preparatory programme for the students of Teaching English as a Second Language (TESL) in the Institute of Teacher Education in Malaysia. Topic 2a includes a discussion of the poem "A Poison Tree" by William Blake.
PPISMP TSLB1124 Topic 1 Overview of Literature.pptxYee Bee Choo
This document provides an overview of literature topics that will be covered in a course, including literary genres, elements, and devices. It defines and gives examples of various genres like poetry, short stories, novels, graphic novels, and plays. It also defines and illustrates important literary elements such as setting, theme, plot, character, point of view, tone, mood, and moral values. Finally, it defines and provides examples of common literary devices such as simile, metaphor, personification, onomatopoeia, foreshadowing, flashback, symbolism, irony, oxymoron, repetition, alliteration, assonance, allusion, hyperbole, and imagery.
PISMP TSLB3193 Topic 4b 21st Century Literacy (Visual).pptxYee Bee Choo
Developing sense of design, ability to create, amendment, reproduction of images, (digital and others)
- Communicating information in a variety of forms
- Appreciating the masterworks of visual communication
PISMP TSLB3193 Topic 4a 21st Century Literacy (Digital).pptxYee Bee Choo
Performing tasks in digital environment
•Reading and interpreting media (text, sound, images)
•Reproducing data and images through digital manipulation
•Evaluating and applying new knowledge gained from digital environments
• Reading multiple texts
• Reading from a resistant perspective
• Examining multiple perspectives
• Producing counter texts
• Taking social action
• Repositing oneself as a researcher of language (i.e. multimodality)
•Questioning and problematising texts
PISMP TSLB3193 Topic 2c Multimodality and Literacy.pptxYee Bee Choo
This document discusses multimodality and literacy. It defines multimodality as the interplay between different representational modes like images, written text, speech, and their combination in communication. It discusses several models for analyzing multimodality, including the 4 resources model of code breaking, meaning making, text use, and text analysis. It also discusses recognition, reproduction and reflection literacy. Several modes like written, oral, visual, audio and others are defined. Group activities are proposed applying these concepts in analyzing videos and designing multimedia presentations.
This document discusses cultural literacy skills in context and technology. It covers topics including multiculturalism, applying cultural literacy skills in context and technology, and multimodality and literacy. Specifically, the document defines multiculturalism as the acceptance of diversity including different ethnic beliefs, cultures, and backgrounds. It also notes that multiculturalism is a natural response to cultural diversity, and discusses some advantages of multiculturalism such as business and job opportunities from a globalized world, as well as improved understanding between diverse groups. The document also provides examples of multiculturalism in Malaysia and gives students a tutorial activity to discuss advantages of multiculturalism in education.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
This is a KPPB (Kapasiti Pedagogi Pembelajaran Bermakna) presentation by the lecturer on the three intradisciplinary courses: Multiliteracies (TSLB3193), English for Academic Purposes (TSLB3023), and Multicultural Literature (TSLB3203).
Ringkasan singkat dokumen tersebut adalah sebagai berikut:
Dokumen tersebut memberikan panduan mengenai proses permohonan Pensyarah Cemerlang termasuk persiapan dokumen, persiapan sebelum lawatan jemaah nazir, dan proses lawatan dan pencerapan jemaah nazir.
This document summarizes a presentation on Pedagogical Capacity for Meaningful Learning (KPPB) for a TESL course at IPGKTHO. It outlines the following:
1. An introduction to the KPPB model and planning process which involved discussions with the JU KPPB and course lecturers to unpack the curriculum.
2. The implementation of KPPB including a webinar on concepts and use of digital tools, and an explanation to students.
3. The application of the 6C model of KPPB (communication, collaboration, critical thinking, creativity, citizenship, character).
4. The use of digital tools like Google Classroom,
3. According to Brown (2010), in NRTs an individual
test-taker’s score is interpreted in relation to a
mean (average score), median (middle score),
standard deviation (extent of variance in scores),
and/or percentile rank.
The purpose of such tests is to place test-takers
along a mathematical continuum in rank order.
In a test, scores are commonly reported back to the
test-taker in the form of a numerical score for
example, 250 out of 300 and a percentile rank for
instance 78 percent, which denotes that the test-
taker’s score was higher than 78 percent of the
total number of test-takers but lower than 22
percent in the administration.
YBC
5. NRT is administered to compare an
individual performance with his peers’
and/or compare a group with other groups.
In the School-Based Evaluation, NRT is used
for the summative evaluation, such as in the
end of the year examination for the
streaming and selection of students.
YBC
6. Gottlieb (2006) refers Criterion-referenced
tests as the collection of information about
student progress or achievement in relation
to a specified criterion.
In a standards-based assessment model,
the standards serve as the criteria or
yardstick for measurement.
YBC
7. Following Glaser (1973), the word ‘criterion’
means the use of score values that can be
accepted as the index of attainment to a
test-taker.
Thus, CRTs are designed to provide
feedback to test-takers, mostly in the form
of grades, on specific course or lesson
objectives.
YBC
9. Curriculum Development Centre (2001)
defines CRT as an approach that provides
information on student’s mastery based on
the criteria determined by the teacher.
These criteria are based on learning
outcomes or objectives as specified in the
syllabus.
YBC
10. The main advantage of CRTs is that they provide
the testers to make inferences about how much
language proficiency, in the case of language
proficiency tests, or knowledge and skills, in the
aspect of academic achievement tests, that test
takers/students originally have and their
successive gains over time.
As opposed to NRTs, CRTs focus on student’s
mastery of a subject matter (represented in the
standards) along a continuum instead of ranking
student on a bell curve.
YBC
11. Norm-Referenced Test Criterion-Referenced Test
Definition A test that measures
student’s achievement as
compared to other
students in the group
An approach that provides
information on student’s
mastery based on a criterion
specified by the teacher
Purpose •Determine performance
difference among
individual and groups
•Foster learning
•Determine learning mastery
based on specified criterion
and standard
•Classify/ Group students
Test Item From easy to difficult level
and able to discriminate
examinee’s ability
Guided by minimum
achievement in the related
objectives
YBC
12. Norm-Referenced Test Criterion-Referenced Test
Group size Large group Relatively small group
Range of
tested
ability
Wide range of abilities Relatively homogenous
Text length Large number of questions Few questions
Time
allocation
Long (2-4 hours)
administration
Relatively short time
Cost Test booklet, delivery fee,
invigilation and examiner’s
fee
Teacher-made, duplication
YBC
13. Norm-Referenced Test Criterion-Referenced Test
Expectation Do not know content Know content to expect
Levels of
Generality
Overall/ Global Classroom, specific
Types of
Test
Aptitude, Proficiency,
Placement
Diagnostic, progress,
achievement
Appropriate
ness
Summative evaluation Formative evaluation
Example Public exams: UPSR, SPM
and STPM
Mastery test: monthly test,
coursework, project,
exercises
Score report
strategies
Only scores go to students Scores and answers go to
students
YBC
14. Formative test is a kind of feedback teachers give
students while the course is progressing.
Formative assessment can be seen as assessment
for learning.
It is part of the instructional process.
We can think of formative assessment as
“practice.”
With continual feedback the teachers may assist
students to improve their performance.
The teachers point out on what the students have
done wrong and help them to get it right.
YBC
15. Based on the results of formative test, the
teachers can suggest changes to the focus of
curriculum or emphasis on some specific lesson
elements.
Students may also need to change and improve.
Due to the demanding nature of this formative
test, numerous teachers prefer not to adopt this
test although giving back any assessed
homework or achievement test present both
teachers and students healthy and ultimate
learning opportunities.
YBC
16. Summative test refers to the kind of
measurement that summarise what the student
has learnt or give a one-off measurement.
Summative assessment is assessment of student
learning.
Students are more likely to experience
assessment carried out individually where they
are expected to reproduce discrete language
items from memory.
The results then are used to yield a school report
and to determine what students know and do not
know.
YBC
17. It does not necessarily provide a clear picture of an
individual’s overall progress or even his/her full
potential, especially if he/she is hindered by the fear
factor of physically sitting for a test, but may provide
straightforward and invaluable results for teachers to
analyse.
It is given at a point in time to measure student
achievement in relation to a clearly defined set of
standards, but it does not necessarily show the way
to future progress.
It is given after learning is supposed to occur.
End of the year tests in a course and other general
proficiency exams are some of the examples of
summative tests.
YBC
18. Summative Test Formative Test
It measures students’
competency
It improves individual
It provides feedback to students
It assess students’ overall
performance
It assess students’ mastery and
understanding of skills
End of instruction Before or during instruction
End of year On-going throughout the year
Aligned to content area state
standards
Linked to learning experience
Final exams
Entrance exams
Anecdotal records
Quizzes and essays
Diagnostic tests
YBC
19. According to BBC Teaching English, an
objective test is a test that consists of right or
wrong answers and thus it can be marked
objectively.
Objective tests are popular because they are
easy to prepare and take, quick to mark, and
provide a quantifiable and concrete result.
They tend to focus more on specific facts
than on general ideas and concepts.
YBC
20. The types of objective tests include the
following:
i. Multiple-choice items/questions
ii. True-false items/questions:
iii. Matching items/questions; and
iv. Fill-in the blanks items/questions.
YBC
21. Multiple-choice items are all receptive, or
selective, response items in that the test-takers
chooses from a set of responses rather than
creating a response.
Multiple-choice question is select type where
students are expected to select or choose answer
from a list of options
Fill-in the blank question is supply type where
the students are expected to supply the answer
by giving the correct word or phrases because no
optional responses are provided.
YBC
23. Terminology in MCQ:
1. Stimulus
Stimulus can be used with a multiple choice
item, something like a bar graph, a table, a
map, a short text, etc.
YBC
24. Terminology in MCQ :
2. Stem
Every multiple-choice item consists of a stem
(the ‘body’ of the item that presents a stimulus).
Stem is the question or assignment in an item.
It is in a complete or open, positive or negative
sentence form.
Stem must be short or simple, compact and clear.
However, it must not easily give away the right
answer.
YBC
25. Terminology in MCQ :
3. Options or alternatives
They are known as a list of possible
responses to a test item.
There are usually between three and five
options/alternatives to choose from.
YBC
26. Terminology in MCQ :
4. Key
This is the correct response.
The response can either be correct or the
best one.
Usually for a good item, the correct answer is
not obvious as compared to the distractors.
YBC
27. Terminology in MCQ :
5. Distractors
This is known as a ‘disturber’ that is included
to distract students from selecting the correct
answer.
An excellent distractor is almost the same as
the correct answer but it is not.
YBC
28. 1. Which city would you go to if you want to
experience snowfall?
STIMULUS
STEM
KEY
DISTRACTORS
COMPONENTS OF MCQ ITEM
World Weather : Min[C] Max [C]
Amsterdam 12 17 partly cloudy
Beijing 14 32 clear
Geneva 11 16 rain
Toronto -01 08 partly cloudy
Johannesburg 09 17 clear
Los Angeles 10 21 cloudy
Mexico City 13 20 partly cloudy
A. Geneva
B. Johannesburg
C. Toronto
D. Beijing
OPTIONS
Objective Test
YBC
29. CRITERIA OF A GOOD ITEM BUILDER
Understands:
Syllabus Specifications
Current circulars
Exam format
Textbook
Table of Specifications (JSU)
30. Guidelines when constructing MCQ:
1. Design an item to measure an important
learning outcome.
2. Present a single, clearly formulated
problem in the stem.
3. Stem – simple, clear language
4. Put as much of the wording as possible in
the stem.
YBC
31. Guidelines when constructing MCQ:
5. State the item in the positive form
wherever possible.
6. Emphasise negative wording whenever it is
used in the stem. Use: caps, underlining,
placing near the end of the stem etc.
7. Intended answer – correct, the best
8. Make all the alternatives grammatically
consistent.
YBC
32. Guidelines when constructing MCQ :
9. Avoid verbal clues which might enable
students to select the correct answer or to
eliminate an incorrect alternative.
a. Similarity of wording in both the stem and
the key/correct answer.
b. Stating the correct answer in textbook
language or sterotype phraseology.
c. stating the correct answer in greater detail.
d. Including absolute terms in the distractors –
use of ‘never’, ‘all’, none’, ‘always’ etc.
YBC
33. Guidelines when constructing MCQ :
10. Make the distractors plausible and attractive to the
informed.
a. Use common misconceptions and/or errors as
distractors.
b. State the alternatives in the language of the students.
c. Use good sounding words e.g. ‘accurate’, ‘important’
etc. in the distractors as well as the correct answer.
d. Make the distractors similar.
e. Do not use extraness/irrelevant unrelated clues in
the distractors.
f. Make the alternatives homogenous.
YBC
34. Guidelines when constructing MCQ :
11. Vary the length of the correct answer to eliminate
length as a clue.
12. Use the alternatives, ‘all of the above’ and ‘none of
the above’ with extreme caution.
13. Vary the position of the correct answer in a random
manner.
14. Control the difficulty of the items either by varying
the problem in the stem or by changing the
alternatives.
15. Make certain each item is independent.
16. Use an efficient item format for ease of scoring.
YBC
35. Advantages in using multiple-choice items:
versatility in measuring all levels of cognitive
ability.
highly reliable test scores.
scoring efficiency and accuracy.
objective measurement of student achievement
or ability.
a wide sampling of content or objectives.
a reduced guessing factor when compared to
true-false items.
different response alternatives which can provide
diagnostic feedback.
YBC
36. Weaknesses of multiple-choice items (Brown,
2004):
This technique tests only recognition knowledge
Guessing may have a considerable effect on test
scores
This technique severely restricts what can be
tested
It is very difficult to write successful items
Washback may be harmful
Cheating may be facilitated
Difficult and time-consuming
YBC
37. Contrary to an objective test, a subjective test
is evaluated by giving an opinion, usually
based on agreed criteria.
Subjective tests include essay, short-answer,
vocabulary, and take-home tests.
Some students become very anxious of these
tests because they feel their writing skills are
not up to par.
YBC
38. In reality, a subjective test provides more
opportunity to test-takers to show/demonstrate
their understanding and/or in-depth knowledge
and skills in the subject matter.
In this case, test takers might provide some
acceptable, alternative responses that the tester,
teacher or test developer did not predict.
Generally, subjective tests will test the higher
skills of analysis, synthesis, and evaluation.
In short, subjective test will enable students to be
more creative and critical.
YBC
39. Objective Test Subjective Test
Require students to select a
correct answers from several
options or supply a word or short
phrase to answer a question
Require students to write and
present an original answer
Only one correct answer More than one correct answer
Facts and data Opinions and interpretations
MCQ, True/False, Fill-in the
blanks, Matching
Short-answer essay, essay,
problem solving, extended-
response questions
Fair and free of bias Open to interpretation
Short time is needed Longer time is needed
Difficult to construct the
question
Easy to construct the questions
YBC