This document outlines the 5 stages of constructing a classroom language test:
1) Determining test objectives and content, 2) Planning test specifications such as item types and timing, 3) Writing the test while ensuring face validity, authenticity, and instructions are clear, 4) Pre-testing the exam on similar students and revising, 5) Preparing the physical resources needed to administer the test such as copies, equipment, and classroom setup. The goal is to create a reliable and valid assessment that accurately measures student performance and provides useful information to evaluate teaching programs.
Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Gaff bujes y soportes de alta ingeniería para cofreGAFF Official
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Topic: Preparing The Test Items
Student Name: Ramsha Saleem
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Gaff bujes y soportes de alta ingeniería para cofreGAFF Official
Nuestra empresa ofrece productos de alta calidad e innovación y excelencia en el servicio. #Bujes #Soportes #GuíasYGanchos #Cofre www.gaff.com.mx
I am a software professional having cent percent record of successful project delivery and quality development. I love implementing new technologies in the application.
417. Social Inclusion: A School-Wide Leadership and Learning Opportunity
See one middle school’s tips and tools used to successfully create a school culture of authentically engaged students where an attitude and atmosphere of acceptance promotes social inclusion and a positive school climate for all.
Presenter(s): Bill Schreiber Chris Collette, Rebekah Clark
Location: Morehead
502. Improve Your AIM on School Improvement
"Different Thinking for Different Results" will share common characteristics / practices found in K12 High Performing, Rapidly Improving, and High Reliability Schools. There are no silver bullets, but this session will help schools reflect on their Culture, Leadership, Rigor, Community practices, and the WHY of needing to increase staff's capacity for the sake of improving student learning. CHANGED People, Change People - Be Intentional.
Presenter(s): Norman McDuffie
Location: Grandover West
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents :)
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Assessment of student learning provides evidence so that
sound educational decisions can be made. This evidence
should help us to evaluate (or judge the merit of) a
teaching program or we may use the evidence to make
statements about student competence or to make
decisions about the next aspect of teaching for particular
students.
-UNESCO
3. Stages of Test Construction
STAGE 1
Determining
Objectives
STAGE 2
Planning
Test
Specifications
STAGE 3
Writing the
Test
STAGE 5
Preparation
STAGE 4
Pre-testing
4. BEFORE WE START
Just a reminder: Don’t forget your “R and V”:
Reliability
• consistency (free from extraneous sources of error)
Validity
• how well a test measures what it is supposed to measure
5. STAGE 1: ESTABLISH OBJECTIVES
STEP OBJECTIVE WHAT TO CONSIDER
1 The objective of the test What should the students know and what should they be
able to do?
3 The need for the test How will the outcome help students, teacher, or institution
better their performance or program?
3 Alternative testing forms Is this test really necessary? Can the outcome be determined by
an alternative form?
4 The test population Who will take the test?
5 The style of administration Will the test be taken on the computer or by paper? Where will
the test be administered? Can it be administered at any time?
6 Test administrator Who is authorized to give this test? Is there training required to
administer the test?
7 The content The content of the test should cover performance, not linguistic
domain (grammar, lexis, etc.)
8 Test format What kind of tasks will the test include? Will the questions be
multiple choice, in the form of an essay question or a
combination of item formats?
6. STAGE 2: PLANNING TEST SPECIFICATIONS
STEP OBJECTIVE WHAT TO CONSIDER
1 The content The content that the test should cover. This will depend on your curriculum.
E.g. If you are working with an integrated curriculum, you will need to design
a test that measures performance, not linguistic domain (grammar, lexis, etc.)
2 Items, types and
tasks
Does the prompt (question) require students to listen or read? Does the
response require the student to speak or write? (see Brown p. 51, Figure 3.1).
What kind of tasks will the test include? Will the questions be multiple
choice, in the form of an essay question or a combination of item formats?
3 Timing How much time does the test require in order to assure reliability? Consider
how long it takes for a student to read, interpret and think about questions.
This is especially important for students with English as a second language –
they may have to reread several times and redraft answers. General
guideline: You should allow 1 minute for each multiple choice question
(MCQ) and up to 2 minutes for more challenging MCQs; for short answer
questions (SAQ), allow even up to 3 minutes.
4 Performance What performance is the test measuring? Is this consistent with the content?
5 Scoring What skill(s) are you focused on testing principally? Will the sum of the tasks
of the focused skill(s) account for a larger percentage or points than the rest
of the test? How will you distribute points throughout the test questions?
(see Brown, pp 61- 64)
6 Reporting How will the test be reported to students, parents and administrators?
7. STAGE 3: WRITING THE TEST
STEP OBJECTIVE WHAT TO CONSIDER
1 Face Validity How will students perceive the test? When they look at it initially, will they feel it
is appropriate and to the point? Does it test what they were told it would test?
2 Authenticity Does the test include topics familiar to the student? Are the language and
content authentic?
3 Validity Does the test measure what it is supposed to measure as far as content and
level of difficulty?
4 Timing Do the test questions fit the allocated time allowed for the test administration?
5 Instructions Are the instructions for each section absolutely clear for the students? Is there
an example item for each section?
6 Distractors In the case of MCQs, are the distractors sufficiently challenging as to not make
the correct answer easy to identify. Are the distractors clearly wrong and not
designed to confuse the student?
7 Format Is the format of the test organized? Is each section clearly identifiable? Are the
instructions and sample question easy to read? Is it easy for the student to
identify and read the answer questions (and options)?
8. STAGE 4: PRE-TESTING
STEP OBJECTIVE WHAT TO CONSIDER
1 Test revision Has a colleague looked over the test and given you feedback? If possible,
did you test out all or parts of the test on students similar to the target
group?
2 Timing Were you able to time the test?
3 Components Are all components of the test (e.g. audio, video, text) available, clear and
effective?
4 Format Was it easy to navigate through the test? Was the test easy to read?
5 Content Did it cover the content it was supposed to test?
6 Face validity Did it test what it was intended to test?
9. STAGE 5: PREPARATION
STEP OBJECTIVE WHAT TO CONSIDER
1 Test Sufficient and legible copies of the test and answer sheets have been made
and assembled.
2 Test resources Correct components are prepared and available. If the test requires a CD
player, one is available.
3 Location Classroom for testing is assigned and available. There is proper lighting and
ventilation. The distances between desks are appropriate (usually 1.25 meters
from one center to another). Locate sockets where CD player will play. Is it in
an ideal location in the room?
4 Test
administrator /
supervisors
Test administrators and supervisors are available for the session.