Designing classroom language test
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This document discusses guidelines for designing classroom language tests. It begins by outlining critical questions to consider when designing a test, such as the purpose of the test, its objectives, how test specifications and items will reflect the purpose and objectives, and how the test will be scored. It then describes different types of language tests, including aptitude, proficiency, placement, diagnostic, and achievement tests. Finally, it lists practical steps for designing tests, such as assessing clear objectives, developing test specifications, devising test tasks, and designing multiple-choice items to measure specific objectives in a simple, direct manner.
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Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Chapter 3(designing classroom language tests)
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
Designing classroom language tests
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Designing classroom language test
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
Language Assessment Principles and Issues
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
Testing listening (1)
This document outlines steps for developing a listening test, including:
1. Specifying the skills to be tested such as understanding gist, factual information, interactions, and recognizing attitudes, opinions, and intentions.
2. Setting criterial levels of performance and appropriate response types.
3. Selecting authentic speech samples and writing multiple choice, short answer, gap fill, and other item types to test comprehension without replaying passages.
4. Having test items and recordings reviewed by colleagues before administration.
English - Assessing writing
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.
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Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Chapter 3(designing classroom language tests)
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
Designing classroom language tests
Tets types
Language Aptitude Test
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Language Aptitude Test
Is designed to measure capacity or general ability to learn a foreign language and ultimate success in that undertaking. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. Two standardized aptitude tests have been used in the USA: the Modern Language Aptitude Test (MLAT) (Carroll and Sapon, 1958) and the Pimsleur Language Aptitude Battery (PLAB) (Pimsleur, 1966). Both are English language tests and require students to perform a number of Language-related tasks.
Designing classroom language test
The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.
Language Assessment Principles and Issues
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
Testing listening (1)
This document outlines steps for developing a listening test, including:
1. Specifying the skills to be tested such as understanding gist, factual information, interactions, and recognizing attitudes, opinions, and intentions.
2. Setting criterial levels of performance and appropriate response types.
3. Selecting authentic speech samples and writing multiple choice, short answer, gap fill, and other item types to test comprehension without replaying passages.
4. Having test items and recordings reviewed by colleagues before administration.
English - Assessing writing
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.
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Language Testing Techniques:
Direct Testing vs. Indirect Testing
Discrete Testing vs. Integrative Testing
Norm-Referenced Testing vs. Criterion-Referenced Testing
Objective Testing vs. Subjective Testing
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This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
Communicative Testing
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
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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.
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The document discusses different aspects of writing such as defining writing, key writing skills, stages of writing instruction, different types of writing, reasons for various writing tests, ideas for writing tasks, and factors and characteristics to consider when developing and evaluating writing tasks and tests. It emphasizes the importance of using authentic writing tasks that reflect real-world writing situations and transmitting information for a specific audience and purpose. Evaluation of writing should consider both the writing process and final product based on defined criteria.
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This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
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This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
Clt
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The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
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This document provides an overview of key concepts and issues related to language assessment. It begins by defining common terms like assessment, testing, measurement and evaluation. It then describes different types of assessment including formal/informal and formative/summative. Issues discussed include discrete-point vs integrative testing and traditional vs alternative assessments. Current topics like computer-based testing and views of intelligence are also covered. The document aims to outline the concepts, methods and debates within the field of language assessment.
Designing classroom language tests
The document provides guidance on designing classroom language tests. It discusses the purpose and objectives that should guide the test design and selection of test tasks. It also describes different types of language tests, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. For achievement tests specifically, it notes they should assess objectives and classroom lessons over a particular time period, either short-term like quizzes or long-term over an entire course. Effective test construction involves clear objectives, test specifications, devising test tasks, and designing multiple-choice items. The specifications should outline the test, skills to be tested, and item formats.
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Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
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The document discusses five key principles for effective language assessment: practicality, reliability, validity, authenticity, and washback. It provides definitions and explanations for each principle. Practicality refers to a test being inexpensive, time-efficient and easy to administer. Reliability means a test is consistent and not affected by factors like raters or test conditions. Validity establishes that a test actually measures what it intends to measure. Authenticity means a test incorporates real-world language tasks. Washback refers to how a test impacts student preparation and learning.
Unit1(testing, assessing, and teaching)
The document discusses various topics related to testing, assessing, and teaching including the differences between tests, assessments, teaching, evaluation, formative and summative assessments, norm-referenced and criterion-referenced tests, discrete-point and integrative testing, communicative language testing, performance-based assessment, and computer-based testing. Key points made include that assessment is an integral part of the teaching-learning cycle, both informal and formal assessments have roles to play, and tests when used appropriately can provide motivation and feedback to learners.
Assessing writing
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The document discusses diagnostic testing and achievement testing. It defines diagnostic testing as identifying specific learning deficiencies in individuals to address weaknesses. It provides characteristics of good diagnostic tests, including assessing each learning point with multiple items. The document also discusses constructing and administering diagnostic tests, and their uses in guiding instruction and aiding students. Achievement tests measure overall learning, but have some diagnostic value. The key difference is achievement tests sample content broadly while diagnostic tests exhaustively assess each learning point.
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Language Testing Techniques:
Direct Testing vs. Indirect Testing
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Objective Testing vs. Subjective Testing
Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
Communicative Testing
This document provides an overview of communicative language testing. It begins with the historical perspective and debates around the nature of language. It then defines communicative testing as intended to assess a test-taker's ability to perform language tasks in specific contexts. It discusses types of communicative competence and principles of communicative language testing. Advantages include assessing integrated language skills in realistic tasks. Weaknesses include difficulty assessing grammar separate from communication and potential cultural bias. The document provides examples of communicative language test questions.
Assessing speaking
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, and interactive tasks. Imitative tasks involve repeating words or sentences to assess pronunciation. Intensive tasks elicit short stretches of oral production to demonstrate competence in narrow grammatical areas. Responsive tasks involve question-and-answer exchanges and instructions. Interactive tasks assess longer conversations and include job interviews with warm-up, level check, and wind-down stages. Proper task design and reliable scoring methods are important for valid speaking assessments.
Testing grammar and vocabulary
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.
Testing writing
The document discusses different aspects of writing such as defining writing, key writing skills, stages of writing instruction, different types of writing, reasons for various writing tests, ideas for writing tasks, and factors and characteristics to consider when developing and evaluating writing tasks and tests. It emphasizes the importance of using authentic writing tasks that reflect real-world writing situations and transmitting information for a specific audience and purpose. Evaluation of writing should consider both the writing process and final product based on defined criteria.
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This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Testing reading
How should we test reading skills? (Report from Hughes, A. (2003). Testing for language teachers. Testing Reading, 136-160)
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This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
Clt
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
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The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
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This document provides an overview of key concepts and issues related to language assessment. It begins by defining common terms like assessment, testing, measurement and evaluation. It then describes different types of assessment including formal/informal and formative/summative. Issues discussed include discrete-point vs integrative testing and traditional vs alternative assessments. Current topics like computer-based testing and views of intelligence are also covered. The document aims to outline the concepts, methods and debates within the field of language assessment.
Designing classroom language tests
The document provides guidance on designing classroom language tests. It discusses the purpose and objectives that should guide the test design and selection of test tasks. It also describes different types of language tests, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. For achievement tests specifically, it notes they should assess objectives and classroom lessons over a particular time period, either short-term like quizzes or long-term over an entire course. Effective test construction involves clear objectives, test specifications, devising test tasks, and designing multiple-choice items. The specifications should outline the test, skills to be tested, and item formats.
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Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
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A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
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The document discusses five key principles for effective language assessment: practicality, reliability, validity, authenticity, and washback. It provides definitions and explanations for each principle. Practicality refers to a test being inexpensive, time-efficient and easy to administer. Reliability means a test is consistent and not affected by factors like raters or test conditions. Validity establishes that a test actually measures what it intends to measure. Authenticity means a test incorporates real-world language tasks. Washback refers to how a test impacts student preparation and learning.
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This presentation slide was prepared and presented by Niroj Dahal in TPD at Aksharaa School for the academic year 2075.
La notes (1 7 & 9)
This document discusses key concepts related to educational assessment including definitions of terms like tests, measurement, evaluation and assessment. It outlines the relationship between tests, measurement and assessment and describes the four phases of development of Malaysia's examination system. Norm-referenced and criterion-referenced tests are explained and the differences between them are provided. Formative and summative assessment are also defined. The roles and purposes of assessment for learning and assessment of learning are briefly described. Finally, the document touches on school-based assessment in the Malaysian context under the KSSR system.
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Eko Mulyono CMD
THE DESCRIPTION OF TEACHING
By Eko Mulyono, S.Pd.
NIM S200140053
Theme : Expression Leave Taking
Method : Problem Based Learning
1. Opening (pembukaan)
a. Assalamu’alaikum wr. Wb.
b. Greet (Good morning, good afternoon...)
c. How are you today?
d. Is there any student absent today?
e. Giving motivation
f. Brainstorming (the teacher asks some students about how to say leave taking related to their daily life)
2. Observing (Mengamati)
a. divides the students into some groups.
b. shows ppt about the material (example of expression leave taking and example in conversation)
3. Questioning (Menanya)
a. Let the students ask about the material we are going to teach.
4. Associating (Menalar)
a. Gives the students some pieces example of expression leave taking then Ask some of them to divide which one belongs to formal and informal leave taking and the response.
b. Asks the students to pronounce the material correctly.
5. Experimenting (Mencoba)
a. Gives each group some picture in a group related to leave taking material into some toys (Egg toy), Then ask students do the task in group. (write sentences about leave taking through the picture that each group have got).
6. Networking (Mengkomunikasikan)
a. The students explain to other friends in front of the classroom (expression leave taking based on the picture)
b. The teacher and other group give their respond and correct it.
b. The teacher gives correct pronounciation and correction of the task
c. The students stick their work on the wall.
7. Closing (Penutup)
a. The teacher gives conclusion of the lesson.
b. The teacher gives reflection of the lesson.
c. The teacher gives some some duty to do at home.
RENCANA PELAKSANAAN PEMBELAJARAN
( R P P )
Satuan Pendidikan : S M P
Kelas/ Semester : VII / 1
Mata Pelajaran : Bahasa Inggris
Topik/Chapter : leave taking
Pertemuan ke : 16
Alokasi waktu : 4 x 40 menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi
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Designing classroom language test
- 1. LOADING
- 3. DESIGNING CLASSROOM LANGUAGE TESTS WEEK 2 EKO MULYONO By:
- 4. CRITICAL TEST TYPES WRITINGREADINGLISTENINGSPEAKING DESIGNING CLASSROOM LANGUAGE TESTS BY EKO MULYONO practical steps
- 5. WRITINGREADINGLISTENINGSPEAKING PURPOSE OBJECTIVE S REFLECT ITEMS TYPES Critical Questions to Start Designing a Test • What is the purpose of the test? • What are the objectives of the test? • How will the test specifications reflect both the purpose and the objectives? • How will the test tasks be selected and the separate items arranged? • What kind of scoring, grading, and/or feedback expected?
- 6. WRITINGREADINGLISTENINGSPEAKING 1. What is the purpose of the test? • Why are you creating this test, or why was it created by a textbook writer? • What is its significance relative to your course (for example, to evaluate overall proficiency or place a student in a course)? • How important is the test compared to other student performance? • What will its impact be on you and your students before and after the assessment? PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 7. WRITINGREADINGLISTENINGSPEAKING 2. What are the objectives of the test? • What exactly are you trying to find out? • What language knowledge and/or skills are you assessing? PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 8. WRITINGREADINGLISTENINGSPEAKING 3. How will the test specifications reflect both the purpose and the objectives? • To design or evaluate a test, you must make sure that the test has a structure that logically follows from the unit or lesson it is testing. • The class objectives should be present in the test through appropriate task types and weights, a logical sequence, and a variety of tasks. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 9. WRITINGREADINGLISTENINGSPEAKING 4. Selection & Arrangement of Tasks? • The test tasks need to be practical. • For the test to be valid, they should also mirror tasks of the course, lesson or segment. • They should be authentic (i.e. reflect real‐world language use). • The tasks must be ones that can be evaluated reliably by the teacher. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 10. WRITINGREADINGLISTENINGSPEAKING 5. Scoring, Grading, Feedback? • The appropriate form of feedback on tests will vary, depending on the purpose. • For every test, the way results are reported is an important consideration. • Under some circumstances, a letter grade or score may be appropriate. • Other circumstances may require that the teacher provide detailed feedback to the students. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 11. NEXT Tests Types
- 12. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests Aptitude Tests • To predict a person’s future success in learning a (any) foreign language • Taken before actual learning
- 13. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests Proficiency Tests • Measure general ability in a language • Regardless of previous training
- 14. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Placement Tests • To assign students to classes/programs appropriate to their level of proficiency • Define characteristics of each level of proficiency Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
- 15. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Diagnostic Tests • Identify students’ strengths and weaknesses • To benefit future instruction • Difficult to construct. Lack of good ones. Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
- 16. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Achievement Tests • Measure how successful students are in achieving objectives of a lesson/course/curriculum • Closely related to the content of a particular lesson/course/ curriculum • Syllabus content approach OR course objectives approach? • Final achievement tests / progress achievement tests (formative assessment) • Frequency? Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
- 17. 1. Assessing Clear, Unambiguous Objectives 2. Drawing up Test Specifications 3. Devising Test Tasks 4. Designing Multiple-Choice Test Items
- 18. Look that!!! Assessing Clear, Unambiguous Objectives ?? Eko Mulyono@ ASOEE Assessing Clear, Unambiguous Objectives
- 19. Eko Mulyono@ ASOEE Test Specification
- 20. Eko Mulyono@ ASOEE Devising Test Task
- 21. Eko Mulyono@ ASOEE Multiple-choice Test
- 22. Eko Mulyono@ ASOEE Design each item to measure a specific objective
- 23. Eko Mulyono@ ASOEE State both stem and options as simply and directly possible
- 24. Eko Mulyono@ ASOEE Make certain that the intended answer is clearly the only correct one
- 25. THAN K YOU
Editor's Notes
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