1) The document discusses the key aspects of constructing valid and reliable tests, including determining the purpose and objectives, selecting appropriate test types and items, and using statistical assessments.
2) It provides details on different types of tests - language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests - including examples like the MLAT and TOEFL.
3) Step-by-step guidelines are outlined for developing test specifications, tasks, and multiple choice questions, emphasizing clear objectives, appropriate difficulty, and effective distractors. Statistical measures like item facility and discrimination are also introduced.
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.
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.
This presentation is designed by Abderrahim Gouhmad & Assiya Agzzoum, E.L.T and Global Market professional B.A trainees, as a part of teaching language skills module, supervised by prof. Ayad Chraa at the faculty o languages, arts and human sciences in Ait Melloul.
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
This presentation is designed by Abderrahim Gouhmad & Assiya Agzzoum, E.L.T and Global Market professional B.A trainees, as a part of teaching language skills module, supervised by prof. Ayad Chraa at the faculty o languages, arts and human sciences in Ait Melloul.
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
Language Assessment - Standardized Testing by EFL LearnersEFL Learning
Advantages and disadvantages of standardized test, how to developing a standardized test, standardized language proficiency testing, and four standardized language proficiency test.
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3. 1
the critical questions
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 separate
items arranged?
What kind of scoring, grading, and/or feedback is
expected?
4. 2
Language Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
the test types
5. 3
A 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 (Brown, 2004).
the test types
6. 4
Two standardized aptitude tests used in the United
States:
1. Modern Language Aptitude Tests (MLAT)
2. Pimsleur Language Aptitude Battery (PLAB)
the test types
7. 5
MLAT consists of five tasks:
Number learning: examinees must learn a set of numbers through aural
input and then discriminate different combinations of those numbers
Phonetic script: examinees must learn set of correspondences between
speech sounds and phonetic symbol
Spelling clues: examinees must read words that are spelled somewhat
phonetically, and then select from a list the one word whose meaning is
closest to the “disguised” word
the test types
8. 6
MLAT consists of five tasks:
Words in sentences: examinees are given a key word in a sentence and
are then asked to select a word in a second sentence that performs the
same grammatical function as the key word
Paired associates: examinees must quickly learn a set of vocabulary
words from another language and memorize their English meanings
the test types
9. 7
A Proficiency Test is a test which measures how
much of a language someone has learned. It is not
linked to a particular course of instruction, but
measures the learner’s general level of language
mastery (Richard, Platt & Heidi, 1993).
the test types
10. 8
A typical example of a standardized proficiency test is
the Test of English as a Foreign Language (TOEFL)
produced by the Educational Testing Service.
The TOEFL consists of sections on listening
comprehension, structure, reading comprehension,
and written expression.
the test types
11. 9
A Placement Test is a test which assigns students to
classes or programs appropriate to their level of
proficiency.
the test types
12. 10
A Diagnostic Test is designed to show what skills or
knowledge a learner knows and does not know.
the test types
13. 11
An Achievement Test measures how successful
students are in achieving objectives of a lesson,
course, or curriculum.
the test types
14. 12
the practical steps to
test construction
assessing clear, unambiguous objectives
drawing up test specifications
devising test tasks
designing multiple-choice test items
15. 13
the practical steps to
test construction
assessing clear, unambiguous objectives
In addition to knowing the purpose of the test
you’re creating, you need to know as specifically
as possible what it is you want to test.
17. 15
the practical steps to
test construction
drawing up test specifications
Your specification will simply comprise of:
a broad outline of the test
What skills you will test
What the items will look like
19. 17
the practical steps to
test construction
devising test tasks
Test tasks depend on the following factors:
instructional objectives
Students’ level of proficiency
Instructional activities
Available testing sources
20. 18
the practical steps to
test construction
designing multiple-choice test items
Multiple-choice test is the commonly used
format in measuring student achievements at
different levels of learning.
21. 19
the practical steps to
test construction
designing multiple-choice test items
stem
keyed option
incorrect options/alternatives/distractors
22. 20
the practical steps to
test construction
general guidelines designing multiple-choice test items
make a test item that is practical or with real-world
application to the students
use diagram or drawing when asking questions
about application, analysis, or evaluation
use tables, figures, or charts when asking students to
interpret
23. 21
the practical steps to
test construction
avoid trivial questions
use only one correct answer or best answer format
use three to five options to discourage guessing
be sure that the distractors are plausible and effective
general guidelines designing multiple-choice test items
24. 22
the practical steps to
test construction
do not use “none of the above” option when asking
for the best answer
avoid using “all of the above” as an option
general guidelines designing multiple-choice test items
25. 23
the practical steps to
test construction
it should be written in a question or completion
form
do not leave the blank at the beginning or at the
middle of the stem using completion form of a
multiple-choice type of test
guidelines in constructing the stem
26. 24
the practical steps to
test construction
the stem should pose the problem completely
the stem should be clear and concise
avoid meaningless use of words in the stem
state the stem in positive form; avoid using negative
words like “not” or “except”; underline or capitalize
the negative word if it cannot be avoided
guidelines in constructing the stem
27. 25
the practical steps to
test construction
there should be one correct or best answer in each
item
list options in vertical order not a horizontal order
beneath the stem
arrange the options in logical order and use capital
letters to indicate each option
guidelines in constructing the options
28. 26
the practical steps to
test construction
options must be homogenous in content to increase
the difficulty of an item
as much as possible the length of the options must
be the same or equal
avoid using phrases like “all of the above” or “none
of the above”
guidelines in constructing the options
29. 27
the practical steps to
test construction
the distractor must be plausible
the distractors should equally be popular to the
examinees
each distractor should be chosen by at least 5% of
the examinees but not more than the key answer
guidelines in constructing the options
30. 28
statistical
assessments
Identifies how easy or difficult a test item is to the
group of takers
Formula: IF=No. of students answering the item correctly
For example, if you have an item on which 13 out of 20
respond correctly, then your IF index is 13 divided by 20
or .65 or 65%.
item facility
Total number of students responding to that item