This document provides information about English proficiency tests and the process of constructing and standardizing such tests. It discusses two common proficiency tests, IELTS and TOEFL, outlining their testing components and procedures. Key aspects of test construction addressed include defining objectives, developing and reviewing test items, pretesting items, and ensuring questions are unbiased. The document also outlines the steps in standardizing tests, such as assembling the test, statistical analysis of items, and reliability reviews. Item analysis is described as a method to evaluate how well individual test questions are performing.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
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.
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
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.
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.
TEST AND TYPES OF TEST
Merits and Demerits & Rules
Lecture of the day
Date 04-10-2014
Class ADE 4th semester
Course Facilitator Zulfiqar Behan
Goverment College of Education Lyari Karachi
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. - Measures a learner’s level of language
- Are uncommon within the classroom but very frequ
ent as the end aim (and motivation) of language le
arning
- May assess student’s skills in reading, writing, liste
ning, speaking or vocabulary
What is a proficiency test?
Dizayee, 2013
3. PURPOSES
Examples of Proficiency Tests are International
English Language Testing System (IELTS) and
Test of English as a Foreign Language (TOEFL).
Benchmarking of skills and
higher mental abilities
Providing motivation for
academic excellence
Providing feedback to schools on
levels of learning of their students
4. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
International English Language Testing System (IELTS)
The test “measures the ability to communicate
in English across all four language skills—
listening, reading, writing and speaking for peo-
ple who intent to study or work where English is
the language of communication.”
5. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
International English Language Testing System (IELTS)
LISTENING
Four sections of recorded texts which increase in difficulty a
s the text progresses; mixture of conversation and dialogue
s. Seven different task types includes: forms, notes, table, m
atching, multiple choice, classification
6. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
International English Language Testing System (IELTS)
READING
Three passages which based on authentic texts drawn from
books, magazines, journals. Ten different task types include:
short answer, sentence completion, labeling a diagram.
7. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
International English Language Testing System (IELTS)
WRITING
(Two Tasks)
1. Write a 150 word report based on material found in a ta
ble or diagram, demonstrating ability to describe and ex
plain
2. Short essay of 250 words in response to an opinion or p
roblem. Expected to demonstrate ability to discuss issue
s, construct an argument, and use appropriate tone and
register.
8. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
International English Language Testing System (IELTS)
SPEAKING
10-15 min. one-on-one interaction between test-taker and
examiner. Requires test taker to describe, narrate, and provi
de explanations on personal and general interest topics.
Overall test time: 2 hours 45 minutes
9. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
Test of English as a Foreign Language (TOEFL)
LISTENING
50 multiple choice questions divided into three parts:
1. 30 questions about short conversations
2. 8 questions about longer conversations
3. 12 questions about lectures or talks
10. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
Test of English as a Foreign Language (TOEFL)
STRUCTURE AND WRITTEN EXPRESSION
40 multiple choice questions including sentence completion
(15 items) and error identification (25 items).
11. GENERAL PROCEDURES FOR TEST CONSTRUCTION:
Test of English as a Foreign Language (TOEFL)
READING
50 Multiple choice questions
Test of Written English (TWE): 30 minutes. Test takers are as
ked to write a 250-300 word essay on an assigned topic.
Overall test time: approx. 4 hours
12. CRITERIA FOR THE CONSTRUCTION OF TESTS:
(Ivanova & Terzieva, 2015)
1. REMEMBERING
Meant to check students’ knowledge of words and grammatical constru
ctions. The test-takers are required to recognize, recall, and reproduce l
exical and grammatical units which have been studied during the acade
mic classes.
2. COMPREHENSION
Test tasks check their understanding of the meaning of words. Students
need to be able to paraphrase words, recognize synonyms and antony
ms of words and expressions, etc.
13. CRITERIA FOR THE CONSTRUCTION OF TESTS:
(Ivanova & Terzieva, 2015)
3. APPLICATION
Students are instructed to detect and correct different types of mistakes
in a given context.
4. ANALYZING
Students are required to relate their theoretical knowledge to practice,
compare and distinguish various options, and select the most appropria
te ones for specific cases.
5. EVALUATING AND CREATING
Students are expected to organize their ideas into a comprehensible tex
t to summarize their view points and evaluate other people’s opinions a
nd texts.
15. PURPOSE OF STANDARDIZED TESTS
“to provide fair, valid and reliable assessments that
produce meaningful results. Standardized testing, if
done carefully and with a high degree of quality
assurance, can eliminate bias and prevent unfair adv
antages by testing the same or similar information un
der the same testing conditions.”
16.
17.
18. STEPS IN MAKING STANDARDIZED TESTS:
1. DEFINING OBJECTICVES
identifying a need to measure certain skills or knowledge. Onc
e a decision is made to develop a test to accommodate this n
eed, test developers ask some fundamental questions:
Who will take the test and for what purpose?
What skills and/or areas of knowledge should be tested?
How should test takers be able to use their knowledge?
What kinds of questions should be included? How many of each kind?
How long should the test be?
How difficult should the test be?
19. STEPS IN MAKING STANDARDIZED TESTS:
2. ITEM DEVELOPMENT COMMITTEES
typically consist of educators and/or other professionals with t
he guidance of the sponsoring agency or association. Respon
sibilities of these item development committees may include:
• defining test objectives and specifications
• helping ensure test questions are unbiased
• determining test format (e.g., multiple-choice, essay, constructed-response, etc.
)
• considering supplemental test materials
• reviewing test questions, or test items
• writing test questions
20. STEPS IN MAKING STANDARDIZED TESTS:
3. WRITING AND REVIEWING QUESTIONS
Each test question undergoes numerous reviews and revision
s to ensure it is as clear as possible, that it has only one corre
ct answer among the options provided on the test and that it c
onforms to the style rules used throughout the test.
Scoring guides for open-ended responses, such as short writt
en answers, essays and oral responses, go through similar re
views.
21. STEPS IN MAKING STANDARDIZED TESTS:
4. THE PRETEST
After the questions have been written and reviewed, many are
pretested with a sample group similar to the population to be t
ested. The results enable test developers to determine:
• the difficulty of each question
• if questions are ambiguous or misleading
• if questions should be revised or eliminated
• if incorrect alternative answers should be revised or replaced
22. STEPS IN MAKING STANDARDIZED TESTS:
5. DETECTING AND REMOVING UNFAIR
QUESTIONS
To meet the guidelines, trained reviewers must carefully inspe
ct each individual test question, the test as a whole and any d
escriptive or preparatory materials to ensure that language, sy
mbols, words, phrases and content generally regarded as sex
ist, racist or otherwise inappropriate or offensive to any subgr
oup of the test-taking population are eliminated.
23. STEPS IN MAKING STANDARDIZED TESTS:
6. ASSEMBLING THE TEST
After the test is assembled, it is reviewed by other specialists,
committee members and sometimes other outside experts. E
ach reviewer answers all questions independently and submit
s a list of correct answers to the test developers.
24. STEPS IN MAKING STANDARDIZED TESTS:
7. Making Sure — Even After the Test is Adminis
tered — that the Test Questions are Functioni
ng Properly
Statisticians and test developers review to make sure that test
questions are working as intended. Before final scoring takes
place, each question undergoes preliminary statistical analysi
s and results are reviewed question by question. If a problem i
s detected, such as the identification of a misleading answer t
o a question, corrective action, such as not scoring the questi
on, is taken before final scoring and score reporting takes pla
25. STEPS IN MAKING STANDARDIZED TESTS:
7. Making Sure — Even After the Test is Adminis
tered — that the Test Questions are Functioni
ng Properly
Tests are also reviewed for reliability. Performance on one ver
sion of the test should reasonably predict performance on any
other version of the test. If reliability is high, results will be sim
ilar no matter which version a test taker completes.
27. WHAT IS ITEM ANALYSIS?
Item Analysis (a.k.a. Test Question Analysis)
is a useful means of discovering how well in
dividual test items assess what students have
learned.
28. WHAT IS ITEM ANALYSIS?
An item analysis provides the systematic appr
oach to examine the tests to determine if indi
vidual questions function the way they were i
ntended (Worthen et al., 1999).
29. WHAT IS ITEM ANALYSIS?
For instance, it helps us to answer the following
questions.
• Is a particular question as difficult, complex, or rigorous as you
intend it to be?
• Does the item do a good job of separating students who know the
content from those who may merely either guess the right answer
or apply test-taking strategies to eliminate the wrong answers?
• Which items should be eliminated or revised before use in subsequ
ent administrations of the test?
30. WHAT IS ITEM ANALYSIS?
With this process, you can improve test score
validity and reliability by analyzing item performan
ce over time and making necessary adjustments.
Test items can be systematically analyzed regardless
of whether they are administered.
31. FOUR STEPS TO ITEM ANALYSIS
1. RELIABILITY
Test Score Reliability is an index of the likelihood
that scores would remain consistent over time if the
same test was administered repeatedly to the same
learners.
Item Reliability is an indication of the extent to whic
h your test measures learning about a single topic, s
32. FOUR STEPS TO ITEM ANALYSIS
2. DIFFICULTY
Item Difficulty represents the percentage of students
who answered a test item correctly.
3. DISCRIMINATION
Item Discrimination is the degree to which students
with high overall exam scores also got a particular it
em correct
33. FOUR STEPS TO ITEM ANALYSIS
4. DISTRACTORS
Distractors are the multiple choice response options
that are not the correct answer. They are plausible b
ut incorrect options that are often developed based
upon students’ common misconceptions or miscalcul
ations to see if they’ve moved beyond them.
34. CONCLUSION TO ITEM ANALYSIS
Item analysis is an empowering process. Knowledge
of score reliability, item difficulty, item discrimination
, and crafting effective distractors can help an instru
ctor make decisions about whether to retain items
for future administrations, revise them, or elimin
ate them from the test item pool.