How to test grammar email
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This document discusses two methods for testing grammar: discrete-item tests and oral performance tests. Discrete-item tests assess individual components of grammar knowledge through multiple choice questions, gap fills, and grammar interpretation tasks. They focus more on form than meaning but are easy to design and mark. Oral performance tests require students to describe pictures in pairs while being assessed on their use of grammar, vocabulary, and pronunciation based on a scoring rubric. While more valid for developing communicative competence, oral tests are more difficult to administer and score reliably. Both test types provide feedback to learners and teachers, encourage review, and influence the learning process, though testing grammar presents challenges in validity, reliability, and practicality for educational
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The document provides information on testing vocabulary:
- It discusses why vocabulary should be tested, including to motivate learners, provide feedback, and evaluate teaching effectiveness.
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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.
Fundamental concepts and principles in Language Testing
The importance of testing
Distinctions among test, evaluation, and assessment
Qualities of a language test: reliability, validity, etc.
Testing and test constructions
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.
Testing teacher's hand testing & examiner guide 2018
This document provides guidance for exam designers and teachers on developing effective assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also provides recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for planning exams, such as writing questions throughout the term, including a variety of question types, and testing the timing. Overall, the document aims to help exam designers and teachers create assessments that effectively measure student learning.
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
The document provides guidance for developing effective exams and assessments. It discusses the purposes of testing, such as evaluating student learning and motivating students. It also outlines recommendations for exam designers, such as ensuring exams align with curriculum objectives and competencies. The document then describes different types of test questions and provides tips for constructing exams, including writing clear instructions, balancing easy and difficult questions, and testing timing. Overall, the summary emphasizes the importance of exams reflecting curriculum goals and being designed to effectively measure student learning.
Designing Calssroom Language Test and Test Methods
This document summarizes the steps for designing classroom language tests and different test methods. It discusses determining the purpose and objectives of the test, designing clear instructions, drawing up test specifications, devising test items, and revising the test based on a try-out with students. It also covers administering, scoring, and providing feedback on the test. Different test methods are described, including considerations for test environment, rubrics, the relationship between inputs and responses. The conclusion restates the importance of following steps to design valid, reliable, and practical language tests.
Test and Assessment Types
Classroom tests and assessment types and also instructional designs including cognitive levels of learning.
Summary of all the chapters
The document summarizes key points from chapters in a book on language assessment principles and classroom practices. It discusses informal and formal assessment, norm-referenced versus criterion-referenced tests, designing classroom language tests, standardized testing, standards-based assessment, and alternatives to testing such as portfolios. The principles of practicality, reliability, validity, authenticity and washback are explained in relation to test design and evaluation of student language skills. Different types of tasks for assessing the skills of listening, speaking, reading and writing are also outlined.
Common test techniques
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.
Language tests
The document discusses language testing for secondary education. It outlines three main reasons for language tests: placement, diagnosis, and achievement assessment. It also categorizes tests as norm-referenced, criterion-referenced, indirect or direct. Indirect tests assess enabling skills while direct tests assess actual performance. Discrete point tests examine specific elements, while integrative tests require using multiple skills simultaneously. Pragmatic tests are considered the most reliable approach. Placement is best determined through a combination of listening, speaking, writing, and reading tasks.
Teaching beyond the test
This document discusses methods for designing effective test preparation classes that go beyond merely teaching test-taking strategies and tricks. It advocates focusing on developing students' underlying language skills like listening, reading, writing and speaking. Sample class activities are provided that expose students to test item types while practicing these skills, such as identifying topics in short talks, matching illustrations to processes, and composing written arguments. Higher-order activities that require analysis, synthesis and evaluation are also recommended to better prepare students for university-level work. The conclusion emphasizes the importance of teaching skills that will benefit students in the long run, beyond just the test, to reduce anxiety and ensure real proficiency gains.
UTPL-LANGUAGE TESTING-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
Universidad Técnica Particular de Loja
Carrera: Inglés
Docente: Mgs. Vanesa Toro
Ciclo: Sexto
Bimestre: Segundo
languagetestingpresentationintroducinglangauageandassessment-210119155750.pdf
This document provides an overview of key concepts in language testing and assessment. It defines language testing and distinguishes it from assessment. It outlines different types of tests (e.g. proficiency, achievement, diagnostic), testing methods (e.g. direct, indirect, discrete point, integrative), and scoring methods (e.g. norm-referenced, criterion-referenced, objective, subjective). It also contrasts classroom assessment with large-scale standardized testing and provides references for further information.
Types of tests and types of testing
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
Test construction 1
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
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Fundamental concepts and principles in Language Testing
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Testing teacher's hand testing & examiner guide 2018
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Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
Testing & examiner guide 2018 teacher's hand out oued semar a lgiers
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UTPL-LANGUAGE TESTING-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
UTPL-LANGUAGE TESTING-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
languagetestingpresentationintroducinglangauageandassessment-210119155750.pdf
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How to test grammar email
- 1. How to Test Grammar Discrete-Item Test 1. 2. Oral Performance Test Reflection MK.: UkurandanEvaluasi Pengajar: Sisilia S. Halimi, SS, MA, PhD DipresentasikanOleh: JuniatoSidauruk NPM 0906655282 PascasarjanaIlmuLinguistik, FakultasIlmuPengetahuanBudaya, Universitas Indonesia, 19 Sept 2010
- 3. Progress Test (in)
- 4. Achievement Test (post)In-Course Test End-Course Test
- 5. E & A Factors Efficiency & Appropriacy Factors What to consider? Appropriacy Practicality Efficacy Reliability Face validity Easy Validity Economy Backwash-effect Spin-off .: competence performance
- 6. Testing grammar using discrete-item test Test 1 : fairly limited ? Test only word order constraints on the three adverbs. Problem: “bluffing”. Solution : Ask to translate. Test 2: Gap-fills (Easy to design; Extremely easy to mark; .: wide popularity) cf. Cloze test : effective @ testing overall linguistic competence. + for placement test coz testing a wide variety of language items = competence .: Test 1 and Test 2 form-focused meaning-focused Test 3. Learners match their understanding of the meaning against some data. = grammar interpretation task. Problem : time lag between understanding and production. Solution: change the instruction Look at the information in the chart and make ten sentences with yet, already and still. Includeat least two examples of each. Test 4 & 5 : tend to performance. Needs imagination (spontaneity and creativity) (Test 4). A more natural context (Test 5)
- 8. Reliability of scoring system (subjective)
- 9. Face validity (A ‘s score depends on B’s).
- 12. Encourage learners to review + influence on learning.
- 13. To review .: to familiarize
- 14. To know method and conditions of assessment
- 15. Terimakasih