Steps to design a test
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This document outlines the steps to design an effective test. It discusses that tests should be valid in measuring the skills and content taught, reliable in producing consistent results, and practical to develop without excessive time or resources. The planning stage involves specifying the test's use and ensuring authentic tasks. Tests should sample across language skills and content areas. The development stage includes compiling materials, selecting appropriate question formats and clear instructions, setting scoring criteria, and analyzing and revising based on results to improve teaching.
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The document discusses language testing and assessment. It provides information on different types of language tests, including objective item types like multiple choice, matching, true/false questions. It discusses the purposes of language testing such as achievement, proficiency, placement, and progress. The advantages and disadvantages of different test formats are also outlined, such as multiple choice completion items, cloze tests, dictation tests, and matching. Evaluation and assessment terminology is defined.
Constructing subjective test items
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Summative and Formative Assessment
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
Tips for good test design
This document provides guidance on effective test design for language assessments. It discusses key considerations for tests including usefulness, validity, reliability, practicality, washback, authenticity and transparency. It also covers determining learning objectives, aligning assessments and instruction, and different types of test items for evaluating listening, reading, grammar, vocabulary and language functions. The document stresses the importance of ensuring tests are well-aligned with classroom instruction and reflect authentic language use. It also addresses controversial issues in language testing.
Administration/Conducting the Test
Topic: Administration/Conducting the Test
Student Name: Waqar Hassan
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
Types of tests and types of testing
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Types of test items and principles for constructing test items discusses various types of test items including oral tests, essay tests, short answer questions, and objective tests. It also outlines principles for constructing good test items such as ensuring validity, reliability, objectivity, comprehensiveness, and clarity. A good test should measure what it intends to measure, function consistently, yield objective scores, cover the entire syllabus, and have clear directions.
Types of Tests,
This document outlines various topics related to language testing, including types of tests, approaches to testing, validity and reliability, and achieving beneficial backwash effects. It discusses proficiency tests, achievement tests, and diagnostic tests. It also covers direct and indirect testing, norm-referenced and criterion-referenced testing, and objective and subjective testing. Validity is defined as accurately measuring the intended abilities, while reliability is consistency of results. Achieving beneficial backwash means testing abilities you want to foster and ensuring students and teachers understand the test.
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Languaje Testing, I Bimestr
The document discusses language testing and assessment. It provides information on different types of language tests, including objective item types like multiple choice, matching, true/false questions. It discusses the purposes of language testing such as achievement, proficiency, placement, and progress. The advantages and disadvantages of different test formats are also outlined, such as multiple choice completion items, cloze tests, dictation tests, and matching. Evaluation and assessment terminology is defined.
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Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Designing language test
The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
Norm-referenced & Criterion-referenced Tests
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The document discusses five key principles of language assessment: practicality, reliability, validity, authenticity, and washback. Practicality refers to evaluating assessments based on cost, time, and usefulness. Reliability means an assessment is consistent and dependable. Validity means an assessment accurately measures what it is intended to measure. Authenticity refers to how closely an assessment resembles real-world language tasks. Washback refers to the effects assessments have on teaching and learning, which can be positive or negative. Teachers should design assessments that adhere to these principles.
Preparing The Test Items
The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
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The document discusses a placement test being administered to 500 newly admitted students at HCMC Industry and Trade College. It notes students come from different backgrounds and English proficiency levels vary greatly. The test aims to properly place students into appropriate English courses. A placement test is important for students, teachers and the school. It allows students to be challenged at their level, helps teachers design suitable lessons, and improves the school's educational quality overall. The document also provides details on test takers, their expected English knowledge, and common test task types.
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Practicality of a test
The document discusses considerations for ensuring a test is easy to administer. It should be easy to design, administer, and score. This includes having clear, typewritten questions and answer sheets for teachers rather than handwritten. The test should also be possible to complete within the allotted time frame and distribute to students efficiently based on the number of students. Scoring should also be practical and time-saving to calculate.
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This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
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Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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Achievement test
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
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Characteristics of a good test
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
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This document discusses key concepts in language assessment. It defines the differences between testing and assessment, and explains that measurement involves assigning numbers to performance while evaluation involves interpretation. Formative assessment occurs throughout learning to provide feedback, while summative assessment evaluates mastery at the end. Other topics covered include multiple intelligence theory, traditional versus alternative assessment, and ensuring tests are practical, reliable, valid, authentic, and promote beneficial preparation.
Preparation of Classroom Assessment (SLP-B @ BISCAST)
The document discusses the preparation of classroom assessments. It outlines the importance of planning stages, learning objectives, relationships between objectives and testing, and using a table of specifications to ensure valid and reliable tests. It provides details on factors to consider when planning teacher-made tests, such as objectives, teaching strategies, and evaluative procedures. Guidelines are given for constructing objective-type tests, including writing clear questions and avoiding irrelevant clues. The document also discusses Ralph Tyler's evaluation framework and the role of various scholars in the field of educational assessment.
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This document discusses assessment in curriculum design. It outlines various types of assessment including placement assessment, observation of learning, short-term and long-term achievement assessment, diagnostic assessment, and proficiency assessment. It also discusses approaches to assessment including validity, reliability, and practicality. Validity refers to a test measuring what it is supposed to measure. Reliability means a test produces consistent results. Practicality refers to a test being feasible to administer within constraints like time and resources.
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Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
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The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
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Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
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
Placement test
The document discusses a placement test being administered to 500 newly admitted students at HCMC Industry and Trade College. It notes students come from different backgrounds and English proficiency levels vary greatly. The test aims to properly place students into appropriate English courses. A placement test is important for students, teachers and the school. It allows students to be challenged at their level, helps teachers design suitable lessons, and improves the school's educational quality overall. The document also provides details on test takers, their expected English knowledge, and common test task types.
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It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
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The document discusses the characteristics of a good test. It defines key concepts like validity, reliability, and practicality. It explains that a good test must be valid, reliable, practical to administer, comprehensive, objective, simple, and easy to score. It also outlines various methods to establish a test's validity and reliability, such as using a table of specifications, conducting item analysis, and calculating internal consistency or test-retest reliability. Good tests also consider factors like administrability, scorability, and test length.
Practicality of a test
The document discusses considerations for ensuring a test is easy to administer. It should be easy to design, administer, and score. This includes having clear, typewritten questions and answer sheets for teachers rather than handwritten. The test should also be possible to complete within the allotted time frame and distribute to students efficiently based on the number of students. Scoring should also be practical and time-saving to calculate.
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This document discusses different types of assessment used in education including objective, short answer, and essay questions. Objective questions have one correct answer and include multiple choice, true/false, and matching. They allow for quick scoring but allow guessing. Short answer questions require a word or few sentences response and can measure simple learning outcomes. Essay questions require longer written answers and allow freedom of expression but are more time consuming to score. The document provides examples and discusses the advantages and disadvantages of each type.
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Topic: Qualities of a Good Test
Student Name: Amna Mishal
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
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Characteristics of a good test
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
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ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
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S.M.A.R.T
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Fundamental concepts and principles in Language Testing
The importance of testing
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Qualities of a language test: reliability, validity, etc.
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This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
Classroom based assessment tools
This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.
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.
Field study 5 - Assessment and Evaluation of Learning
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Types of language assessment
The document discusses various tools used to assess language skills, including observation, anecdotal records, checklists, rating scales, portfolios, interviews, projects and various types of tests. It provides guidelines for implementing each assessment tool, such as involving students in developing criteria, using clear and objective criteria, and ensuring tests accurately measure learning objectives. The document also differentiates between types of language tests like proficiency, achievement, diagnostic and placement tests.
Ch 7 Monitoring and Assessment.ppt
Identify different types of language tests/assessments in a language program;
Examine some characteristics and common test/assessments types;
Discuss principles of designing good tests/assessments
Continuous asessment / Testing guidelines summary
Continuous assessment (CA) focuses on performance tasks like journals, reflections, portfolios, and observations rather than tests. CA is important for transforming education to focus on outcomes, and it affirms higher-order thinking. When assessment is built into instruction, student frustration is reduced. CA offers ways to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning as they tell teachers and students what skills have been acquired. Tests should measure important course objectives and include features of communicative language teaching like authentic contexts. Tests must be carefully planned, developed, and analyzed to provide feedback on teaching.
Continuous Assessment/Testing Guidelines Summary
Continuous assessment (CA) is an important part of the learning process that focuses on performance tasks like journals, reflections, portfolios, and observations. It helps reduce test anxiety and provides a fuller picture of student achievement. CA reflects evolving theories of teaching and learning outcomes. It offers a way to cater to diverse learners and can be introduced gradually, starting with self-assessment. Progress tests are also a central part of learning that help teachers understand what students can do, inform students of their progress, and identify strengths and weaknesses to evaluate programs. Tests should measure important rather than easiest objectives and include features of communicative language teaching.
Presentation2
This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
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Steps to design a test
- 1. STEPS TO DESIGN A TEST
- 3. WHY MUST TEACHERS TEST? •A test tells what students can or cannot do. •It shows the progress of the students.
- 4. •A test will help evaluate the effectiveness of the methods, coursebooks, materials, etc. •A test shows the strengths and weaknesses of the students.
- 6. REQUISITES THAT A TEST MUST ACHIEVE: •Validity: it measures the contents of the syllabus and the skills specified in the coursebook. •Reliability: the test is reliable if its result is consistent.
- 7. •Practicality: the test does not involve much time or money in its construction.
- 8. PLANNING STAGE Specifications: two mains implications: 1.Use and usage. 2. The reconsideration of authenticity of texts and tasks.
- 9. Sampling: test should cover the language, grammar, vocabulary, phonology, functions, and all the skills areas. PLANNING STAGE
- 11. DEVELOPMENT STAGE 1.Compile written and spoken sources materials that fit the contents of the program. 2. Select activities that best measure performance.
- 12. 3. Select test format: multiple choice, true/false, gap filling, etc. 4. Avoid items that are ambiguous.
- 14. 5. Include clear and unambiguous instructions with brief and well-chosen wording and some examples. 6. Make a test attractive and similar to the layout of the textbook.
- 15. 7. The marking criteria should be set before and candidates should be informed as how they will be scored. 8. Analyze the test statistically.
- 17. 9. Consider the pedagogical effects that the test may have on teaching. 10. Present the test and feedback results to the students with the aim of reviewing and revising the teaching of content.