The document discusses test usefulness and proposes a model with six qualities that contribute to a test's usefulness: reliability, construct validity, authenticity, interactiveness, impact, and practicality. It defines each quality and provides examples to illustrate how the qualities of authenticity and interactiveness can vary in different testing situations. The overall usefulness of a test is maximized when an appropriate balance is achieved among all six qualities for the specific testing purpose, test takers, and language domain being assessed.
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
A presentation on validity and reliability assessment of questionnaire in research. Also includes types of validity and reliability and steps in achieving the same.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
1. Principles of Language Assessment:
Test Usefulness
Course: Testing
Bachman &
Palmer, Ch. 2
2. The most important quality of a test is its usefu
But,
-What makes a test useful ?
- How do we know a test will be useful before we
- Or it has been useful after we have used it ?
3. Simply using a test does not
make it useful !
A model of test usefulness has been
proposed that include six test
qualities.
6. This model along with the three
principles, provides a basis for
answering this question:
“ How useful is this particular
test for its intended purpose(s)
? “
7. It is the overall usefulness of the test
that is to be maximized, rather than
the individual qualities that affect
usefulness.
8. The individual test qualities cannot be
evaluated independently, but must be
evaluated in terms of their combined
effect on the overall usefulness of the
test.
9. Test usefulness & the appropriate
balance among the different qualities
cannot be prescribed in general, but
must be determined for each specific
testing situation.
10. Therefore,
In order to be useful, any given
lg. test must be developed
with a specific purpose, a particular group
of test takers and a specific lg. use domain.
“ target lg. use” or TLU
*( tasks in the TLU domain
“TLU tasks”
11. 1
R
E
L
I
A
B
I
L
I
T
Y
- Reliability is often defined as consistency of
measurement.
Scores on test
tasks with
characteristics
A
Scores on test
tasks with
characteristics
A’
Reliability
- It is not possible to eliminate inconsistencies
entirely. What we can do is to try to minimize
the potential sources of inconsistencies.
12. 2
C
o
n
s
t
r
u
c
t
- Construct validity pertains to the
meaningfulness & appropriateness of the
interpretations that we make on the basis of
test scores.
-The term construct validity is used to refer to
the extent to which we can interpret a given
test score as an indicator of the ability(ies), or
construct(s), we want to measure with respect
to a specific domain of generalization.
V
a
l
i
d
i
t
y
14. 3
A
U
T
H
E
N
T
I
C
I
T
Y
Characteristics
of the
TLU task
Characteristics
of the
Test task
Authenticity
- We define authenticity as the degree of
correspondence of the characteristics of a
given lg. test task to the features of a TLU task.
Authenticity is important, because:
1- It provides a link between test performance & the
TLU tasks & domain to which we want to generalize.
2- The way test takers perceive the relative
authenticity of test tasks can facilitate their test
performance.
15. 4
I
N
T
E
R
A
C
T
I
Ven
ess
-We define interactiveness as the extent & the
type of involvement of the test taker’s
individual characteristics in accomplishing a
test task.
- Unlike authenticity, interactiveness resides in
the interaction between the individual ( test
taker or lg. user) & the task (test or TLU).
17. Example 1
The typists who perform certain typing
tasks in English very well but they might
be able simply to copy the letters &
words , without processing the document
as a piece of discourse. Therefore:
Authenticity : High
Interactiveness : Low
18. Example 2
The typists who are capable of carrying on
“ small talk” about food, clothing, etc.
Authenticity : Low (Lack of relevance of
the test task to the TLU task.)
Interactiveness : High (Test takers have
reasonable amount of control in selecting
topics & influencing the structure of the
interaction.)
19. Example 3
International students entering an
American university were given a test of
English vocabulary, to match the words in
one column to the meanings in another one.
Authenticity : Low (few domains involve
this kind of task)
Interactiveness : Low (Highly restricted
involvement of lg. knowledge)
20. Example 4
To conduct a face-to-face role play; a
salesperson and a customer.
Authenticity : High (Correspondence
between the characteristics of the TLU
domain and the ones of test task.)
Interactiveness : High (High level of
involvement of all the areas of lg. &
test taker’s topical knowledge.)
21. POINTS TO REMEMBER
1- Both authenticity & interactiveness are relative.
2- Three types of characteristics must be considered:
those of test takers, TLU task & test task.
3- Certain test tasks may be relatively useful, even
though they are low in authenticity or interactiveness.
4- In designing or analyzing tests, our estimates of
authenticity & interactiveness are only guesses.
5- The minimum acceptable levels that we specify for
authenticity & interactiveness will depend on the
specific testing situation.
22. 5
I
M
P
A
C
T
- Another quality of tests is their impact on
society & educational systems. The impact of
test use operates at two levels:
a micro
level
a macro
level
Individuals
who are
affected by
the particular
tests use.
In terms of
educational
system or
society.
23. W A S H B A C K
“ the effect of testing on teaching &
learning.” (Hughes, 1989)
“ how assessment instruments affect
educational practices & beliefs. .”
(Cohen, 1994)
25. A) IMPACT ON TEST TAKERS
Test takers can be affected by three aspects of testing
procedure:
the experience of taking &, in some cases, of
preparing for the test. (Test taker’s
perception of TLU domain, his areas
of lg. knowledge & his use of
strategies)
the feedback they receive, about their performance on
the test,
26. B) IMPACT ON TEACHERS
If teachers find that they have to use a specified test, they may
find “ teaching to test” almost unavoidable.
This term implies doing something in teaching that may not
be compatible with teachers’ own values & goals, or with
the values & goals of the instructional program.
One way to minimize the potential for negative impact on
instruction is to change the way we test.
27. 6
P
R
A
C
T
I
C
A
L
I
T
Y
While the other five qualities pertain to the
uses that are made of test scores, practicality
pertains primarily to the ways in which the
test will be implemented, &, to a large
degree, whether it will be developed & used at
all. Thus, a practical test is one whose design,
development & use do not require more resources
that are available.
28. Thus, determining the practicality of a given test involves
the consideration of:
the resources that will be required to develop an
operational test that has the balance of qualities we want;
&
the allocation & management of the resources that
are available. Practicality = --------------------------------------
Available resources
Required resources
If practicality 1 , the test development & use is
practical.
29. Types of Resources
1- Human resources (e.g test writers, scorers or raters, test
administrators & technical support.)
a) Space (e.g rooms for test development)
2- Material resources b) Equipment (eg. typewriters,
computers)
c) Materials (e.g. paper, picture)
a) Time for specific tasks (designing, writing,
analyzing)
3- Time b) Development time