Testing oral ability2
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This document discusses challenges in testing oral ability and proposes solutions. It notes that oral tests must use representative tasks that elicit a valid sample of a candidate's oral skills. Three testing formats are proposed: interviews, interactions between candidates, and responses to audio/video stimuli. For interviews, the document recommends using a variety of question types, pictures, role plays, interpretations, and prepared monologues to elicit different language functions. It also provides tips for structuring tests, such as allowing multiple "fresh starts" and setting familiar topics. Finally, it stresses the importance of valid and reliable scoring through proper scales, scorer training, and standardized procedures.
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This document discusses oral ability testing for language proficiency. It outlines various considerations for setting tasks, sample criteria, test formats, elicitation techniques, scoring procedures, and training for test administrators. The key points covered are setting clear objectives for testing comprehension and production, selecting appropriate content and text types for tasks, using multiple formats and testers to obtain a representative sample, carefully planning interviews and ensuring candidate comfort, and training scorers to reliably evaluate performance based on specified criteria.
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Presentation of "Testing oral ability" (Paula Salazar and Ángela Martínez). Second Language Teaching and Learning Masters Degree. 2016-2017
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Testing oral ability
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Presentation of "Testing oral ability" (Paula Salazar and Ángela Martínez). Second Language Teaching and Learning Masters Degree. 2016-2017
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2) There are different types of interviews including employment, appraisal, disciplinary, and role-playing interviews.
3) Employers generally have three main concerns - skills, personal characteristics, and costs.
4) Proper preparation, research, rehearsal, relaxation techniques, and follow-up are emphasized.
Presentation styles
This document provides information about different presentation styles based on a BEST Presentation Style assessment. It describes 4 main styles: Bold, Expressive, Sympathetic, and Technical. It explains how to interpret scores on the assessment and identifies strengths and areas for development for each style. It also offers tips for adapting each style to an online public speaking course, such as practicing vocal variations, carefully reviewing audience analysis surveys, and soliciting feedback on speech recordings. Sample speakers and videos are provided for each style as examples.
2012 interview
This document provides guidance on conducting interviews for research purposes. It discusses planning the interview, designing effective questions, conducting the interview, and following up after the interview. Key aspects covered include identifying research objectives, creating an interview guide, establishing rapport with interviewees, asking open-ended questions, taking notes, and following ethical standards regarding confidentiality and accuracy in representation. The overall goal is to obtain reliable and useful qualitative data through respectful communication with interview participants.
Group 2 ppt
This document discusses special considerations for teaching listening comprehension. It notes that listening can be difficult due to speaker factors like speed of speech, listener factors like purpose, and content factors like vocabulary. It suggests choosing speakers based on students' levels and adjusting speech speed. It also emphasizes the importance of understanding for learning and maintaining student interest. Finally, it proposes several teaching methods to help students improve their listening skills, such as having students summarize podcasts, discuss movies, and analyze music.
Effective interview
The document discusses various types of job interviews, including structured interviews, behavioral interviews, and situational interviews. It also discusses potential biases and errors that can occur during interviews, such as first impressions bias, misunderstanding the job, and candidate order errors. The document provides tips for both interviewers and interviewees, such as asking job-related questions, preparing for the interview, making a good first impression, and following up after the interview.
Inter Personal Communication Skills
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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.
Stages development
This document outlines the 10 stages of developing a language proficiency test:
1) Stating the problem and purpose of the test.
2) Writing specifications that outline the test content, structure, timing, techniques and performance criteria.
3) Writing and moderating test items by sampling from the content specifications and having items reviewed by colleagues.
4) Informally trialling test items on native speakers.
5) Trialling the full test on non-native speakers similar to the intended test takers.
6) Analyzing trial results and making any necessary changes to faulty items.
7) Calibrating performance scales.
8) Potentially validating the test further for larger-scale
Reliablity
Reliability refers to a test's ability to consistently produce similar results regardless of when it is administered. A reliable test's scores will not fluctuate based on irrelevant factors like a test-taker's mood or environmental conditions during testing. Reliability is measured through coefficients ranging from 0 to 1, with higher numbers indicating greater reliability. Tests can be made more reliable by including more questions, ensuring questions are independent, providing clear instructions, and using objective scoring methods like multiple choice. While reliability ensures consistent results, a test may still lack validity if it does not accurately measure the intended construct.
Validity
This document discusses different types of validity in testing:
1. Content validity refers to how well a test measures the specific construct it aims to assess. A test needs to be related to the relevant class content.
2. Criterion-related validity is the degree of agreement between a test and an independent, reliable standard. There are two types: concurrent and predictive validity.
3. Construct validity provides evidence that test items measure the intended underlying abilities. Think-aloud and retrospection methods can provide evidence of construct validity.
Validity in scoring and face validity are also discussed. To improve validity, test specifications and a representative sample of content should be used, and scoring should directly relate to what
How to teach Rading for Exams
This document discusses various methods for assessing language skills orally, including:
1) Having the learner retell a story or passage in their own words from written or spoken text.
2) Having the learner read text aloud and assessing their reading skills.
3) Having the learner perform tasks like translating, interpreting, or completing sentences using oral or written stimuli.
4) Methods for standardizing oral assessments, such as using multiple assessors, pre-defined marking criteria, and rating scales.
Stages of test development 2
The document outlines the stages of test development:
1. Writing and moderating test items, focusing on important elements and rewriting for clarity. Colleagues can help identify weaknesses.
2. Informal testing of items on native speakers similar to test-takers to identify difficult items needing revision.
3. Trial testing on non-native speakers similar to intended test-takers and analyzing results statistically and qualitatively to detect faulty items.
4. Calibrating rating scales by collecting sample performances across the full scale range and having experts assign points.
How to teach writing for exams
This document provides guidance on teaching writing for exams. It discusses the basic features of writing tests, different writing tasks, types of writing, key skills assessed, and how to assess student writing and provide feedback. It emphasizes practicing the full writing process from brainstorming to revising, using rubrics, and giving students opportunities to provide peer feedback before submitting final drafts to the teacher. The goal is to train students on the skills and processes required to perform well on writing exams.
How to teach speaking for exams
This document discusses one-to-one and paired testing for speaking assessments. It describes the advantages as providing authentic interaction, a wider range of tasks, and more objective marking with two examiners. Speaking tasks may include interviews, presentations, negotiations and discussions ranging from 10 minutes for lower levels to 20 minutes for advanced levels. Sample questions and tasks are provided at different levels. The document also outlines how to standardize exams, provide classroom practice, and develop students' interactional skills in order to best assess their speaking abilities.
Common test techniques
The document discusses different common test techniques used to elicit behavior and evaluate ability, including their advantages and disadvantages. Multiple choice items are reliable for scoring but only test recognition knowledge and allow for guessing. Short answer items are less prone to guessing but require producing language and involve more subjective scoring. Gap filling items evaluate vocabulary and grammar but require individual judgment in scoring.
Item writing
This document discusses best practices for testing and evaluation in language learning. It provides guidance on developing valid and reliable test items that accurately assess learners' abilities. Test methods should use clear, unambiguous questions and include multiple choice, cloze tests, summaries, and other techniques. When developing items, test creators should avoid ambiguity and ensure each item only tests one thing. They should also consider including options that are not exactly the same but still plausible as distractors.
Stages of test development
The stages of test development include stating the problem, writing specifications for the test, and establishing criterial levels of performance and scoring procedures. Specifications for the test detail the content, structure, medium/channel and timing of the test. Criterial levels of performance establish what constitutes different performance levels on the test. Scoring procedures aim to avoid subjective scoring and achieve high reliability and validity.
Validation
This document discusses test validity and its various types. It defines validity as measuring what a test is designed to measure. There are different types of validity evidence including rational, empirical, and construct validity. Internal validity looks at a test's content and effect, while external validity compares test scores to outside criteria. Construct validity determines what test scores represent by comparing them to other data about test takers. Gathering multiple forms of validity evidence establishes that a test is accurately measuring the intended construct. Reliability is necessary for validity, but a test can be reliable without being valid.
Validity and Reliability
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
Kinds of Tests and Testing
This document discusses different types of language tests including proficiency, achievement, diagnostic, and placement tests. It also describes direct versus indirect testing, discrete point versus integrative testing, norm-referenced versus criterion-referenced testing, objective versus subjective testing, computer adaptive testing, and communicative language testing. The purposes of language tests can be general ability in a language or for a specific purpose like studying at a university. Tests should be consistent with course objectives and content to provide helpful backwash for student learning.
The linguistic future of internet
The document discusses the future of language on the internet, predicting that:
1) As internet technologies evolve to integrate various modes of communication (e.g. video, audio, tactile), new language varieties will emerge for interacting online.
2) Abbreviations and informal language have already developed for communicating via mobile devices and may become more complex and ambiguous.
3) Technologies like translation services and video conferencing will continue improving but errors will still be common for many years.
Marking systems, test evaluation, and test
The document discusses different types of objective and subjective tests and their pros and cons. It notes that objective tests like multiple choice are easy to mark reliably but subjective tests like essays are more difficult to mark reliably due to inconsistencies in human judgement. It suggests using fewer assessors with different roles and agreed scores to increase reliability when using subjective tests. The document also discusses different marking techniques like holistic, atomistic, and prepared feature lists to balance reliability and practicality in scoring tests.
Kinds of tests and testing
The document outlines different types of language tests: proficiency tests measure general language ability regardless of training; achievement tests relate to language courses and assess whether objectives were achieved; diagnostic tests identify strengths and weaknesses; placement tests determine what language level is appropriate. It also distinguishes between direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, and objective and subjective scoring. The document concludes by mentioning computer adaptive testing and communicative language testing.
Classroom based assessment
This document outlines steps for effective classroom-based assessment. It discusses the differences between norm-referenced and criterion-referenced testing, and provides practical steps for test construction, including establishing clear objectives, drafting test items, revising the test, and utilizing feedback. Alternatives to testing like portfolios, journals, observations and conferences are also presented. The document emphasizes making assessments positive experiences that promote learning through strategies like establishing face validity, designing authentic tasks, and providing washback to students. It stresses scrutinizing alternatives to maximize their practicality, reliability and validity.
Language Assessment Principles and Issues
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
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Testing oral ability2
- 1. TESTING ORAL ABILITY Paola Enríquez D. 3.17.14
- 3. PROBLEM IN TESTING ORAL ABILITY Representative sample of oral tasks Elicit behavior which truly represents the candidate’s ability Score validly and reliably
- 5. Specify all possible content Functions •Expressing, directing, describing, eliciting, narration, reporting Skills • Informational, interactional, in managing interactions Types of text Addressees Topics Dialect, Accent, Style Include a representative sample of the specified content Content validity People will be better at some tasks than at others
- 7. ELICIT A VALID SAMPLE OF ORAL ABILITY
- 8. Choose the appropriate techniques Formats Interview Interaction with fellow candidates Responses to audio/video recorded stimuli
- 9. Format 1 - Interview Traditional form Relationship tester- candidate One style of speech is elicited
- 10. Questions and requests for information Try Avoid
- 12. Role play Elicit other language functions Does it really elicit natural language?
- 13. Interpreting Test production and comprehension What do you think? Is it always feasible?
- 14. Prepared monologue Should be used only when the candidate needs the ability to make prepared presentations
- 15. Reading aloud Should be used only when the reading ability is a course objective
- 16. Format 2 – Interaction with fellow candidates - Elicit language appropriate to exchanges between equals - Better performance - More confidence The performance of one candidate is likely to be affected by that of the others - Avoid more than groups of two people - Pairs should be carefully matched
- 18. Format 3 – Responses to audio/video recordings - Uniformity of elicitation - Everybody receives the same information Inflexible
- 19. Described situations Remarks in isolation to respond to Simulated conversation You are walking through town one day and you meet two friends who you were sure had gone to live in the USA. What do you say? The candidate hears, ‘I’m afraid I haven’t managed to fix that cassette player of your yet. Sorry’. The candidate is given information about a play which they are supposed to want to see, but not by themselves. The candidate is told to talk to a friend, Ann, on the telephone, and ask her to go to the theatre. The candidate hears a what Ann would say in the conversation.
- 20. Plan & structure the testing carefully Time of the test: as long as feasible Have a pattern to follow Give as many “fresh starts” as possible Avoid reminding candidates they are in a test Use second tester for interviews Set tasks & topics that cause no difficulty in the candidates’ first language Carry out the test in a quiet room Put the candidates at their ease so that the can show what they are capable of Collect enough relevant information Do not talk too much Select interviewers carefully & train them
- 21. ENSURE VALID AND RELIABLE SCORING
- 22. Create appropriate scales for scoring Calibrate the scale to be used Trains scorers Follow acceptable scoring procedures http://www.slideshare.net/rect/how-to-test-oral-production
- 23. American Foreign Service Institute
- 25. References Hughes, Arthur. Testing for Language Teachers.