Testing reading
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The document discusses different types of reading and considerations for testing reading ability. It outlines four purposes of reading tests: diagnostic, achievement, placement, and proficiency. When developing a reading test, specific factors must be accounted for, including the type of text, reading speed, and task difficulty level. Effective techniques for testing reading ability include short answer questions to evaluate understanding of referents, context clues, and distinguishing facts from opinions. Gap filling can assess recognizing detail and scanning ability.
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Testing reading
This document provides guidance on developing a reading test, including specifying test takers' abilities, selecting texts, writing test items, and scoring. It recommends selecting representative texts of appropriate length and readability, and using a variety of item types like multiple choice, short answer, and gap filling. Items should be at a lower difficulty than the text and avoid cultural references. Scoring should consider norm-referenced or criterion-referenced approaches.
Testing oral ability
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 sufficient time, avoiding reminders it is a test, and ensuring scorers are well-trained to reliably score responses. The goal is for oral tests to accurately measure a candidate's true oral communication abilities.
Achieving beneficial blackwash
This document discusses how to achieve beneficial backwash from tests. It provides several recommendations: test the abilities you want to encourage; sample widely and unpredictably in tests; use direct testing of skills; make tests criterion-referenced; base achievement tests on objectives; ensure students and teachers understand tests; and provide teacher assistance. It also mentions the Cambridge English Proficiency exam and cites various sources.
Language testing approaches & techniques
This document discusses four main approaches to language testing: the essay-translation approach, structuralist approach, integrative approach, and communicative approach. Each approach is characterized by the types of tests used and their strengths and weaknesses. The essay-translation approach uses essay writing and translation but can be biased. The structuralist approach tests individual language elements separately but considers non-integrated skills. The integrative approach tests language in context but still needs to consider separate skills. The communicative approach measures integrated skills in real-life situations but may lack grammar emphasis and allow cultural bias.
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.
Testing writing (for Language Teachers)
The document discusses the key considerations for properly testing writing ability. It identifies four main problems in testing: 1) using representative tasks, 2) eliciting valid writing samples, 3) ensuring scores are valid and reliable, and 4) providing feedback. For each, it outlines various factors that test designers should take into account such as specifying all content domains, including a representative task sample, restricting candidates, using appropriate scoring scales, and calibrating scorers. The goal is to develop writing tests that accurately measure students' abilities.
Testing writing
This document discusses issues related to testing writing ability. It emphasizes the importance of ensuring tests are representative, valid, and reliably scored. Representative tasks should sample all possible content domains. Multiple tasks increase validity by providing more opportunities to demonstrate skills. Scoring should be either holistic, considering overall impression, or analytic, separating different skill aspects. Proper scorer training and calibration are needed to reliably rate performance. The goals are to accurately measure writing as an independent skill while maintaining practicality and meaningfulness.
Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
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Testing reading
This document provides guidance on developing a reading test, including specifying test takers' abilities, selecting texts, writing test items, and scoring. It recommends selecting representative texts of appropriate length and readability, and using a variety of item types like multiple choice, short answer, and gap filling. Items should be at a lower difficulty than the text and avoid cultural references. Scoring should consider norm-referenced or criterion-referenced approaches.
Testing oral ability
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 sufficient time, avoiding reminders it is a test, and ensuring scorers are well-trained to reliably score responses. The goal is for oral tests to accurately measure a candidate's true oral communication abilities.
Achieving beneficial blackwash
This document discusses how to achieve beneficial backwash from tests. It provides several recommendations: test the abilities you want to encourage; sample widely and unpredictably in tests; use direct testing of skills; make tests criterion-referenced; base achievement tests on objectives; ensure students and teachers understand tests; and provide teacher assistance. It also mentions the Cambridge English Proficiency exam and cites various sources.
Language testing approaches & techniques
This document discusses four main approaches to language testing: the essay-translation approach, structuralist approach, integrative approach, and communicative approach. Each approach is characterized by the types of tests used and their strengths and weaknesses. The essay-translation approach uses essay writing and translation but can be biased. The structuralist approach tests individual language elements separately but considers non-integrated skills. The integrative approach tests language in context but still needs to consider separate skills. The communicative approach measures integrated skills in real-life situations but may lack grammar emphasis and allow cultural bias.
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.
Testing writing (for Language Teachers)
The document discusses the key considerations for properly testing writing ability. It identifies four main problems in testing: 1) using representative tasks, 2) eliciting valid writing samples, 3) ensuring scores are valid and reliable, and 4) providing feedback. For each, it outlines various factors that test designers should take into account such as specifying all content domains, including a representative task sample, restricting candidates, using appropriate scoring scales, and calibrating scorers. The goal is to develop writing tests that accurately measure students' abilities.
Testing writing
This document discusses issues related to testing writing ability. It emphasizes the importance of ensuring tests are representative, valid, and reliably scored. Representative tasks should sample all possible content domains. Multiple tasks increase validity by providing more opportunities to demonstrate skills. Scoring should be either holistic, considering overall impression, or analytic, separating different skill aspects. Proper scorer training and calibration are needed to reliably rate performance. The goals are to accurately measure writing as an independent skill while maintaining practicality and meaningfulness.
Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Testing reading
How should we test reading skills? (Report from Hughes, A. (2003). Testing for language teachers. Testing Reading, 136-160)
Testing Writing and Rubrics
This document discusses writing tests and their components. It defines writing as the act of forming letters and characters to communicate ideas. It then discusses what skills are tested in writing tests, including grammar, organization, content, purpose, and vocabulary. The document outlines the different ways writing can be tested, such as through essays, letters, paragraphs, and rearranging sentences. It provides characteristics of good writing tests, such as authentic tasks that evaluate only writing ability. Scoring of writing tests is also discussed, including using criteria like grammar, organization, content, purpose, and vocabulary, each weighted at 20%.
Testing reading
This document provides guidance on developing a reading test, including specifying test takers' abilities, selecting texts, writing test items, and scoring. It recommends selecting representative texts of appropriate length and readability that avoid cultural biases. When writing items, the document suggests using techniques like multiple choice, short answer, and gap filling while ensuring the language is less demanding than the text and responses require minimum writing. It also provides practical advice on item writing such as basing items on the text order and avoiding items answerable from general knowledge.
How to make tests more reliable
This document discusses factors that affect the reliability of tests and how to improve test reliability. It states that human behavior is not perfectly consistent, so test scores may differ depending on when a test is taken. However, tests can be designed and administered in a way that makes scores close to what would be obtained on different occasions. Ways to improve reliability include removing non-discriminating test items, limiting candidate choices and freedom of response, providing clear instructions, ensuring good test layout/legibility, and familiarizing candidates with test formats and techniques. The goal is to construct tests where scores are likely to be similar for a given student across different administrations.
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This document outlines the key stages in developing language tests, including specifying the problem, writing test specifications, developing test items, validating the test on native and non-native speakers, analyzing results, and training staff. It discusses establishing criteria and scoring procedures. Common test techniques are also presented such as multiple choice, true/false, short answer, and gap filling items. The goal is to provide a framework to help ensure tests are objective, valid, and meet their intended purpose.
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The document discusses different aspects of writing such as defining writing, key writing skills, stages of writing instruction, different types of writing, reasons for various writing tests, ideas for writing tasks, and factors and characteristics to consider when developing and evaluating writing tasks and tests. It emphasizes the importance of using authentic writing tasks that reflect real-world writing situations and transmitting information for a specific audience and purpose. Evaluation of writing should consider both the writing process and final product based on defined criteria.
testing writing
This document discusses writing assessments and their purpose. It provides examples of different types of writing assessments like essays, letters, paragraphs and short stories. It also lists criteria like grammar, organization, content, fulfillment of purpose, and vocabulary that are often used to evaluate writing skills. Scoring rubrics for these criteria are presented with each criteria being allocated a 20% weight. Relevant reference links on writing definitions, testing, kinds of writing and tests/assessments are also provided.
Introduction to Test and Assessment
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
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.
Testing for language teachers 101 (1)
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
discrete-point and integrative testing
This document discusses two types of language testing: discrete point testing and integrative testing. Discrete point testing evaluates specific grammar points, words, or structures in isolation through individual questions. Integrative testing evaluates multiple language abilities simultaneously through tasks that require comprehending and producing real connected text, such as cloze tests, dictations, translations, essays, interviews, and reading passages. The document provides examples of both discrete point and integrative testing questions and formats.
TESTING READING
The document discusses different types of reading and considerations for testing reading ability. It outlines four purposes of reading tests: diagnostic, achievement, placement, and proficiency. When developing a reading test, specific factors must be accounted for, including the type of text, reading speed, and task difficulty level. Effective techniques for testing reading ability include short answer questions to evaluate understanding of referents, context clues, and distinguishing facts from opinions. Gap filling can assess recognizing detail and scanning ability.
Test Usefulness
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.
Principles of language assessment
Week 2 discusses the concepts of practicality, reliability, validity, authenticity, and washback in language assessment.
It provides definitions and factors to consider for reliability, including learner-related reliability, rater reliability, test administration reliability, and test reliability. Factors like temporary illness and fatigue can influence reliability.
The document also discusses different types of validity, including content-related evidence, criterion-related evidence, construct-related evidence, consequential validity, and face validity. It provides examples to illustrate criterion-related and concurrent validity.
Washback refers to how testing influences teaching and learning, in terms of how students prepare for tests.
Kinds of Language Tests
Testing is used to measure a person's knowledge, skills, or abilities in various topics. There are several types of language tests that serve different purposes. Proficiency tests measure overall language ability, achievement tests evaluate how well learning objectives were met, diagnostic tests identify strengths and weaknesses, and placement tests determine what level is appropriate. While final achievement tests directly relate to course content, they can provide misleading results if the course or materials were poorly designed, as successful test performance does not necessarily indicate true achievement of all learning objectives.
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This document discusses key principles of language assessment, including reliability, validity, practicality, authenticity, and washback. It provides definitions and explanations of these principles in 3-7 sentences each. Reliability refers to a test producing consistent scores and being error-free. Validity is the correspondence between a test's content and the material being tested. Practicality balances the resources required to design, develop, and use a test with the available resources. Authenticity is the similarity between test tasks and real-life language use. Washback describes the influence of a test on teaching and learning, which can be positive or negative.
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The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
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Testing Writing and Rubrics
This document discusses writing tests and their components. It defines writing as the act of forming letters and characters to communicate ideas. It then discusses what skills are tested in writing tests, including grammar, organization, content, purpose, and vocabulary. The document outlines the different ways writing can be tested, such as through essays, letters, paragraphs, and rearranging sentences. It provides characteristics of good writing tests, such as authentic tasks that evaluate only writing ability. Scoring of writing tests is also discussed, including using criteria like grammar, organization, content, purpose, and vocabulary, each weighted at 20%.
Testing reading
This document provides guidance on developing a reading test, including specifying test takers' abilities, selecting texts, writing test items, and scoring. It recommends selecting representative texts of appropriate length and readability that avoid cultural biases. When writing items, the document suggests using techniques like multiple choice, short answer, and gap filling while ensuring the language is less demanding than the text and responses require minimum writing. It also provides practical advice on item writing such as basing items on the text order and avoiding items answerable from general knowledge.
How to make tests more reliable
This document discusses factors that affect the reliability of tests and how to improve test reliability. It states that human behavior is not perfectly consistent, so test scores may differ depending on when a test is taken. However, tests can be designed and administered in a way that makes scores close to what would be obtained on different occasions. Ways to improve reliability include removing non-discriminating test items, limiting candidate choices and freedom of response, providing clear instructions, ensuring good test layout/legibility, and familiarizing candidates with test formats and techniques. The goal is to construct tests where scores are likely to be similar for a given student across different administrations.
Stages of test development and common test techniques (1)
This document outlines the key stages in developing language tests, including specifying the problem, writing test specifications, developing test items, validating the test on native and non-native speakers, analyzing results, and training staff. It discusses establishing criteria and scoring procedures. Common test techniques are also presented such as multiple choice, true/false, short answer, and gap filling items. The goal is to provide a framework to help ensure tests are objective, valid, and meet their intended purpose.
Testing writing
The document discusses different aspects of writing such as defining writing, key writing skills, stages of writing instruction, different types of writing, reasons for various writing tests, ideas for writing tasks, and factors and characteristics to consider when developing and evaluating writing tasks and tests. It emphasizes the importance of using authentic writing tasks that reflect real-world writing situations and transmitting information for a specific audience and purpose. Evaluation of writing should consider both the writing process and final product based on defined criteria.
testing writing
This document discusses writing assessments and their purpose. It provides examples of different types of writing assessments like essays, letters, paragraphs and short stories. It also lists criteria like grammar, organization, content, fulfillment of purpose, and vocabulary that are often used to evaluate writing skills. Scoring rubrics for these criteria are presented with each criteria being allocated a 20% weight. Relevant reference links on writing definitions, testing, kinds of writing and tests/assessments are also provided.
Introduction to Test and Assessment
The document discusses key concepts related to testing, assessment, and teaching. It covers:
- The differences between assessment and tests, with assessment being broader and more ongoing while tests are more formal and administered.
- The importance of both formative and summative assessment in the learning process. Formative assessment helps students improve while summative evaluates learning.
- Approaches to language testing including discrete point tests, integrative tests, and communicative language testing which focuses on authentic performance.
- Current issues like new views that intelligence is multidimensional, and the benefits and challenges of traditional versus alternative and computer-based assessments.
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.
Testing for language teachers 101 (1)
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
discrete-point and integrative testing
This document discusses two types of language testing: discrete point testing and integrative testing. Discrete point testing evaluates specific grammar points, words, or structures in isolation through individual questions. Integrative testing evaluates multiple language abilities simultaneously through tasks that require comprehending and producing real connected text, such as cloze tests, dictations, translations, essays, interviews, and reading passages. The document provides examples of both discrete point and integrative testing questions and formats.
TESTING READING
The document discusses different types of reading and considerations for testing reading ability. It outlines four purposes of reading tests: diagnostic, achievement, placement, and proficiency. When developing a reading test, specific factors must be accounted for, including the type of text, reading speed, and task difficulty level. Effective techniques for testing reading ability include short answer questions to evaluate understanding of referents, context clues, and distinguishing facts from opinions. Gap filling can assess recognizing detail and scanning ability.
Test Usefulness
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.
Principles of language assessment
Week 2 discusses the concepts of practicality, reliability, validity, authenticity, and washback in language assessment.
It provides definitions and factors to consider for reliability, including learner-related reliability, rater reliability, test administration reliability, and test reliability. Factors like temporary illness and fatigue can influence reliability.
The document also discusses different types of validity, including content-related evidence, criterion-related evidence, construct-related evidence, consequential validity, and face validity. It provides examples to illustrate criterion-related and concurrent validity.
Washback refers to how testing influences teaching and learning, in terms of how students prepare for tests.
Kinds of Language Tests
Testing is used to measure a person's knowledge, skills, or abilities in various topics. There are several types of language tests that serve different purposes. Proficiency tests measure overall language ability, achievement tests evaluate how well learning objectives were met, diagnostic tests identify strengths and weaknesses, and placement tests determine what level is appropriate. While final achievement tests directly relate to course content, they can provide misleading results if the course or materials were poorly designed, as successful test performance does not necessarily indicate true achievement of all learning objectives.
Assessing writing
Assesing Writing. This is my presentation in Language Testing class. The materials on these slides are mostly taken from Douglas Brown's book, Language Assessment.
Chapter 2: Principles of Language Assessment
This document discusses key principles of language assessment, including reliability, validity, practicality, authenticity, and washback. It provides definitions and explanations of these principles in 3-7 sentences each. Reliability refers to a test producing consistent scores and being error-free. Validity is the correspondence between a test's content and the material being tested. Practicality balances the resources required to design, develop, and use a test with the available resources. Authenticity is the similarity between test tasks and real-life language use. Washback describes the influence of a test on teaching and learning, which can be positive or negative.
Test methods in Language Testing
A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
Testing Listening and Reading
The document discusses key concepts for valid and reliable testing of reading and listening skills for language learners. It outlines important considerations for test design including using authentic texts, clear instructions, and ensuring each skill is adequately represented. It also describes stages of reading and listening like prediction, scanning, and interpretation. Different task types are explained as being more or less controlled. Validity and reliability are important to ensure tests accurately measure the intended skills.
Kinds of testing (2nd)
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
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Introduction
In life, there are universal laws that govern everything we do. These laws are so perfect that if you were to align yourself with them, you could have so much prosperity that it would be coming out of your ears. This is because God created the universe in the image and likeness of him. It is failure to follow the universal laws that causes one to fail. The laws that were created consisted of the following: ·
Law of Gratitude: The Law of Gratitude states that you must show gratitude for what you have. By having gratitude, you speed your growth and success faster than you normally would. This is because if you appreciate the things you have, even if they are small things, you are open to receiving more.
Law of Attraction: The Law of Attraction states that if you focus your attention on something long enough you will get it. It all starts in the mind. You think of something and when you think of it, you manifest that in your life. This could be a mental picture of a check or actual cash, but you think about it with an image.
Law of Karma: the Law of Karma states that if you go out and do something bad, it will come back to you with something bad. If you do well for others, good things happen to you. The principle here is to know you can create good or bad through your actions. There will always be an effect no matter what.
Law of Love: the Law of Love states that love is more than emotion or feeling; it is energy. It has substance and can be felt. Love is also considered acceptance of oneself or others. This means that no matter what you do in life if you do not approach or leave the situation out of love, it won't work.
Law of Allowing: The Law of Allowing states that for us to get what we want, we must be receptive to it. We can't merely say to the Universe that we want something if we don't allow ourselves to receive it. This will defeat our purpose for wanting it in the first place.
Law of Vibration: the Law of Vibration states that if you wish on something and use your thoughts to visualize it, you are halfway there to get it. To complete the cycle you must use the Law of Vibration to feel part of what you want. Do this and you'll have anything you want in life.
For everything to function properly there has to be structure. Without structure, our world, or universe, would be in utter chaos. Successful people understand universal laws and apply them daily. They may not acknowledge that to you, but they do follow the laws. There is a higher power and this higher power controls the universe and what we get out of it. People who know this, but wish to direct their own lives, follow the reasons. Successful people don't sit around and say "I'll try," they say yes and act on it.
Chapter - 1
The Law of Attraction
The law of attraction is the most powerful force in the universe. If you work against it, it can only bring you pain and misery. Successful people know this but have kept it hidden from the lower class for centuries because th
Item writing in literature
The document did not contain any text to summarize. Summarizing requires analyzing the content and ideas within a document to extract the most important and relevant information, but this document only contained the letters "WR" and did not provide enough context for a meaningful summary.
Learning Activity 1_ Viteri Flores_Arlyn Johanna
Standardized tests have evolved from their origins in China in 1880 as a way to assess government job applicants. There are two main types: norm-referenced tests which compare students and criterion-referenced tests which assess mastery of content. Test specifications provide guidelines for test construction and administration including describing what knowledge is tested, sample questions, and supplemental information. Key components are evaluated in language tests including reading, writing, speaking, and listening through various tasks and scoring rubrics. Challenges include ensuring construct validity and developing diverse, authentic assessment types. Future directions involve refining constructs and incorporating technology for more dynamic evaluations.
ORGANIZING THE COURSE
This document discusses organizing a course by determining its underlying structure and principles. It defines organizing a course as deciding how to pull together content and material based on goals and objectives. Key aspects of organizing include choosing an organizing principle, identifying units/modules, sequencing units, and determining language/skills content. Organizing mainly involves designing a syllabus, which states what will be taught and provides uniformity. Different types of syllabuses are discussed, as well as examples of organizing courses by topic, structure, function, skills, situation, task, and discourse.
Assessment of reading
This document discusses various views on the nature of reading and strategies for assessing reading abilities. It outlines that researchers and practitioners have different beliefs about the skills involved in reading and how they should be tested. Some view reading as involving distinct separate skills, while others see it as a single, global process. Common assessment techniques mentioned include multiple choice questions, cloze tests, and other objective and subjective approaches. The document also evaluates the benefits and limitations of different testing methods.
Writing questions
This document discusses assessment types and test item design. It describes the purposes of assessment as evaluation, practice, reinforcement, and exam preparation. When designing assessments, points to consider include the learner's age and level as well as balancing coverage, difficulty, and question types. The document then lists and describes various question types that can be used in assessments. It emphasizes that good test items should measure required skills and knowledge at an appropriate level of difficulty while being clear, concise, and bias-free. Bloom's taxonomy is referenced to classify question types by the type of knowledge and cognitive process required. The document cautions that depth of knowledge is determined by the thinking required rather than specific verbs used in questions.
Rubrics
This document discusses different types of rubrics used to evaluate student work. It describes holistic rubrics, which evaluate multiple criteria together on a single scale, developmental rubrics, which assess the progress of a skill or process, and analytic rubrics, which evaluate each criterion separately. The document provides examples of generic rubrics that can be used for various tasks, and task-specific rubrics tailored to a particular assignment. It then shares samples of rubrics that evaluate knowledge, skills, understanding, and the transfer of understanding using rating scales.
ASSESSMENT: READING COMPREHENSION ASSESSMENT
This document discusses various formats for assessing reading comprehension, including both standardized and informal assessment formats. Standardized formats include multiple choice questions, cloze tests, gap filling, rearranging text segments, and summarization. Informal formats involve observations of students' reading behaviors, discussions, diaries, think-alouds, enactments, and student portfolios. The goal of reading comprehension assessment is to measure students' understanding of vocabulary, ideas, tone, and style in texts.
FINAL
This document discusses principles of assessing writing. It covers four main questions to consider when assessing writing: what to test, how to test, how to score, and examples. It describes different types of writing like academic, professional, and personal writing. It also outlines different writing assessment methods like imitative, intensive, and responsive writing tasks. Specific examples of writing assessment tools are provided like dictation, transformation tasks, and picture prompts. The document discusses holistic, primary trait, and analytic scoring methods. It provides guidance on responding to and assessing different stages of the writing process.
A Guide to ENC-1143: For Future Students
This document provides an overview of the ENC-1143 course, which prepares students for upper-level English courses. It is divided into 4 modules that cover academic writing, evidence-based writing, synthesis writing, and reflective writing. The academic writing module teaches students to critically analyze texts through content, rhetorical, format, and method readings. The evidence-based writing module focuses on research skills like developing a research question and annotated bibliography. Synthesis writing teaches students to contextualize, summarize, and synthesize information from multiple sources in a literature review. Finally, reflective writing involves students evaluating their own learning and creating a multimodal final project to communicate their knowledge about writing and change to future ENC-1143 students.
Assessment
This document discusses assessment in language teaching. It begins by asking teachers to reflect on a previous assessment they administered. It then defines assessment and discusses different types of assessments including direct, indirect, performance, and constructed response assessments. The document discusses challenges of direct assessment related to language level, feedback, and score interpretation. It provides suggestions for helping lower-level students with direct assessment and for improving feedback and score interpretation. Key ideas discussed include validity, reliability, and assessment for learning. Teachers are then asked to review a sample test and discuss its strengths, weaknesses and how students may fare.
The ABC's of the DBQ
The document discusses what a DBQ (document-based question) is and how it is assessed. It explains that a DBQ requires students to analyze multiple sources on a historical topic and write an essay responding to questions and incorporating evidence from the documents. It provides details on the types of documents used, the scaffolding questions, and the five-step model for writing the DBQ essay, which includes reading the documents, analyzing them, and making connections to outside knowledge in multiple paragraphs.
Qualitative analysis part 2
This document discusses different types of qualitative analysis and feedback methods used in assessment, including conversation analysis, discourse analysis, test language analysis, task characteristics analysis, questionnaires, interviews, and referencing. Conversation analysis examines the structure of interactions through transcripts, while discourse analysis considers language use. Test language analysis evaluates test responses. Task characteristics analysis determines how well test tasks match their goals. Questionnaires and interviews are common feedback methods. Referencing involves ranking students based on test performance.
Systematic Literature Reviews : Concise Overview
This document provides an overview of a workshop on systematic approaches to literature reviewing led by Dr. Mark Matthews. The workshop explores elements of the systematic review process and how they can be adapted for thesis literature reviews and keeping up with literature through a PhD. It discusses formulating review questions, systematically searching literature databases and other sources, selecting studies, critically appraising research, analyzing and synthesizing findings, and structuring the writing of literature reviews. Challenges of literature reviews and additional resources are also presented.
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OpenEssayist: Extractive Summarisation and Formative Assessment (DCLA13)
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Handout - "Assessment, Like Revision, Is Recursive"
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Testing reading
- 1. Different ways of reading - Slowly and carefully, word by word (following a philosophical argument) - Page to page ( getting the gist of something) - Look quickly down a column of a text ( searching a particular piece of information) * INCLUDE THESE DIFFERENT KINDS OR READING IN THE SPECIFICATIONS OF A TEST Purpose of the test A. Diagnostic test: Detailed strengths and weaknesses in reading abilities. B. Achievement test: Development of the reading skills. C. Placement test: Rough and ready indication of reading. D. Proficiency test: “Overall” measure of reading ability. “TESTING READING”
- 2. Quick and efficient reading checklist Slow and careful reading checklist
- 3. Features to take into account in a reading test 1. Specific texts ( type, form, topic, style, length, difficulty, vocabulary, grammar) 2. Speed of reading 3. Criterial level of performance ( test tasks) Setting the tasks - Selecting texts (representative, appropriate, many passages, discrete pieces, clearly structure, specified elements) - Writing items - Possible techniques (multiple choice, short answer , gap filling or “summary cloze”) Remarkable techniques for testing the ability Short answer: A) To identify referents. B) To predict the meaning of unknown words from context. C) To make various distinctions (fact / opinion). Gap filling: A) To recognize detail presented to support a main idea. B) To scan items