Power Point based on the article "Testing for language teachers" (Arthur Hughes), pages 83 to 112 (Chapter 9: Testing writing). This work is done by Idoia Argudo and Marta Ribas, in a subject from Universidad de Cantabria.
Testing is a matter of using data to establish evidence of learning. But evidence does not occur concretely in the natural state, but is an abstract inference. It is a matter of judgment.
Testing is a matter of using data to establish evidence of learning. But evidence does not occur concretely in the natural state, but is an abstract inference. It is a matter of judgment.
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 non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
Assessment is becoming more prominent in both ESL and EFL programs as a teacher it is something that you will be called to do on a continual basis. The purpose of this chapter was to explore language assessment it relates to young learners.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. How to test people’s writing?
Get them to write
Test the ability directly
• Tasks properly representative
• Tasks that represent students’ ability
• Scored validly and reliably
3. Representative task:
specify all posible content
Be clear
• Operation: describe, explain and compare.
• Types of text: examination answers up to two paragraphs in length.
• Addresses of text: native speaker and non-native speakers university
lecturers.
• Topics: academic treatment, not specialist.
• Dialect and style: any standard variety of English. Formal style.
• Length of the text: about 1 page.
Example:
4. Representative task:
include a representative sample
Set a task where the students can prove their truly
ability.
The more tasks, the more representative.
Wide range of representative specifications →
backwash effect.
8. The more tasks we set the more
representative/valid of a
candidate’s ability we will obtain
Spend too much time
9. Representative task:
include a representative sample
If the test is used
to
Place students in
classrooms
Not so important
accuracy
Determine if they
are allowed to
study overseas
More than one
sample is
needed
Topics should be familiar to the students.
10. Elicit a valid sample:
set as many separate tasks as possible
Desirable
Practical
Offer as many
fresh starts as
possible
Achieve greater
reliability and
validity
11. Elicit a valid sample:
test only writing ability
Creative, imaginative, intelligent, wide general knowledge, good reasons for
the opinions they hold…
Test ONLY writing ability
For the sake of validity:
12. Elicit a valid sample:
test only writing ability
To not infere with Reading ability, we
should use simple instructions or
illustrations.
Candidates should know what is
required from them.
Tasks as authentic as possible.
14. Ensure valid and reliable scoring
Set tasks which
can be reliably
scored
Set as many
tasks as
possible
Restrict
candidates
Give no choice
tasks
Ensure long
enough samples
Create
appropiate
scales for
scoring
15. Ensure valid and reliable scoring
Holistic scoring Analytic scoring
Single score of a writing (overall
impression of it)
Separate score for each aspect
Assess student work as a whole Assess the components of a finish
product
Fast to correct Slow to correct
General test Diagnostic information
Small, well-knit group Heterogeneous, less well trained
group
Example: TOEFL Used generally in schools
17. Conclusion
• If the test includes a wide ranging and representative sample of
specifications, the test is more likely to have a beneficial washback
effect.
• A test that required the student to write 4 answers could cover the
whole range of tasks.
• Chose the topics that students are familiar with.
• Provide the precise information and arguments.
• Adapt the writing to the students level.
