The test production process
+ Item analysis: Classical Test Theory (CTT) vs Item-Response Theory (IRT)
Approaches to language testing
+ Essay-translation
+ Structuralist
+ Integrative
+ Communicative
Techniques of language testing: Item types
(1) Multiple choice and other selection types
(2) Candidate supplied response item types
(3) Non-item-based task types
Bloom’s taxonomy and testing
This document contains information about a language learning experience in Finland and summaries of concepts related to task-based listening. It includes:
1) A greeting in Finnish and a response that the writer speaks Finnish but not English.
2) Definitions and explanations of task-based listening as an approach where students listen to authentic situations and use the information to complete a task.
3) An example task about acne where students prepare an informational factsheet as part of a health campaign.
4) A discussion of how task-based listening fits with current ELT understanding and provides a principled, process-oriented approach to developing listening skills through competence frameworks and socio-constructivist learning.
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
The document outlines a framework for post-method pedagogy consisting of 10 macrostrategies. It discusses strategies like maximizing learning opportunities, facilitating negotiated interactions, minimizing perceptual mismatches, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, raising cultural consciousness, and ensuring social relevance. The goal is to provide teachers with autonomy and a principled pragmatic approach as an alternative to traditional language teaching methods.
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.
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Chapter 10 toward a theory of second language acquisitionNoni Ib
A Summary of Chapter 10- Toward a Theory of Second Language Acquisition from the book: Principles of Language Learning and Teaching by H. Douglas Brown.
This document discusses different types of language tests and their properties. It describes proficiency tests which measure overall language ability regardless of training, and achievement tests which assess specific taught elements. It also covers diagnostic tests which identify strengths/weaknesses, placement tests which determine appropriate learning levels, and direct versus indirect testing. The document also discusses test reliability, validity, common objective task types like multiple choice, and how tests can positively or negatively impact language teaching through washback effects.
This document contains information about a language learning experience in Finland and summaries of concepts related to task-based listening. It includes:
1) A greeting in Finnish and a response that the writer speaks Finnish but not English.
2) Definitions and explanations of task-based listening as an approach where students listen to authentic situations and use the information to complete a task.
3) An example task about acne where students prepare an informational factsheet as part of a health campaign.
4) A discussion of how task-based listening fits with current ELT understanding and provides a principled, process-oriented approach to developing listening skills through competence frameworks and socio-constructivist learning.
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
The document outlines a framework for post-method pedagogy consisting of 10 macrostrategies. It discusses strategies like maximizing learning opportunities, facilitating negotiated interactions, minimizing perceptual mismatches, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, raising cultural consciousness, and ensuring social relevance. The goal is to provide teachers with autonomy and a principled pragmatic approach as an alternative to traditional language teaching methods.
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.
This document discusses task-based syllabus design. It defines a task-based syllabus as constructing lessons with various tasks as the basic building blocks, focusing on using the target language in real-world contexts rather than drilling isolated grammar items. It outlines aspects of task-based syllabus design like including authentic language data, providing information, and allowing practice. It also describes types of tasks and notes the advantages of task-based syllabi in goals, activities, and roles while the disadvantages include lack of guidance on combining grammar and skills.
Chapter 10 toward a theory of second language acquisitionNoni Ib
A Summary of Chapter 10- Toward a Theory of Second Language Acquisition from the book: Principles of Language Learning and Teaching by H. Douglas Brown.
This document discusses different types of language tests and their properties. It describes proficiency tests which measure overall language ability regardless of training, and achievement tests which assess specific taught elements. It also covers diagnostic tests which identify strengths/weaknesses, placement tests which determine appropriate learning levels, and direct versus indirect testing. The document also discusses test reliability, validity, common objective task types like multiple choice, and how tests can positively or negatively impact language teaching through washback effects.
Key Terms in Second Language Acquisitiontranslatoran
Key Terms in Second Language Acquisition includes definitions of key terms within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The document provides an overview of test specifications and how to write test items and tasks. It discusses:
1. Test specifications (specs) guide the creation of test content and help ensure equivalence, reliability, and validity. Specs describe how to structure tests and make difficult authoring choices.
2. Effective test development is iterative and spec-driven. Specs evolve as tests are refined through discussion. Items and tasks should be written to fit evolving specs rather than independently.
3. Evidence-centered design (ECD) treats knowledge as scientific and provides a systematic framework for relating test performance to constructs. ECD models guide test design from defining constructs to assembling and delivering the full test.
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
An Overview of Syllabuses in English Language Teachingjetnang
This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
The document discusses assessment and language testing. It defines assessment as making a judgment after considering something carefully. It discusses different forms of assessment including tests, activities, and self-assessment. It also discusses the impact that tests can have on teaching (washback effect) and lists some hypotheses about how high-stakes tests may influence what and how teachers teach. The document also discusses issues in language testing like standards, politics, and the use of alternative forms of assessment.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
The lexical syllabus focuses on vocabulary and lexical units related to specific topics. For this lesson, the topic is jobs and occupations. Students will learn new vocabulary about different jobs through class activities. They will name jobs from pictures, ask each other questions about job preferences, and fill in a worksheet matching jobs to descriptions. The goal is for students to be able to talk about different jobs and occupations.
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.
The document discusses the key dimensions and principles of task design for language teaching, including making tasks as authentic as possible by using real-world examples, making relationships between form and function transparent, and sequencing tasks from simple to more complex. It provides examples of task-based activities and considerations for designing a sequence of tasks to build on each other pedagogically.
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
The document discusses the key principles of language assessment: practicality, reliability, validity, authenticity, and washback. It defines each principle and provides examples. Practicality means a test is cost-effective, time-efficient and easy to administer. Reliability refers to a test producing consistent results. Validity concerns a test accurately measuring what it claims to measure. Authenticity refers to how well a test simulates real-world language tasks. Washback concerns a test's influence on teaching and learning. A test has positive washback if it encourages effective instruction and learning.
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
This document discusses different types of tests according to various criteria such as purpose, score interpretation, construction, scoring procedure, and format. It defines tests such as proficiency tests which measure ability regardless of training, achievement tests which measure learning over a period of time, and diagnostic tests which identify strengths and weaknesses. It also discusses norm-referenced tests which compare performance to others and criterion-referenced tests which compare performance to objectives. The document provides examples of direct and indirect testing, objective and subjective scoring, and discrete-point and integrative testing formats. Tables are included that classify examples of tests according to different features.
Chapter 1 testing assessing and teachingKlab Warna
1. Assessment is the process of gathering information from various sources to determine how well a student is achieving curriculum expectations, while tests are a particular type of assessment that focuses on eliciting a specific performance sample.
2. There are informal assessments like unplanned feedback and formal assessments like planned sampling to appraise student achievement; formative assessments evaluate students as skills are forming and summative assessments measure skill mastery at the end.
3. Criterion-referenced assessments compare performance to objectives while norm-referenced assessments compare performance to peers; examples include standardized tests like the ACT and SAT.
This document discusses approaches to assessment in task-based language teaching. It outlines key concepts like the differences between evaluation, assessment, and testing. Assessment in task-based language teaching should reflect what has been taught through direct, performance-based measures rather than indirect tests. Both direct and indirect assessments have benefits, as do criterion-referenced and norm-referenced tests. Task-based assessment requires learners to complete authentic language tasks. The purposes, techniques, and criteria for assessing learner performance in task-based language teaching are also covered.
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.
Language Testing: Approaches and TechniquesMonica Angeles
The document discusses different approaches to language testing including essay-translation, structuralist, integrative, and communicative approaches. It describes the characteristics and types of tests used in each approach, and highlights their strengths and weaknesses. Various language test techniques are also examined such as direct vs indirect testing, discrete point vs integrative testing, and objective vs subjective testing.
Key Terms in Second Language Acquisitiontranslatoran
Key Terms in Second Language Acquisition includes definitions of key terms within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
The document provides an overview of test specifications and how to write test items and tasks. It discusses:
1. Test specifications (specs) guide the creation of test content and help ensure equivalence, reliability, and validity. Specs describe how to structure tests and make difficult authoring choices.
2. Effective test development is iterative and spec-driven. Specs evolve as tests are refined through discussion. Items and tasks should be written to fit evolving specs rather than independently.
3. Evidence-centered design (ECD) treats knowledge as scientific and provides a systematic framework for relating test performance to constructs. ECD models guide test design from defining constructs to assembling and delivering the full test.
Children acquire language very easily in their early years, starting with single words and progressing to complete sentences. Language acquisition requires exposure to the language through comprehensible input. When teaching a second language, teachers must provide input that students can understand but not fully reproduce, and create opportunities for students to practice and use the language. Different methods emphasize different approaches, such as focusing on grammar rules, behavioral conditioning, or communicative activities. Successful language learning engages students, encourages independent study, and activates acquired knowledge through personalized activities.
An Overview of Syllabuses in English Language Teachingjetnang
This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
The document discusses assessment and language testing. It defines assessment as making a judgment after considering something carefully. It discusses different forms of assessment including tests, activities, and self-assessment. It also discusses the impact that tests can have on teaching (washback effect) and lists some hypotheses about how high-stakes tests may influence what and how teachers teach. The document also discusses issues in language testing like standards, politics, and the use of alternative forms of assessment.
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
The lexical syllabus focuses on vocabulary and lexical units related to specific topics. For this lesson, the topic is jobs and occupations. Students will learn new vocabulary about different jobs through class activities. They will name jobs from pictures, ask each other questions about job preferences, and fill in a worksheet matching jobs to descriptions. The goal is for students to be able to talk about different jobs and occupations.
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.
The document discusses the key dimensions and principles of task design for language teaching, including making tasks as authentic as possible by using real-world examples, making relationships between form and function transparent, and sequencing tasks from simple to more complex. It provides examples of task-based activities and considerations for designing a sequence of tasks to build on each other pedagogically.
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
The document discusses the key principles of language assessment: practicality, reliability, validity, authenticity, and washback. It defines each principle and provides examples. Practicality means a test is cost-effective, time-efficient and easy to administer. Reliability refers to a test producing consistent results. Validity concerns a test accurately measuring what it claims to measure. Authenticity refers to how well a test simulates real-world language tasks. Washback concerns a test's influence on teaching and learning. A test has positive washback if it encourages effective instruction and learning.
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Task-Based Instruction (TBI)
Presented as a requirement of TF 503 Teaching and Learning Strategies and Classroom Management
Designed by Ms.Chayaporn Thirachaimongkhonkun
Mr. Sunan Fathet
M.A.Teaching English as a Foreign Language @SWU Thailand
This document discusses different types of tests according to various criteria such as purpose, score interpretation, construction, scoring procedure, and format. It defines tests such as proficiency tests which measure ability regardless of training, achievement tests which measure learning over a period of time, and diagnostic tests which identify strengths and weaknesses. It also discusses norm-referenced tests which compare performance to others and criterion-referenced tests which compare performance to objectives. The document provides examples of direct and indirect testing, objective and subjective scoring, and discrete-point and integrative testing formats. Tables are included that classify examples of tests according to different features.
Chapter 1 testing assessing and teachingKlab Warna
1. Assessment is the process of gathering information from various sources to determine how well a student is achieving curriculum expectations, while tests are a particular type of assessment that focuses on eliciting a specific performance sample.
2. There are informal assessments like unplanned feedback and formal assessments like planned sampling to appraise student achievement; formative assessments evaluate students as skills are forming and summative assessments measure skill mastery at the end.
3. Criterion-referenced assessments compare performance to objectives while norm-referenced assessments compare performance to peers; examples include standardized tests like the ACT and SAT.
This document discusses approaches to assessment in task-based language teaching. It outlines key concepts like the differences between evaluation, assessment, and testing. Assessment in task-based language teaching should reflect what has been taught through direct, performance-based measures rather than indirect tests. Both direct and indirect assessments have benefits, as do criterion-referenced and norm-referenced tests. Task-based assessment requires learners to complete authentic language tasks. The purposes, techniques, and criteria for assessing learner performance in task-based language teaching are also covered.
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.
Language Testing: Approaches and TechniquesMonica Angeles
The document discusses different approaches to language testing including essay-translation, structuralist, integrative, and communicative approaches. It describes the characteristics and types of tests used in each approach, and highlights their strengths and weaknesses. Various language test techniques are also examined such as direct vs indirect testing, discrete point vs integrative testing, and objective vs subjective testing.
Development of health measurement scales – part 2Rizwan S A
This document discusses various methods for developing health measurement scales and assessing their validity and reliability. It begins by describing different scaling methods like categorical, continuous, Likert scales, and paired comparison methods. It then outlines topics like reliability, validity, measuring change and conclusions. Specific methods for assessing reliability are discussed in depth, including internal consistency using Cronbach's alpha, test-retest reliability, and inter-observer reliability which can be calculated using intraclass correlation coefficients. The document emphasizes that reliability is a necessary but not sufficient condition for validity, and different types of validity like content, criterion and construct validity are important to validate the inferences that can be made from scale scores.
Reliability, validity, generalizability and the use of multi-item scalesdakter Cmc
This document discusses reliability, validity, generalizability, and the use of multi-item scales in research. It describes how to evaluate scales for internal consistency reliability using Cronbach's alpha, test-retest reliability, and construct validity through convergent and discriminant validity testing. The document provides an example of how to develop a multi-item scale and assess its psychometric properties using statistical tools like structural equation modeling in Amos.
This document provides an overview of multiple choice question (MCQ) item writing and item analysis. It discusses various MCQ response formats including true/false and single best answer. It describes different stimulus formats such as context-free and context-rich questions. Technical flaws in MCQ items like grammatical cues, absolutes, and long correct answers are explained. The document also introduces item analysis metrics including item difficulty, distractor analysis, and point biserial correlations to evaluate question performance. Overall, the summary provides guidance on writing high-quality MCQs and using item analysis to identify questions for improvement.
Item Response Theory in Constructing MeasuresCarlo Magno
The document discusses approaches to analyzing test data, including classical test theory (CTT) and item response theory (IRT). It provides an overview of CTT, limitations of CTT, approaches in IRT including advantages over CTT. It also discusses the Rasch model as an example of an IRT model. The document outlines what can be interpreted from IRT analyses including using IRT for scales. It concludes by mentioning some applications of IRT on tests.
The document provides an overview of item response theory (IRT), including what IRT is, item characteristic curves, and IRT models. IRT links examinee performance to latent traits through mathematical item characteristic curve models like the 1PL, 2PL, and 3PL models. These models describe the relationship between item responses and ability through parameters like difficulty, discrimination, and guessing. IRT provides benefits over classical test theory like scale-independent item and ability estimates.
A Brief History on the Approaches to
Language Testing
In the 1950s, an era of behaviorism and special
attention to constrastive analysis, testing focused on
specific language elements such as the phonological,
grammatical, and lexical contrasts between two
languages.
Between the 1970s and 1980s, communicative theories
of language brought with them a more integrative view of
testing in which specialists claimed that the whole of
communicative event was considerably greater than the
sum of its linguistic element (Clark, 1983; Brown, 2004: 8)
Definition of Language Testing
According to Oller (1979, 1-2), a language testing is a
device that tries to assess how much has been learned
in a foreign language course, or some part of a course
by learners.
According to Brown (2004: 3), a language testing is a
method of measuring a person’s ability, knowledge, or
performance in a given domain.
An objective test is a test that has predetermined right and wrong answers that can be marked objectively. It includes questions that require selecting an answer from choices, identifying objects or positions, or supplying brief text responses. Objective tests are popular because they are easy to prepare and take, quick to mark, and provide quantifiable results. Common types of objective test questions include true-false items, matching items, multiple choice items, and completion items.
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
This document discusses different types of objective tests that can be used to assess student learning, including selection, arrangement, matching, multiple choice, alternate response, key list, interpretative exercises, and essay tests. It provides examples for each type and describes their characteristics. The types vary in their structure and format, from arranging terms in order, to matching items, to answering multiple choice or true/false questions. The document emphasizes that teachers should choose the test type based on the learning outcomes being assessed and time available.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
Measurement, Evaluation, Assessment, and TestsMonica P
Tests, assessments, and evaluations are different terms referring to the process of determining how much students have learned from assigned materials. A test uses tools like quizzes to examine a student's knowledge, an assessment documents learning in measurable terms, and an evaluation makes judgements based on criteria and evidence. Together, they measure how well students are mastering materials and meeting learning goals and objectives.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
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.
The document discusses issues with language assessment tests and more constructive ways of testing. Some key points:
- Tests were previously misused as punishment or the only grading measure without reflecting what was taught.
- A more constructive approach sees testing as teacher-student interaction, judges students on their knowledge, aims to improve skills, and has clear criteria.
- The summary highlights some of the constructive principles discussed in the document for better language assessment.
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.
The document discusses key aspects of designing an English research project, including developing research questions and hypotheses, collecting and analyzing data, and ensuring validity and reliability. It covers quantitative and qualitative research methods, variables, validity, reliability, and common research designs. The goal is to provide guidance on how to structure a research report and properly design a study to elicit meaningful results.
The document discusses various types of placement and achievement tests used to assess students and improve instruction. It describes the purposes and processes for developing different test formats, including essay, short answer, multiple choice, matching, rating scales, and checklists. The goal of placement tests is to accurately identify students' current learning levels and needs, while achievement tests measure progress and help evaluate curriculum and instruction.
There are several types of objective items that can be used to test students' knowledge: matching tests, multiple choice tests, true/false tests, correct/incorrect tests, simple recall tests, best answer tests, completion tests, and classification tests. When constructing a test, teachers should identify the test objectives, decide which item types to use, prepare a table of specifications to ensure a balance of item difficulties, construct draft items, and perform an item analysis after a try-out with students. Essay items can also be used to test higher-order thinking and come in long response or limited response formats.
There are several types of objective items that can be used to test students' knowledge: matching tests, multiple choice tests, true/false tests, correct/incorrect tests, simple recall tests, best answer tests, completion tests, and classification tests. When constructing a test, teachers should identify test objectives, decide on the test type, prepare a table of specifications to ensure a balance of question types, construct draft test items, and perform item analysis after a try-out with students. Both matching and supply type items can be used, as well as essays requiring either long or limited responses from students.
This document discusses various types of tests, including parametric and non-parametric tests, norm-referenced tests, and criterion-referenced tests. It also covers commercially produced tests versus researcher produced tests, considerations for constructing a test such as validity and reliability, the use of pre-tests and post-tests, ethical issues in testing, and computerized adaptive testing.
1) The document discusses different types of English language testing including traditional tests, teacher-made tests, standardized tests, multiple choice tests, and communication tests.
2) It explains the importance of testing for evaluation purposes in education and how well-designed tests can benefit both teachers and students.
3) The key types of tests discussed are teacher-made tests which evaluate student progress, standardized tests which use uniform procedures and cover a wider scope of material, and communication tests which aim to assess language skills more globally.
This chapter discusses objective test items, which are items with a single correct response. It covers the general characteristics and guidelines for writing different types of objective test items, including multiple choice, matching, and true/false items. It also discusses item analysis, which is the process of analyzing statistical characteristics of each item on a test to determine if items should be retained or discarded. Key aspects covered include item difficulty, item discrimination, distractor analysis, and test reliability. The document provides detailed guidelines for writing different types of objective test items and how to conduct item analysis following test administration.
Bridging the gap between closed and open items or how to make CALL more intel...bwylin
Since its very beginning, CALL has often been identified with closed exercises such as multiple choice, fill-in-the-blank or drag-and-drop, allowing for one perfectly predictable and automatically gradable answer. Beatty (2003:11) still argues that “many programs being produced today feature little more than visually stimulating variations on the same gap-filling exercises used 40 years ago”. Meanwhile, the rise of CMC, serious gaming or social media has radically altered the type of communicative activities and tasks digital learning environments can offer. In most cases, we are dealing now with completely open activities allowing for unpredictable and spontaneous production.
However important may be the recent possibilities offered by computer augmented interaction with real world environments or by communication in immersive virtual worlds, one cannot deny that item-based exercise and test platforms allowing amongst others for focus-on-form activities haven’t lost anything of their relevance.
One of the main actual challenges is to make these item-based language learning environments more effective and attractive. This explains why there is for instance a growing interest in adaptivity in order to adjust one or more characteristics of the environment in function of the learner’s needs and preferences and/or the context.
Another challenging approach is to examine to what extent we can further diversify the types of exercises we offer. This presentation offers first of all a consistent typology of all possible exercise types based on such parameters as the degrees of freedom of input, the number of correct answers or the type of correction offered.
We then focus on three exercise types we designed, implemented and evaluated in order to move beyond the closed exercises. We first present “select text” as an example of a half-closed exercise type characterized by a limited degree of freedom of input and a limited number of correct answers but where possible answers are not given in beforehand. Next, we deal with half-open exercises such as “translate” or “reformulate” allowing for many answers, but that can still be automatically graded. We examine to what extent the analysis of learner output using NLP-approaches makes it possible to go beyond (more limited) approximate string matching techniques. We finally tackle the supported open exercise type which combines complete freedom of input with half-automated correction.
The document provides an overview of key considerations for developing a reading test, including:
1. Defining the constructs being assessed and their purpose, as well as test taker characteristics and how results will be interpreted.
2. Specifying the overall test structure and individual task formats, number of tasks, and scoring methods.
3. Guidelines for writing test items including text selection, item types, language use, and common errors to avoid in multiple choice questions.
1. Questionnaires are a technique for obtaining information from subjects through a series of questions. They can provide statistically useful data on a given topic in a relatively economical way by asking the same questions of all subjects and ensuring anonymity.
2. Properly designed questionnaires should be straightforward, clear, and limited in scope. Questions should determine the type of information needed, limit responses, and be distributed appropriately.
3. There are different types of questions including closed-ended, open-ended, contingency, and matrix questions. Closed-ended questions limit responses while open-ended questions allow free responses.
1. Questionnaires are a technique for obtaining information from subjects through a series of questions. They can provide statistically useful data on a given topic in a relatively economical way by asking the same questions to all subjects and ensuring anonymity.
2. Properly designed questionnaires should be straightforward, clear, and limited in scope. Questions should determine the type of information needed, limit responses, and be distributed appropriately.
3. Questionnaires can contain closed-ended, open-ended, contingency, or matrix questions. Closed-ended questions limit responses while open-ended questions allow free responses.
Test item formats: definition, types, pros and consMohamed Benhima
This document discusses various test item formats including dual choice, multiple choice, matching, cloze, essay, and interpretative exercises. It provides examples of each type of test item and discusses principles of good assessment including validity, reliability, discrimination, and washback. For each test item format, the document outlines pros and cons, highlighting that various formats can assess different cognitive levels but multiple choice is most widely used due to ease of scoring.
ASSESSMENT AND EVALUATION IN SOCIAL STUDIES.pptxJunrivRivera
The document provides suggestions for using multiple choice questions to assess higher order thinking skills (HOTS) in social studies. It recommends designing questions that require students to synthesize more information, analyze situations, apply their understanding, and take longer to answer. Examples of effective question types include premise-consequence, analogy, case study, and incomplete scenarios. The document also discusses guidelines for developing matching test items and validating teacher-made tests to ensure they accurately measure learning objectives.
Factors affecting test scores and test evaluation in classsteadyfalcon
1) The document discusses factors that can affect test scores, including test method facets, test content, cognitive characteristics, and random factors.
2) It provides examples of how test format, length, content related to culture or background knowledge can influence score results. Cognitive traits like field independence and ambiguity tolerance may also impact performance.
3) The document then describes how to evaluate a test through item analysis, calculating difficulty and discrimination levels to identify issues. Items with low discrimination or ineffective distractors require improvement.
1. This document discusses testing the four language skills of listening, reading, speaking, and writing. For each skill, it covers specifying the tasks and criteria, setting the test, and reliably scoring test performance. Key points include selecting authentic audio/text at appropriate levels, using a variety of item types, avoiding bias, and training scorers to apply rubrics consistently. The goal is to obtain a valid and reliable sample of each skill through well-designed tests.
Similar to Test production process - Approaches to language testing - Techniques of language testing - Bloom's taxonomy (20)
This document discusses trends in English as a foreign language (EFL) teaching over the past 15 years based on observations from teachers and specialists. It identifies 6 key trends: 1) the increasing status and use of English, 2) more English-medium instruction of other subjects, 3) evolving roles of English teachers, 4) starting English education earlier, 5) changes to English curriculum design, and 6) increasing use of computer-assisted learning. It also examines trends in Vietnam specifically, such as policies strengthening English and a shift toward more communicative language teaching approaches.
1. The document discusses the translation process and translation competence. It describes the translation process as having 3 main phases: understanding, deverbalization, and re-expression.
2. Translation competence is defined as the knowledge and skills required to perform translation. Models of translation competence include bilingual subcompetence, translation knowledge, and strategic competence.
3. Empirical research on translation has studied topics like the translation process stages, automatic vs. non-automatic processes, and differences between novice and experts. Various instruments are used including think-aloud protocols, eye tracking, and neuroimaging. More research is still needed to better understand and validate methods.
The document discusses various formative assessment techniques that teachers can use to check student understanding during instruction and guide future lessons. Some of the techniques discussed include classroom debates, mock interviews, jigsaw groups, anticipation guides, concept tests, gallery walks, and assessment conversations. Formative assessments help teachers identify what students have learned, what still needs to be taught, and how to tailor instruction to meet student needs.
The document discusses various methods for testing different areas of language on a language exam, including pronunciation, grammar, vocabulary, listening, speaking, reading, and writing. It provides details on limited response tests, multiple choice tests, reading aloud, and cloze tests as ways to assess pronunciation and grammar. For each method, it outlines the advantages and limitations, such as being easy to prepare but time consuming to score, or providing good control but not directly measuring conversational skills. The goal is to select methods that best evaluate students' language abilities in a valid and reliable manner.
This document provides an outline for teaching fiction. It discusses the key elements of fiction including:
- The nature of literature - Literature uses language aesthetically and fictionally to be both true and expressive. It aims to provoke an emotional response in readers.
- The nature of fiction - Fiction differs from history in that it uses invented facts and emphasizes order, conflict, and individual experiences over large-scale events. It also deals with subjective human perception.
- Elements of fiction - These include plot, characterization, theme, setting, and point of view. It defines these elements and provides examples of how authors use them in fictional works.
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
This document provides an overview of ethnographic research and grounded theory. It defines ethnographic research as the study of cultural patterns through observation and interviews in natural settings. Grounded theory is described as developing a theory through systematic data collection and analysis, without preconceived hypotheses. Key aspects of both approaches discussed include qualitative data collection methods, iterative coding processes to conceptualize the data, and allowing theories to emerge from the data through constant comparison and saturation.
This document summarizes and evaluates English language learning materials. It discusses the similarities and differences between general English and English as a foreign language contexts. Coursebooks aim to develop language skills but may not adequately address learners' specific needs and environments. The document evaluates seven UK coursebooks and finds they contain outdated topics, idealized cultures, and an overemphasis on exercises over language use. It suggests materials could better engage learners by incorporating flexibility, relevant content, and a focus on language development rather than predetermined inputs. Developers and teachers should consider user feedback and apply learning principles to improve materials.
This document discusses measurement and descriptive statistics. It defines different levels of measurement including nominal, ordinal, interval and ratio scales. It also describes various descriptive statistics and plots used to summarize data such as frequency tables, bar charts, histograms, frequency polygons, box and whisker plots, measures of central tendency (mean, median, mode), and measures of variability (range, standard deviation, interquartile range). The key points are that different statistical analyses require different levels of measurement and that descriptive statistics and plots are used to describe and visualize the distribution of values in a dataset.
The document discusses adapting coursebooks to better suit learners' needs and the teaching situation. It provides reasons for adaptation, including learners' needs, course requirements, classroom dynamics, and resource availability. Areas that may need adapting include methods, language content, subject matter, skill balance, progression, and cultural content. Teachers should understand learners and materials to make sensitive adaptations. Methods of adaptation include leaving out, adding, replacing, and changing materials. Coursebooks can also inspire creativity. Examples show how to personalize drills, use authentic content, make dialogues communicative, and adapt outdated materials.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
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changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
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crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Test production process - Approaches to language testing - Techniques of language testing - Bloom's taxonomy
1. 1. Phạm Phúc Khánh Minh
2. Nguyễn Trần Hoài Phương
3. Nguyễn Ngọc Phương Thành
4. Võ Thị Thanh Thư
5. Đỗ Thị Bạch Vân
6. Ngô Thảo Vy TESOL 2014B
1. The test production process
2. Approaches to language testing
3. Techniques of language testing: Item types
4. Bloom’s taxonomy and testing
3. 1.1. Classical Test Theory (CTT) vs
Item-Response Theory (IRT)
CTT
• Measured at test level
• Only apply to those students taking that
test
IRT
• Measured at item level
• Provide sample-free measurement
4. 1.2. Advantages theory offered by
Latent Trait Theory
Sample-Free Item Calibration
Classical Test Theory
•The estimated item
difficulty varies with
the average ability of
the particular sample of
examinees observed
•-> Item analysis is
sample-bound
Item-Response Theory
•An item difficulty scale
is independent of ability
differences of ability
differences of any
particular sample of
examinees
•-> Item analysis is
sample-free
5. 1.2. Advantages theory offered by
Latent Trait Theory
Test-Free Person Measurement
Classical Test Theory
• Ability measurement
is dependent on the
unique clustering of
items
Item-Response Theory
• Possible to compare
abilities of persons using
different tests
6. 1.2. Advantages theory offered by
Latent Trait Theory
Multiple Reliability Estimation
Classical Test Theory
•Ability estimation
varies in reliability.
One global estimate of
reliability should not
be applied in
evaluating the
accuracy of scores for
every individual
examined
Item-Response Theory
•Reliability estimation
goes beyond a global
estimate for a given
test, to a confidence
estimate associated
with every possible
person and item score
on that test
7. 1.2. Advantages theory offered by
Latent Trait Theory
Identification of Guessers and Other
Deviant Respondents
Classical Test
Theory
• Impossible to
identify persons’
misfit
Item-Response
Theory
• Possible to identify
persons’ misfit
8. 1.2. Advantages theory offered by
Latent Trait Theory
Reconciliation of Norm-Referenced and
Criterion-Referenced Testing
Classical Test Theory
•Unable to reconcile
Norm-Referenced and
Criterion-Referenced
Testing to
measurement
Item-Response Theory
•Able to reconcile
Norm-Referenced and
Criterion-Referenced
Testing to
measurement
9. 1.2. Advantages theory offered by
Latent Trait Theory
Test Equating Facility
Classical Test Theory
•Equated tests require
all test forms to be
equated be
administered to the
same large sample of
•-> time-consuming
Item-Response Theory
•No need to administer
all forms of tests to the
same large sample of
examinees
10. 1.2. Advantages theory offered by
Latent Trait Theory
Test Tailoring Facility
The tailor test will provide much greater decision
accuracy than the standardized test. Fewer students will
be wrongly admitted to or wrongly rejected from
university or intensive English study.
11. 1.2. Advantages theory offered by
Latent Trait Theory
Item Banking Facility
Items calibrated -> stored in an item bank
according to a common metric of difficulty
Permit the construction of tests of known
reliability and validity based on appropriate
selection of item subsets from the bank without
further need for trial in the field
12. 1.2. Advantages theory offered by
Latent Trait Theory
The Study of Item and Test Bias
Classical Test Theory
•Uncommon to quantify
the amount and
direction of bias for any
given item or person
Item-Response Theory
•Able to quantify the
amount and direction of
bias for any given item
or person
•=> Test bias is
neutralized by removal
or inclusion of biased
items in the opposite
direction
13. 1.2 Advantages theory offered by Latent Trait Theory
Elimination of Boundary Effects in Program
Evaluation
Classical Test Theory
• The problem of boundary
effects
Item-Response Theory
• The person gets all items correct or all items
incorrect => that person’s ability is not
estimated => search for items of greater or
lesser difficulty => ability estimation occurs
• The item is missed by all persons or is
gotten correctly by all persons => that
item’s difficulty is not estimated => search for
persons of greater or lesser ability until at
least one person passes and one person fails
each item => calibration of item difficulty
• Sample size, dispersion and central tendency
are transformed to articulate to the same
interval scale
• => Boundary effects are removed
14. 1.3 Competing Latent Trait Models
The Rasch One-Parameter Model is preferred
by teachers and language testers
16. 1.3 Competing Latent Trait Models
Introduction to the Rasch, One-
Parameter Model
The Rasch Model is probabilistic in nature: the persons
and items are not only graded for ability and difficulty,
but are judged according to the probability of their
response patterns given the observed person ability and
item difficulty.
17. 1.3 Competing Latent Trait Models
Computation of Item Difficulty and
Person Ability
By computer: BICAL (Mead, Wright, and Bell, 1979)
BILOG II (Mislevy and Bock, 1984)
By hand: PROX (Wright and Stone, 1979) – 5 steps
Step 1: Edit the Binary Response Matrix
Every person or item for which all responses are correct or all
responses are incorrect is eliminated
Step 2: Calculate Initial Item Difficulty Calibrations
Find the logit incorrect value for each possible number correct
and set the mean of the vector of logic difficulty values at zero
Step 3: Calculate the Initial Person Measures
Use logit correct values instead of logit incorrect values
Step 4: Calculate the Expansion Factors
18. 1.3 Competing Latent Trait Models
Computation of Item Difficulty and
Person Ability
Step 5: Calculate the Standard Errors Associated with
These Estimates
The standard error for each of the final item difficulty
calibrations
The standard error for each of the final personality
measures
19. 2. Approaches to language testing
The essay-
translation
approach
The
structuralist
approach
The
Integrative
approach
The
communicative
approach
20. 2.1 The essay-translation approach
The pre-scientific stage of language testing
Require no special skill or expertise in testing
Tests: + Essay writing, translation & grammatical
analysis
+ A heavy literature and cultural bias
21. 2.2 The structuralist approach
The systematic acquisition of a set of habits:
+ Structural linguistics
+ Separate elements of the target language (phonology,
vocabulary & grammar)
TESTS
Words and sentences are completely
divorced from any context
Listening, speaking, reading and writing
skills are separated from one another
22. 2.3 The Integrative approach
o Concerned with meaning and the total
communicative effect of discourse
o Assess learners’ ability to use two or more skills
simultaneously
o Types of integrative tests:
+ Doze testing and dictation
+ Oral interview and composition writing
+ Translation unreliable
23. 2.3.1 DOZE TESTING
The Gestalt
theory of
“closure”
Measure the reader’s ability to
decode “interrupted” messages
by making the most acceptable
substitutions
The more blanks contained
in the text, the more reliable
the doze test will prove
24. Scoring
Acceptable answer
Correct answer
Misspellings should not be penalised
Grammatical errors should be penalised
The subject in doze tests should be neutral in content and
language variety used
Provide a lead-in
In a doze test:
25. Doze testing:
Good indicator of general linguistic ability
Require linguistic knowledge, textual
knowledge, and knowledge of the world
Used in achievement, proficiency, classroom
placement tests and diagnostic tests
26. 2.3.2 DICTATION
• Solely measure Ss’ listening comprehension
skills
Previously
• Include auditory discrimination, the auditory
memory span, spelling, the recognition of
sound segments, overall textual comprehension
Recently
27. CHARACTERISTICS
oNo reliable way of assessing the relative importance of the different
abilities required
oTend to measure low-order language skills rather than high-order skills
oFocus too much on individual sounds rather than on the meaning of the
text impair memory span but not retain everything Ss hear
28. TIPS:
Read through the whole dictation passage first
Dictate (once or twice) in meaningful units of sufficient length
rather than reading out word by word
Read the whole passage once more at slightly lower than normal
speed
29. 2.4 The communicative approach
Primarily focus on how language is used in communication
Tasks are as close as possible to those facing the Ss in real life
Judge the effectiveness of the communication rather than formal
linguistic accuracy
Emphasize on language “use” rather than language “usage”
How people use
language for
different purposes
The formal patterns
of language
Tests of a
communicative nature
31.
NS score less than NNS
The assessment of language skills in isolation
may have only a very limited relevance to real
life
Communicative tests must of necessity reflect
the culture of a particular country
Communicative tests should be based on
precise and detailed specifications of the need
of learners
Qualitative judgements are superior to
quantitative assessments
32. 3. ITEM TYPES
ITEMTYPES
Selection items
involve the candidate in making a choice of
response between various options offered.
Candidate-supplied items
demand that the candidate supplies the
response, e.g. short answer items, open cloze
items.
33. 3.1 SELECTION ITEMS
Advantages of selection items:
familiar to nearly all candidates in all places
independent of writing ability
easy and quick to mark
capable of being objectively scored
economical of the candidate's time, so that many can be
attempted in a short period and a range of objectives
covered, adding to the reliability of the test.
34. Disadvantages of selection items:
tests of recognition rather than production
limited in the range of what they can test
incapable of letting a candidate express a wide range
of abilities
dependent, in many cases, on reading ability
affected by guesswork
very difficult and time consuming to write
successfully
capable of leading to poor classroom practice, if
teaching focuses too intensively on preparation for
tackling this sort of test item.
3.1 SELECTION ITEMS
36. 3.1.3. True / false item
test takers have to make a choice as to the
truth or otherwise of a statement, normally in
relation to a reading or listening text
3.1 SELECTION ITEMS
37. 3.1.4. Gap-filling (cloze passage) with
multiple choice options
words are deleted from a text, creating
gaps which the candidate has to fill, normally
with either one or a two words.
3.1 SELECTION ITEMS
38. 3.1.5. Gap-filling with selection from bank
consists of a text with gaps accompanied by
a 'bank' containing all the correct words to
insert in the text, with the addition of
several which will not be used.
3.1 SELECTION ITEMS
39. 3.1.6. Gap-filling at paragraph level
consist of a text with six paragraph-length
gaps. A choice of seven paragraphs is given
from which to fill the gaps.
3.1.7. Matching
elements from two separate lists of sets of
options have to be brought together.
3.1 SELECTION ITEMS
41. 3.1.8. Multiple matching
a number of questions or sentence completion
items are set, which are generally based on a
reading text. The responses are provided in the
form of a bank of words or phrases, each of
which can be used an unlimited number of times.
3.1 SELECTION ITEMS
42. 3.1.9. Extra word error detection
In this type of task there is one extra,
incorrect, word in most of the lines of a text.
3.1 SELECTION ITEMS
43. Advantages of candidate – supplied items:
are easier to write
allow for a wider sample of content
minimize the effect of guessing
allow for creativity in language use
measure higher as well as lower order skills
have a more positive effect on classroom practice
can provide a similar degree of marking objectivity
as selection items
3.2 Candidate-supplied items
44. Disadvantages of candidate – supplied items:
There are often acceptable alternative responses
rather than only one unambiguously correct
response.
time consuming and difficult to mark, often
calling for examiner marking rather than clerical
or computerized marking.
3.2 Candidate-supplied items
45. 3.2.1. Short answer item:
consists of a question which can be answered
in one word or a short phrase. The exact limits
on the length of the answer should be
specified
3.2 Candidate-supplied items
46. 3.2.2. Sentence completion: In this kind of
item part of a sentence is provided, and the
candidate has to use information derived from
a text to complete it.
3.2 Candidate-supplied items
47. 3.2.3. Open gap-filling (cloze): In an open
cloze, the gaps are selected by the item writer,
who focuses on the particular structures to be
tested. The candidate's task is to supply the
word which fills each gap in the text.
3.2 Candidate-supplied items
48. 3.2.4. Transformation: In this type of item,
the candidate is given a sentence, followed by
the opening words of another sentence which
give the same information, but expressed
through a different grammatical structure.
49. 3.2.5. Word formation: In this type of item
one word is deleted from a sentence, and a
related form of the word is given to the
candidate as a prompt.
3.2 Candidate-supplied items
50. 3.2.6. Transformation cloze:
consists of a text with a word missing in
each line, and a different grammatical form
of the word required supplied.
the candidate has both to find the location
of the missing word and supply it in its
correct form.
3.2 Candidate-supplied items
51. 3.2.7. Note expansion
In this item type the lexical components of
each sentence are supplied in a reduced form
which resembles notes.
The candidate's task is to supply the correct
grammatical form, including changes in word
order and the addition of such elements as
prepositions, articles and auxiliary verbs.
3.2 Candidate-supplied items
53. 3.2.8. Error correction / proof reading :
consists of a text in which a word appears in
an incorrect form in each numbered line. The
candidate has first to identify the incorrect
word, and then write it in its correct form at the
end of the line.
3.2 Candidate-supplied items
55. 3.2.9. Information transfer: Tasks described in
this way always involve taking information
given in a certain form and presenting it in a
different form.
3.2 Candidate-supplied items
56. 3.3. NON-ITEM-BASED TASK TYPES
3.3.1. Writing: extended writing questions
Extended writing can be tested in a number of
ways which vary in the degree of control
exercised by the tester over the candidate's
response.
63. 4. Bloom’s taxonomy and testing
Bloom’s
taxonomy
Definition
Old version vs. New version
6 levels of thinking
64. 4.1. Definition
BLOOM’S
TAXONOMY
An arrangement
of ideas or a way
to group things
together
Name of the
creator
Bloom’s Taxonomy is a type of
classification of the different
objectives that educators might set
for students.
65. The development of Bloom’s
taxonomy
1948:
Benjamin Bloom’
s study on
classroom
activities and
goals
1956:
The
publication
of original
Bloom’s
Taxonomy
1995:
The
revision of
original
Bloom’s
Taxonomy
2001:
The final
revision of
Bloom’s
Taxonomy
68. What’s the Difference?
Original Bloom’s Taxonomy
• Terminology: Used nouns to
describe the levels of
thinking.
• Structure: One dimensional
using the Cognitive Process.
• Emphasis was originally for
educators and psychologists.
Bloom’s taxonomy was
used by many other
audiences.
Revised Bloom’s Taxonomy
• Terminology: Uses verbs to
describe the levels of thinking.
• Structure: Two dimensional
using the Knowledge
Dimension and how it interacts
with the Cognitive Process.
See next slide for an
interactive grid.
• Emphasis is placed upon its
use as a more authentic tool for
curriculum planning,
instructional delivery and
assessment.
69. 4.3. The levels of thinking
There are six levels of learning
according to Dr. Bloom:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
70. The levels of thinking
Knowledge or Remembering
• Observation and recall of information
• Knowledge of dates, events, places, major
ideas, etc.
• Mastery of subject matter
• Key words: list, define, tell, describe,
identify, show, label, collect, examine,
tabulate, quote, name, who, when, where,
etc.
74. The levels of thinking
Application or Applying
• Use information
• Use methods, concepts, theories in new
situations
• Solve problems using required skills or
knowledge
• Key words: apply, demonstrate, calculate,
complete, illustrate, show, solve,
examine, modify, relate, change, classify,
experiment, discover
78. The levels of thinking
Synthesis or Creating
• Use old ideas to create new ones
• Generalize from given facts
• Relate knowledge from several areas
• Predict, draw conclusions
• Key words: combine, integrate, modify,
rearrange, substitute, plan, create, design, invent,
what if?, compose, formulate, prepare, generalize,
rewrite
80. The levels of thinking
Evaluation or Evaluating
• Compare and discriminate between ideas
• Assess value of theories, presentations
• Make choices based on reasoned argument
• Verify value of evidence
• Recognize subjectivity
• Key words: assess, decide, rank, grade, test, measure,
recommend, convince, select, judge, explain,
discriminate, support, conclude, compare, summarize
According to the original Bloom’s Taxonomy, the lowest order of thinking is knowledge (remembering something) and comprehension (knowing what something use). These levels were used as building blocks to help teachers scaffold their lessons and build students up to the top level of thinking.
Notice the terminology changes in the comparison above.