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particular point on a rating scale; sometimes also called band descriptors The effect of assessments on classroom teaching and learning The extent to which resources and time available to design, develop, and administer a test are manageable and feasible What is integrative test? A test that treats language competence as a unified set of interacting abilities of grammar, vocabulary, reading, writing, speaking, and listening. The extent to which the linguistic criteria of the test (e.g., specified classroom objectives) are measured and implied predetermined levels of performance are actually reached. A test in which the absence of predetermined or absolutely correct responses require the judgment of the teacher to determine correct and incorrect answers. A test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability. How many principles should be taken into consideration in all test specifications? There are 7 principles in test development: purpose of the test; learners’ age and level; language skills; language elements; target language situation; text types; tasks. There are 6 principles in test development: purpose of the test;; language skills; language elements; target language situation; text types; tasks. There are 5 principles in test development: purpose of the test;; language elements; target language situation; text types; tasks. There are 4 principles in test development: purpose of the test; target language situation; text types; tasks. How can newly created assessment tool be checked? The best way to find out whether the created assessment tool works well is piloting It can be checked after the announcement of learners’ results The best way to find out whether the created assessment tool works well is using it many times It can be checked by survey and questioner What are the types of alternative assessment? preliminary, Formative, Summative test active and passive assessments traditional and innovative What is Student involved assessment component of assessment for learning? Students are not passive in the assessment process but are engaged in developing the assessment, determining what a good performance entails, and learning to score through models provided by the teacher Teachers are the models for students to learn what is important in their performance. So feedback should be clear, descriptive, and illustrated for students. Students need guidance in giving their peers feedback as well as in evaluating themselves. This goal is grounded in the teacher modeling effective feedback Teachers are the models for students to learn what is important in their performance and this skill is not easy and requires guidance from the teacher EFL should lead to self- directed learning, which requires learners evaluate themselves. This skill is not easy and requires guidance from the teacher. Students should be asked to think about Which test type can be used in the following situation An applicant is seeking admission to a University in the UK? Proficiency tests placement tests diagnostic tests achievement tests Find the correct order in test design Determining the purpose of a test; designing objectives; creating test specifications: devising test items; administering the test; construct a system of scoring/grading Designing objectives; creating test specifications: devising test items; administering the test; construct a system of scoring/grading Determining the purpose of a test; designing objectives; creating test construct a system of scoring/grading Determining the purpose of a test; designing objectives; creating test specifications: devising test items; administering the test. What are Hughes' cautions against a number of weaknesses of multiple-choice items. What are they? The technique tests only recognition knowledge. • Guessing may have a considerable effect on test scores. • The technique severely restricts what can be tested. • It is very difficult to write successful items. • Beneficial washback may be minimal. • Cheating may be facilitated The technique tests recognition knowledge. • Guessing may have a considerable effect on test scores. • The technique severely restricts what can be tested. • It is very easy to write successful items. • Beneficial washback may be forseen. • Cheating may be facilitated. The technique does not test recognition knowledge. • Guessing may have a considerable effect on test scores. • The technique severely restricts what can be tested. • It is very difficult to write successful items. • Beneficial washback may be minimal. • Cheating may be avoided. The technique does not test only recognition knowledge. • Guessing may have a considerable effect on test scores. • The technique does not restrict what can be tested. • It is very difficult to write successful items. • Beneficial washback may be minimal. Multiple-choice tests are … practical and reliable Valid and authentic Valid and practical Reliable and authentic Washback is … the effect of assessments on classroom teaching and learning the extent to which results of a test are used to gauge future performance the extent to which a test- taker views the assessment as fair, relevant, and useful for improving learning the extent to which the linguistic criteria of the test are measured and implied predetermined levels of performance are actually reached Summative test is … a test that aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability statements that describe what a student can perform at a particular point on a rating scale; sometimes also called band descriptors attending to the end result of a linguistic action (e.g., in writing, the “final” paper, versus the various steps involved in composing the paper Proficiency test …. a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability a test that aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction a test that has predetermined fixed responses a test in which each test- taker’s score is interpreted in relation to a mean (average score), median (middle score), standard deviation (extent of variance in scores), and/or percentile rank Communicative test is …. a test that elicits a test-taker’s ability to use language that is meaningful and authentic a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability a test that has predetermined fixed responses a test that aims to measure, or summarize, what a student has grasped and typically occurs at the end of a course or unit of instruction Achievement test is … a test used to determine whether course objectives have been met—and appropriate knowledge and skills acquired—by the end of a given period of instruction a test that is not limited to any one course, curriculum, or single skill in the language; rather, it tests overall global ability a test that has predetermined fixed responses a test that elicits a test- taker’s ability to use language that is meaningful and authentic Alternative assessm ent is … various instruments that are less traditional and more authentic in their elicitation of meaningful communication the degree of correspondence of the characteristics of a given language test task to the features of a target language task the effect of assessments on classroom teaching and learning the extent to which results of a test are used to gauge future performance Authenticity is … the degree of correspondence of the characteristics of a given language test task to the features of a target language task various instruments that are less traditional and more authentic in their elicitation of meaningful communication the effect of assessments on classroom teaching and learning the extent to which results of a test are used to gauge future performance C1……. effective operational proficiency waystage threshold breakthrough C2……. Mastery waystage threshold breakthrough Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. What level is it? B2 A1 A2 B1 Levels for school- leaving A1, A2 A2, B1 C1 A1, B2 Proficient user includes……. ……. C1, C2 B1, B2 A2 A1, B1 What are the types of competencies as a key aspect in CEFR ? General and Communicative Pragmatic and Cognitive General and Cultural Communicative and Cultural Which format of testing oral ability can be structured and unstructured? interviews interaction response quiz Which task is necessary in order to process the results and to draw conclusion on the learners’ performance Test analysis Ordering tasks (sequencing) Editing tests Remodeling tests What is evaluation? It is the broadest concept out of three Which encompasses both assessment and test It is an act of gathering information. It is the aim of formative assessment . It is a testing technique. Basic user includes……. A1, A2 B1, B2 C1, C2 A1, B1 ……………. provide information that helps to place the students at the most suitable stage of the teaching curriculum. Placement tests Achievement tests Diagnostic tests Test ……………. format is used to test students’ abilities to describe their message to an addressee Describing Explaining Contextual Written response …………….. is the coincidence of the test scores with other measures of the learner’s language performance, e.g. teacher’s marks. Concurrent validity Consistency Construct validity Realibility ……………. measure learners’ language ability regardless of the training they may have had or the vocabulary and topics they may have studied Proficiency tests Achievement tests Diagnostic tests Placement tests ……………….format is used to test the ability to write a “balanced argument”, in which all “pros” and “cons” are equally represented Comparing and contrasting Explaining Contextual Written response ……………… format is often used in the “letter-of-complaint” task Explaining Describing Contextual Written response Oral test types can be………… a monologue, a dialogue and a multi-participant interaction a monologue, a dialogue a dialogue and a multi-participant interaction speech Which task means that the test-takers have to transfer material from the text on to a chart, table or map? Information transfer gap filling Cloze procedure Matching …………….. is permanence of the measurement results produced by a test Reliability Consistency Construct validity Concurrent validity ………………. in language assessment refers to how well the inferences we can make from the results of our measure match the construct or feature of language that we want to Validity Rubric Testing Holistic measure Download 3.34 Mb. Do'stlaringiz bilan baham: 
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