Designing classroom language test

LOADING

DESIGNING CLASSROOM LANGUAGE TESTS

WEEK2

EKO MULYONO

By:

EKO MULYONO

CRITICAL

TEST TYPES

WRITINGREADINGLISTENINGSPEAKING

DESIGNING CLASSROOM

LANGUAGE TESTS

BY

EKO MULYONO

practical steps

@echo


EKO MULYONO

PURPOSE

OBJECTIVES

REFLECT

ITEMS

TYPES

Critical Questions to Start Designing a Test

• What is the purpose of the test?• What are the objectives of the

test?• How will the test specifications

reflect both the purpose and the objectives?

• How will the test tasks be selected and the separate items arranged?

• What kind of scoring, grading, and/or feedback expected?

@echo


EKO MULYONO 1. What is the purpose of the test?

• Why are you creating this test, or why was it created by a textbook writer?• What is its significance relative to your course (for example, to evaluate overall proficiency or place a student in a course)?• How important is the test compared to other student performance?• What will its impact be on you and your students before and after the assessment?

PURPOSE

OBJECTIVES

REFLECT

ITEMS

TYPES

@echo


EKO MULYONO 2. What are the objectives of the test?

• What exactly are you trying to find out?

• What language knowledge and/or skills are you assessing?

PURPOSE

OBJECTIVES

REFLECT

ITEMS

TYPES

@echo


EKO MULYONO

3. How will the test specifications reflect both the purpose and the objectives?

• To design or evaluate a test, you must make sure that the test has a structure that logically follows from the unit or lesson it is testing.

• The class objectives should be present in the test through appropriate task types and weights, a logical sequence, and a variety of tasks.

PURPOSE

OBJECTIVES

REFLECT

ITEMS

TYPES

@echo


EKO MULYONO 4. Selection & Arrangement of Tasks?

• The test tasks need to be practical.• For the test to be valid, they

should also mirror tasks of the course, lesson or segment.

• They should be authentic (i.e. reflect real world language use).‐

• The tasks must be ones that can be evaluated reliably by the teacher.

PURPOSE

OBJECTIVES

REFLECT

ITEMS

TYPES

@echo


EKO MULYONO 5. Scoring, Grading, Feedback?

• The appropriate form of feedback on tests will vary, depending on the purpose.

• For every test, the way results are reported is an important consideration.

• Under some circumstances, a letter grade or score may be appropriate.

• Other circumstances may require that the teacher provide detailed feedback to the

students.

PURPOSE

OBJECTIVES

REFLECT

ITEMS

TYPES

@echo

NEXT

CHOOSE YOUR LEVEL !!!

1 2 3

54

Welcome toMy PH Level

Tests Types

ENGLISH EDUCATION OF POSTGRADUATE PROGRAM“UNIVERSITAS MUHAMMADIYAH SURAKARTA”

Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417

Aptitude Tests

Proficiency Tests

Placement Tests

Diagnostic Tests

Achievement Tests

Level1

Orang cerdas = “Orang yang selalu ingat mati ”

Aptitude Tests

• To predict a person’s future success in learning a (any) foreign language

• Taken before actual learning



Aptitude Tests

Proficiency Tests

Placement Tests

Diagnostic Tests

Achievement Tests

Level2

Proficiency Tests

• Measure general ability in a language

• Regardless of previous training




Level3

Placement Tests

• To assign students to classes/programs appropriate to their level of proficiency

• Define characteristics of each level of proficiency

Aptitude Tests

Proficiency Tests

Placement Tests

Diagnostic Tests

Achievement Tests




Level4

Diagnostic Tests

• Identify students’ strengths and weaknesses

• To benefit future instruction

• Difficult to construct. Lack of good ones.

Aptitude Tests

Proficiency Tests

Placement Tests

Diagnostic Tests

Achievement Tests




Level5

Achievement Tests• Measure how successful students are in

achieving objectives of a lesson/course/curriculum

• Closely related to the content of a particular lesson/course/ curriculum

• Syllabus content approach OR course objectives approach?

• Final achievement tests / progress achievement tests (formative assessment)

• Frequency?

Aptitude Tests

Proficiency Tests

Placement Tests

Diagnostic Tests

Achievement Tests


Practical Steps To Test Construction1. Assessing Clear,

Unambiguous Objectives

2. Drawing up Test Specifications

3. Devising Test Tasks

4. Designing Multiple-Choice Test Items

Look that!!!

Assessing Clear, Unambiguous Objectives ??

Lainnya

Eko Mulyono@ ASOEEAssessing Clear, Unambiguous Objectives

Lainnya

Eko Mulyono@ ASOEETest Specification

Lainnya

Eko Mulyono@ ASOEEDevising Test Task

Lainnya

Eko Mulyono@ ASOEEMultiple-choice Test

Lainnya

Eko Mulyono@ ASOEEDesign each item to measure a specific objective

Lainnya

Eko Mulyono@ ASOEEState both stem and options as simply and directly possible

Lainnya

Eko Mulyono@ ASOEEMake certain that the intended answer is clearly the only correct one

THANK

YOU

Documents

Designing classroom language test