Lesson OneLesson One

Introduction: Teaching and Introduction: Teaching and Testing/AssessmentTesting/Assessment

ContentsContents Why tests?Why tests? Problems of many testsProblems of many tests Quality of a good testQuality of a good test History of different approachesHistory of different approaches Comparison: measurement, test, evComparison: measurement, test, ev

aluation, and assessmentaluation, and assessment Relationship between measuremenRelationship between measuremen

t, test, evaluation, and assessmentt, test, evaluation, and assessment HomeworkHomework

Why tests?Why tests?

Achievement of learnersAchievement of learners Selection among competitionsSelection among competitions Comparison for levels/rankingComparison for levels/ranking Examination/Evaluation on Examination/Evaluation on

teaching methodsteaching methods Betterment of testsBetterment of tests Pressure on professionalsPressure on professionals

Problems of Many Problems of Many TestsTests

Poor ReliabilityPoor Reliability Poor ValidityPoor Validity Not PracticalNot Practical Negative BackwashNegative Backwash

• Backwash: the effect of testing Backwash: the effect of testing on teaching and learningon teaching and learning

A Good Test should …A Good Test should …

be validbe valid be reliablebe reliable be practicalbe practical have beneficial backwashhave beneficial backwash

History of Different History of Different ApproachesApproaches

1.1. The Essay Translation ApproacThe Essay Translation Approachh

2.2. The The StructuralistStructuralist Approach Approach3.3. Integrative ApproachIntegrative Approach4.4. Communicative ApproachCommunicative Approach

The Essay Translation ApproachThe Essay Translation Approach

Also called Grammar-translation Also called Grammar-translation ApproachApproach

Before 1950sBefore 1950s Pre-scientific: required no special Pre-scientific: required no special

expertise in testing; based on T’s expertise in testing; based on T’s intuition & experienceintuition & experience

SubjectiveSubjective Testing = ArtTesting = Art Anyone can make a test.Anyone can make a test. Not reliableNot reliable

The Structuralist ApproachThe Structuralist Approach

Also called Psychometric Structuralist AppAlso called Psychometric Structuralist Approachroach

Early 1950s - late1960sEarly 1950s - late1960s Decontextualized, discrete-point testsDecontextualized, discrete-point tests Tries to include more samples of the test tTries to include more samples of the test t

aker’s ability at the same timeaker’s ability at the same time Testing = Science (objective & reliable)Testing = Science (objective & reliable) Test one single area at a timeTest one single area at a time Emphasis: form & structureEmphasis: form & structure Standard Format—Multiple-ChoiceStandard Format—Multiple-Choice

Integrative ApproachIntegrative Approach 1970s – early 1980s1970s – early 1980s Under the influence of Under the influence of

psycholinguistics and psycholinguistics and sociolinguisticssociolinguistics

Testing of language in contextTesting of language in context May test more than one skill at a May test more than one skill at a

time (e.g., cloze)time (e.g., cloze) Emphasis: meaningEmphasis: meaning

Communicative ApproachCommunicative Approach

1980s – NOW1980s – NOW Emphasis: language use—how Emphasis: language use—how

people use language for different people use language for different purposespurposes

Uses authentic materials from the Uses authentic materials from the real lifereal life

Has to use language both Has to use language both accurately and appropriatelyaccurately and appropriately

MeasurementMeasurement Quantifies the characteristics Quantifies the characteristics

(both physical and mental) of (both physical and mental) of personspersons– Examples: height, motivation, Examples: height, motivation,

aptitudeaptitude Involves both tests and non-testsInvolves both tests and non-tests

TestTest

Reading/writing testsReading/writing tests A procedure designed to get A procedure designed to get

specific samples of a person’s specific samples of a person’s abilityability

A measurement instrumentA measurement instrument

EvaluationEvaluation

QuantitativeQuantitative– Numbers involved; e.g., scoresNumbers involved; e.g., scores

QualitativeQualitative– Analyze data; e.g., letters of Analyze data; e.g., letters of

referencereference Systematic gathering of Systematic gathering of

information for decision makinginformation for decision making Determination of adequacyDetermination of adequacy

AssessmentAssessment

All situation included over timeAll situation included over time An on-going processAn on-going process Includes multiple samples of Includes multiple samples of

behavior, not just one single behavior, not just one single judgment or testjudgment or test

Assessment

Evaluation

Measurement

(test)

Measurement (non-test)

HomeworkHomework Read Chapter OneRead Chapter One Read Handout One:Read Handout One: Brown, J. D. Brown, J. D. Testing in Language Testing in Language

ProgramsPrograms. NJ: Prentice Hall . NJ: Prentice Hall Regents, 1996. (pp. 2-15)Regents, 1996. (pp. 2-15)