Click here to load reader

Hoffmann magno testing_apiba_27_10_12

  • View

  • Download

Embed Size (px)

Text of Hoffmann magno testing_apiba_27_10_12

2. What is a test? A test is a sample of anindividuals behavior/ performance , i.e.,a series of tasks (e.g., items) used toobtain systematicobservationspresumed to represent attributes orcharacteristics. 3. A language test refers to .Any kind of measurement,examination or techniquewhich intends to describe thetestees foreign languageproficiency 4. WHEN DO YOU TEST? 5. BEFORE A COURSE STARTS?DURING THE COURSE?WHEN THE COURSE FINISHES? 6. WHY DO YOU TEST? 7. TO CHECK THE LEARNERS ARESTUDYING?TO CHECK HOW EFFECTIVE THETEACHING HAS BEEN?AS BACKWARD OR FORWARD TOOL? 8. BACKWARD AND FORWARD PURPOSESTo gain an overview of what students bring to new instruction and thus plan and identify potential difficulties to be faced 9. BACKWARD AND FORWARD PURPOSESto diagnose what individual learners know to determine the pace of classroom instruction 10. BACKWARD AND FORWARD PURPOSEStotake better decisions about grouping students in the class 11. BACKWARD AND FORWARD PURPOSES to share information with boardsof education, parents, and the general public through the media 12. BACKWARD AND FORWARD PURPOSESto measure the effectiveness of instruction and learning to help make promotion and retention decisions 13. PRINCIPLES OF MEASUREMENT EVIDENCE AND EVALUATIONmeasurement evidence:differentiating degrees of a trait bydescription or by assigning scoresEvaluation: interpretation of thedescription or scoresThe systematic analysis of evidence ( Shepard, 2000) 14. Teachers andadministrators need to haveanalysis skills to effectivelyinterpret evidence and makevalue judgments about themeaning of the results. 15. DIFFERENT WAYS OFMEASURINGEVALUATION ASSESSMENTTESTING 16. EVALUATIONlooking at all the factors thatinfluence the learning process,ex: syllabus objectives, coursedesign, materials, methodology,teacher performance andassessment 17. ASSESSMENTIt involves measuring theperformance of students andthe progress that they aremaking. It helps us to be able todiagnose the problems theyhave and to provide them withuseful feedback. 18. ASSESSMENT1) Informal assessment2) Formal assessment (testing)3) Self assessment 19. INFORMAL ASSESSMENTobservation ofeverydayperformancecollecting data about our studentsperformance in normal classroom conditions intuitive assessment in all activitiesperformed in the classroom 20. FORMAL ASSESSMENT At the end of the courseOr Along the course 21. FORMAL ASSESSMENT commonly administered in class by theteacher, in order to assess learning. not so formal limited to the context for purposes internal to the class assess a narrow range of language assess either objectively or subjectively to assist teaching often backward looking. 22. FORMAL ASSESSMENTsynonymous of testing1) external examinations (KET, PET, FCE, etc)2) administered to many students3) under standardized conditions4) assess a broad range of language5) marked objectively or under standardized subjective marking schemes6) administered at the end of a course. 23. FORMAL ASSESSMENTFormative to evaluate the effectiveness of learning at a time during the course forward looking, concerned with future language learningSummative on several contents marked as pass or fail Scriven (1967:43) 24. SELF ASSESSMENTthe students themselves assess theirown progress.a) as a complement to selfinstructionb) to build autonomous learnersc) to give learners an opportunity toreflect on their learning.Dickinson (1997) 25. What we test is related to ourpurpose in testingBefore courseAptitude test Placement testDuring course Diagnostic test Progress test Achievement testAfter Course Proficiency test 26. APTITUDE TESTSto determine an individuals ability toacquire a second or foreignlanguage.large scale tests taking a long time toadministerdifferent facet of languagealso forward-looking tests, 27. PLACEMENT TESTSto decide the studentsplacement into appropriategroupsquick to administer and to markadministered at the start of anew phase or language course 28. DIAGNOSTIC TESTSusually syllabus based to determine the studentsareas of strength andweaknesses in relation tothe contents to be covered inthe course. 29. PROGRESS TESTforms part of the formativeevaluation of the courses provides continuous feedback toboth the teacher and the learnerare usually written andadministered by a class teacherlook back over recent work 30. ACHIEVEMENT TESTSat the end of a relatively long periodof learningthe content derives from the syllabusthat has been taught over the periodof timelarge scale tests, covering a widerange of language and skills 31. PROFICIENCY TESTSbased on a theory of languageproficiencyand the specific language abilities toconstitute language proficiencyoften related to specific academic orprofessional situations where English isneeded. (TOEFL, KET, PET, FCE,CAE, IELTS, etc) 32. DESIRABLE FEATURES IN TESTS VALIDITY RELIABILITY UTILITY DISCRIMINATION PRACTICALITY 33. VALIDITYThe extent to which a test measures what it intends to measure and nothing else 34. RELIABILITYTo provide consistent results whenadministeredundersimilarconditions. it shows the consistency of thescoring of the test, both between different raters, andbetween the same rater ondifferent occasions 35. UTILITYTo provide a lot of feedback to assist in the planning of the rest of a course or future courses. 36. DISCRIMINATIONThe ability to distinguish between stronger and weaker students. 37. PRACTICALITYHow efficient the test is in physical terms. in equipment required in time to set, administer in time mark 38. THE LINGUISTIC APPROACH WE TAKE ON LANGUAGE LEARNING WILL DETERMINE THE GENERATION OF THE TEST 39. FIRST GENERATION TESTSREFLECT THE GRAMMAR TRANSLATIONAPPROACH FOCUS ON ACCURACY DEVOID OF CONTEXT SUBJECTIVE SCORING 40. SECOND GENERATION TESTSREFLECT THE STRUCTURALIST APPROACH FOCUS ON DISCRETE LANGUAGE THEMATIC ORIENTED OBJECTIVE ASSESSMENT 41. Are these samplessuitable for communicativepurposes?Do you feel any areas aremissing in these examples? If so,which? 42. OLLER (1973)The primary function of language is COMMUNICATIONThus, language should be tested interms of communicative abilities 43. BACHMAN (1990)Communicative abilityLearnerscompetence +capacity for implementing+ executing that competence inCONTEXTUALIZED communicative language use. 44. Candlin (1985)Creating meaninga coming together of organizedknowledge structures with a set ofprocedures for adapting thisknowledge to solve new problems ofcommunication that do not haveready-made and tailored solutions. 45. Bachman & Palmer (1996) Language is multicomponentialFactors other than language should be put to test employing both quantitative and qualitative methodologies in interrelated areas. 46. Metacognitive strategiesGrammatical knowledgeTextual knowledgePragmatic knowledgeTopical knowledgeBackground knowledge 47. THIRD GENERATION TESTSREFLECT THECOMMUNICATIVEAPPROACH Authentic material Contextualized Global and discrete items 48. WEST (1990) Tension between principles of language testing COMPETENCE vs. PERFORMANCEUSEvs. USAGEINDIRECT TESTING vs. DIRECT TESTINGRECEPTIVE SKILLS vs. PRODUCTIVE SKILLS DISEMBODIED LANGUAGE vs. CONTEXTUALIZED LANGUAGE 49. WHEN CREATINGTESTING MATERIAL 50. BEAR IN MINDBACKWARD LOOKING ASSESSMENTvs. FORWARD LOOKING ASSESSMENTNORM REFERENCED ASSESSMENTvs. CRITERION REFERENCED ASSESSMENT 51. . THE DEVELOPMENT ANDIMPLEMENTATION OF BENCHMARKSYSTEMS AND FRAMEWORKS THAT TAKEAN ASSET-BASED APPROACH TOLANGUAGE ASSESSMENT FOCUSESMAINLY ON WHAT THE LEARNER CAN DO 52. Canadian Language Benchmarks(CLB)Common European Framework of Reference for Languages 53. 3 G TESTS COMBINEDISCRETE POINT APPROACHES+ INTEGRATIVE APPROACHESAUTHENTIC DISCOURSE +RECEPTIVE SKILLS 54. SO AS TO COMPLY WITH THESYLLABUSINCLUDE DISCRETE POINT TENCHNIQUES (GR + VOC) To measure the range and degree of masteryESTABLISH PRODUCTIVE SKILLS related to objectives and contents 55. HUERTA-MACIAS (1995)HMAYAN (1995)Through techniques on a daily classroomroutine basisemulate real-life tasks which aim at evaluatingwhat learners CAN produceintegrate rather than recall and repeat 56. Pappamihiel & Walser (2009)Traditional ways of assessinglanguage acquisition areinadequate in todays world 57. LANGUAGE ACQUISITION ISA COMPLEX, NONLINEAR ANDCOMMUNICATIVE ENDEAVOUR 58. NEW TRENDS 59. AS TEACHERSWE NEED TO ASK OURSELVESHow do I helpthem grow from IAN Ywhere they areCW PM ?now?HO EL ILSH P PU 60. It means recognizing studentsabilities to understand, useand produce language in avariety of forms, for a varietyof purposes 61. IT MEANS GIVING GRAMMATICALITEMS, VERBS ANDVOCABULARY LISTS LESSIMPORTANCE THAN THEY HAVEBEEN HOLDING SO FAR. 62. IT MEANS BALANCING STRUCTUREAND MEANINGNon Pre-Communicative StructuredAuthenticcommunicati communication languagecommunication communicationve learning languagepracticepracticeFocusongramma-tical Focus onaccuracmeaningy 63. SUGGESTION OF A THIRD GENERATIONACHIEVEMENT TESTING 64. THE TEXTpublished in December 2009 by the World Health Organization which is available at iles/climate_change/en/ as the triggering element 65. THE SUBJECTSa group of young adults at upperintermediate course in reading. 66. Designed to be taken in a situation where the learners have completed an eightyhour coursewhere the following topics and grammatical items have been covered. 67. TOPIC GRAMMATICAL ITEMSGLOBALIZATION Revision of tenses andverb formsNarrative tenses: pastsimpleand continuous;Past perfect simple andcontinuous; The future inthe past. 68. TOPIC GRAMMATICAL ITEMSEnviroHealth Connections: Food/Nutrition Noun phrases. Plural expressions in compound adjectives, compound nouns; prepo