Lorena Pea Florez

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Test
It is a method of measuring a persons ability , knowledge or performance in a given domain. Test : 1. Are a method 2. must measure 3. Measures performance 4. Measures a given domain.

A well-constructed test is an instrument that provides an accurate measure of test-takers ability with a particular domain.

METHOD

Set of techniques procedures or items

Explicit

Structured

Multiple choice questions with prescribed correct answers.

A writing prompt with a scoring rubric

An Oral interview based on question scripts

A checklist of expected responses to be filled by the administration.

Must Measure
Specific competences, objectives or knowledge

General ability

Example

Example

Multi-skill proficiency test

Quiz on recognizing correct use of definite articles

Measures Performance
Linguistic competences Knowledge about language

Speaking Writing Reading Listening

Vocabulary Grammar rules Identify a rhetorical feature in written discourse.

Measures a Specific Domain

Positive

Negative

Specific topics to measure the desired criterion

Including factors inadvertently

A good teacher never ceases to assess students whenever those Tests Assessment assessments are They are prepared It is an ongoing process that INCIDENTAL or encompasses a much wider administrative procedures INTENDED domain. They Occur at identifiable times in a curriculum on each aspect about students the teacher makes assessment on Learners muster all their students 'performance. faculties There are many procedures and Learnersresponses are being tasks different from TEST to measured and evaluated. assess students. They are subsets of assessment.

Assessment & Teaching

Informal Assesment
Suggestions

Incidental, unplanned comments and responses Coaching

Advicing about how to better pronounce words

Impromptu feedback

Responding to a draft of an essay

Margianal comments on papers

Formal Assesment
they are systematic planned sampling techniques
It is constructed to give teacher and students an appraisal of student achievement.

Formative Assessment
Evaluating SS in the process of forming their competence and skills.

Occurs every time

Focus on the ongoing development of the learners language.

All kind of informal assessment are formative

Delivery by teacher Internalized by student

Summative Assessment
It measures or summarizes what a student has grasped. Occurs at the end of a course unit or instruction

2. Quizzes

1.General proficiency exams

The following 4 are examples of summative tests

3. Periodic review tests

4. mid-term exams

Can Tests become Learning experiences ?

Norm-referenced & Criterion-referenced Tests

 Scores are interpreted in relation to

Norm-referenced Test criterion-referenced Test

a mean, media and SD and percentile rank. The purpose is to place test-takers along a mathematical continuum in rank order. Scores are reported back to the test-taker in form of numerical scores. They are administered to large audiences. The responses are already predetermined.
Examples: Scholastic Aptitude Test (SAT) Test of English as a Foreign Language (TOEFL)

They are designed to give test-

takers feedback in the form of grades, on specific course or lesson objectives. It is required much time and effort from the teacher (testadministrator). Appropriate feedback. Instructional value Oller(1979,p 52)
Examples: Classroom tests involving the students on only one class and connected to a curriculum.

Approaches to Language Testing

1950s Behaviorism
Testing focused on specific language elements such as the phonological, grammatical and lexical contrasts between two languages.

1970s- 1980s
Communicat ive theories brought a more integrative view of testing.

Today
Continues the challenge of more authentic valid instruments that simulate real world interaction.

Discrete-point Testing
Language can be broken into its component parts and those parts can be tested successfully. evaluating certain points

Decontextualization

Oller(1979)
Language competence = unified set of abilities that cannot be tested separately.

Integrative testing

Cloze test
Reading passages (150-300 words) Those tests require a number of abilities.

Dictations
Listening passages (100-150) Oral reading with long pauses between every phrase

Oral reading without pauses

Reading at normal speed

Knowledge of vocabulary

Grammatical structures

Discourse structure

Reading skills

Strategies

Internalized expectancy grammar

1. Careful listening

UNITARY TRAIT HYPOTHESIS

4.Expectancy rules to aid short- term memory

Integrative Test

2. Reproduction in writing

3. Efficient short- term memory

Which suggested an indivisible view of language proficiency: that vocabulary, grammar, phonology, the four skills and other discrete points of language could not be disentangled from each other in language performance.

Communicative Language Testing

Language test performance Language use Batchman and Palmer(1996,p9)
Bachman (1990) Proposed a model of language competence

Weird(1990,p6) Integrative Test(cloze )

Organizational competence

Pragmatic competence

Tell about

Dont tell about

Grammatical components

Textual components

Candidates linguistic competence

Students performance ability

Illocutionary components

Sociolinguistic components

Strategic competence

Performance-based Assessment
Oral production
Timeconsuming

Interactive tasks

Written production

Integrated performance

Openended responses

Higher content validity is achieved

Expensive

Ss are assessed as they perform actual or simulated realworld tasks

Current Issues in Classroom Testing

New Theories of Intelligence

Spatial intelligence

Intrapersonal intelligence Gardner (1983, 1999)

Musical intelligence

Interpersonal intelligence

Bodilykinesthetic intelligence

Robert Sternberg (1988,1997)

Daniel Golemans (1995)

Intelligence

EQ= emotional Quotient

Creative thinking

Manipulative strategies

Importance of emotions in cognitive processing

Alternative Assessment
Continuous long-term assessment Untimed, free-response format Contextualized communicative tasks Individualized feedback and washback Criterion- referenced scores Open-ended, creative answers Formative Oriented to process Interactive performance Foster intrinsic motivation

Computer-based Testing
Are also called computer- assisted or web-based testsAre small scale home-grown tests Available on web-sites Standardized large scale tests Almost all Computer-based testing items have fixed, closed-ended responses

PRINCIPLES OF LANGUAGE ASSESSMENT

PRACTICALITY

RELIABILITY

VALIDITY

AUTHENTICITY

WASHBACK

Student- related reliability

Content- related evidence

Rater reliability

Criterion-related evidence

Test administration reliability

Constructed-related evidence

test reliability

Consequential Validity

Face validity

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