Testing Evaluation PP T
Testing Evaluation PP T
Testing Evaluation PP T
TESTING AND ASSESSMENT Measurement and evaluation have been with us for a long time.
Since the effect of testing on teaching and learning is unavoidable, testing is an important part of every language teaching and language learning experience.
WHY TEST?
Has the instruction been successful? Were the materials for instruction at the right level? Have all language skills been emphasized equally? What points need reviewing? Should the same materials be used next year or do they need some modifications?
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TEST
MEASURMENT
EVALUATION
TEST
MEASUREMENT
EVALUATION
It has been defined in a variety of ways.
In general, it refers to the systematic gathering of information for purposes of decision making. In other words, evaluation is a professional judgment or a process that allows one to make a judgment about the desirability or value of a measure.
So, testing is not the only way in which information bout peoples language ability can be gathered. It is just one form of assessment.
SUMMATIVE
ASSESSMENT
FORMATIVE
FORMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
It is used at the end of the term, semester , or year in order to measure what has been achieved both by groups and by individuals.
In most cases grades are assigned on the basis of performance on tests in addition to classroom performance.
PLACEMENT TEST
It is used to sort new students into relatively homogenous language ability groupings so that they can start a course at approximately the same level as the other students in the class.
It is one of the most frequently used test at different levels of language instruction.
DIAGNOSTIC TEST
It is designed to show what skills or knowledge a learner knows or does not know. In other words, it is used to identify students strengths and weaknesses.
It is in the reverse side of achievement test in the sense that while the interest of the achievement test is in success, the interest in the diagnostic test is in failure, what has gone wrong, in order to develop remedies.
ACHIEVEMENT TEST
It is designed to measure the degree of students learning from a particular set of instructional materials.
It is directly related to language courses. It means that such tests normally come after a program of instruction or items of the test are drawn from the content of instruction directly. e.g. final, midterm, and class examinations
PROFICIENCY TEST
It is used to measure the overall language ability of the learners regardless of any training they may have had in that language.
It seeks to answer the question:having learned this much, what can the student do with it?
e.g. Test of English as a Foreign Language (TOEFL)
PORTFOLIO ASSESSMENT
Many educational institutions allow students to assemble a portfolio of their works over a period of time(a term or semester), so the students can be assessed by looking at three or four of the best pieces of work over this period.
ADVANTAGES Provide evidence of students effort Help students to become more autonomous Help them to self monitor their own learning
DISADVANTAGES It is time-consuming.
Teachers will need clear training in how to select items from the portfolio and how to give them grades.
In preparing their portfolios, students may have been helped by others.
VALIDITY
RELIABILITY
VALIDITY
It measures what it is supposed to measure (construct validity) or can be used for the purposes for which it is intended. Valid + for It means any given test may be valid for some purposes, but not for others.
First, write explicit specifications for the test and make sure that you include a representative sample of the content of these in the test. Second, whenever feasible, use direct testing.
Third, make sure that the scoring of responses relates directly to what is being tested.
Finally, do everything possible to make the test reliable. If a test is not reliable, it cannot be valid.
What is reliability?
RELIABILITY
Discrete-point testing: only tests one thing at a time and the answer is either correct or incorrect. e.g. asking students to choose the correct form of tense, or multiple-choice tests
Integrative testing: expects students to use a variety of language at any given time e.g. writing a composition, doing conversational oral test
Time Line
Sentence reordering
Multiplechoice items
MULTIPLE-CHOICE ITEMS
ADVANTAGES
Scoring is reliable, easy, and economical. It is possible to include more items in a given period of time.
DISADVANTAGES
It is very difficult to write successful items. It restricts what can be tested. It tests only recognition knowledge. Cheating may be facilitated.
CLOZE PROCEDURES
advantages disadvantages
It offers the ideal indirect, but integrative testing items. They can be prepared quickly, and are In some cases, there are several an extremely cost-effective way of possible answers. finding out about a testees overall knowledge. The actual score a student gets Cause the deletion of words is random, depends on the particular words that it avoids test designers failing. are deleted, rather than on any general Cause of the randomness of deleted English knowledge.(problem of words, anything may be reliability) tested.(grammar, collocations, fixed phrases,) Supplying the correct word for the blank implies an understanding of context and a knowledge of that word and how it operates.
They tell us something about the candidates knowledge of the language system.
SENTENCE REORDERING
It tells us quite a lot about students underlying knowledge of syntax and lexico-grammatical elements. Although they are easy to write, they are not always possible to ensure only one correct order.
Create a level playing field: it means that in the case of a written test or in testing receptive skills, it is needed to avoid making excessive demands on the students general or specialist knowledge. That is the topics should not be too general or too specific.
Replicate real-life interaction: it means that tests of listening or speaking should reflect real life, i.e. the text should be as realistic as possible.
WRITING TESTS
1- assess the test situation 2- decide what to test 3- balance the elements 4- weight the scores 5- make the test work
OBJECTIVE SCORING: a method of scoring in which the scores are given according to some predetermined criteria. in this method, each correct answer is usually counted one point.
SUBJECTIVE SCORING: a method of scoring in which the scoring procedures do not follow any objective criteria. So, the fluctuations of scores from one scorer to another creates a serious problem. To compensate for the inadequacies of subjective scoring, the following solutions are recommended:
1- Training It means that the scorer should not come to the task fresh. They should see some scripts at different levels. e.g. they may be allowed to watch videoed oral test in order to be trained to rate the samples of spoken language accurately and consistently in terms of predetermined description of performance.
sometimes we can use a moderator whose job is to check samples of scorers work to see that it conforms with the general standards laid down for the exam.
A way of specifying score is to use a pre-defined descriptions of performance. Such descriptions say what the students need to be capable of in order to gain the required marks. However, they are not without problems: Maybe these descriptions do not exactly match the students who is speaking.
Another one is that different teachers will not agree on the meaning of scale descriptors.
4- Analytic profiles
We can mark tests for different elements, instead of general assessment. criteria Fluency Use of vocabulary Use of grammar Pronunciation Repair skills Task completion intelligibility Score
A combination of global and analytic scoring gives us the best chance of the reliable marking.
e.g. In test of speaking, we can put students in pairs or groups for certain tasks. It will help to relax students in a way that interlocutor-candidate interaction might not.
Two kinds: Harmful (negative) backwash: when test and testing techniques are at variance with the objectives of the course. Beneficial (positive) backwash: if a test is regarded as important, if the stakes are high, preparation for it can come to dominate all teaching and learning activities.
Many teachers believe that teaching exam classes are extremely satisfying Also, in training students to develop because: good exam skills (e.g. working on their own, reviewing what they have done, learning to use reference tools, keeping an independent learning record, etc.), we push them towards autonomous Since students perceive a clear sense of learning. purpose and are highly motivated to do as well as possible, they are in some sense easier to teach than students whose focus is less clear.
1- Train for test types Generally, we can make students familiar with the test items they will have to face so that they can give their best, and the test discovers their level of English. e.g. we can show them the various types of tests. Help them to understand what the test designer is aiming for. Help them to focus on what they are being asked to do and why. and so on 2- Discuss general exam skills We can remind students about general test and exam skills and teach them how to organize their work so that they can revise effectively.
e.g. help them to pace themselves so that they do not spend a disproportionate amount of time on only one part of exam. Remind them how easily they can find the answer by reading question carefully, and
3- Do practice test
It means giving students the chance to practice taking the test so that they get a feel for experience. During a course, students can sit practice papers or whole practice tests. 4- Have fun Although students need to practice certain test types, it has not to be done in a boring or tense way. Teachers can use number of ways of having fun with tests and exams. e.g. teachers can ask students to write their own test items, based on language they have been working on and the examples they have seen so far.
Exam teacher should be careful that only discussing on exam techniques and taking practice tests in class may become lesson and class monotonous. In other words, in such classes there is a possibility that general English improvement will be compromised at the expense of exam preparation.
To avoid this problem, we need to ignore the exam from time to time so that we have opportunities to work on general language issues to encourage students to take part in the kind of motivating activities that are appropriate for all English lesson.
THANK TOU