Designing Language Tests PDF

**Designing Language Tests** *Why do teachers administer tests?* Six Questions: 1. What is the purpose of the test? 2. What are the objectives of the test? 3. How will the test specifications reflect both the purpose and objectives? 4. How will the test item types (tasks) be selected a...

**Designing Language Tests** *Why do teachers administer tests?* Six Questions: 1. What is the purpose of the test? 2. What are the objectives of the test? 3. How will the test specifications reflect both the purpose and objectives? 4. How will the test item types (tasks) be selected and the separate items arranged? 5. What details should the teacher attend to in order to help students achieve optimal results? 6. What kind of scoring, grading, and/ or feedback is expected? **PURPOSE OF THE TEST** +-----------------------------------+-----------------------------------+ | Instructor-centric | Learner-centric | +===================================+===================================+ | - Check effectiveness of | - Check students' understanding | | instruction | of lesson | | | | | - Implement curriculum | - Provide feedback | | | | | - Comply/ meet goals set | - Reinforce learning | +-----------------------------------+-----------------------------------+ **OBJECTIVES OF THE TEST** - Benjamin Samuel Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes behaviors and abilities. - The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity). By creating learning objectives using measurable verbs, you indicate explicitly what the student must do to demonstrate learning. **TEST SPECIFICATIONS** 1. Description of content 2. Item types (multiple choice, cloze, etc.) 3. Tasks (written essay, reading a short passage, etc.) 4. Skills to be included 5. How will the test be scored 6. How it will be reported to the students **GIVING FEEDBACK** *Scoring/grading for a test* \- A letter grade \- A total score \- Sub-scores *Listening/reading items* \- Indication of (in)correct answers \- Diagnostic set of scores \- Checklist of areas needing work and strategic options *For oral production tests* \- Scores for each element rated \- Checklist for areas needing work and strategic options. \- Oral feedback after performance \- Post-interview conference to go over the results. *On a written test* \- Scores for reach element rated \- Checklist of areas needing work and suggested strategies/techniques \- Marginal and end-of-essay comments, suggestions \- Post-test conference to go over work *Additional/Alternative feedback for a test* \- Peer conference on result \- Whole-class discussion of results of the test \- Individual discussion of results of the test \- Self-assessment in various manifestations. **What is Blended Learning?** \- Is a combination of traditional face-to-face instruction and online learning. \- Can take many forms including flipped classrooms, hybrid courses, and station rotations. \- Allows for flexibility and personalized learning experiences.