Session3-2.pdf

Session 5 Session 1 Session 6 Session 2 Session 7 Session 3 Language Testing Session 4  Session 5 Session 1 Session 6 Session 2 Session 7 ü Session 3 Language Testing Session 4 CON...

Session 5 Session 1 Session 6 Session 2 Session 7 Session 3 Language Testing Session 4  Session 5 Session 1 Session 6 Session 2 Session 7 ü Session 3 Language Testing Session 4 CONTENTS: Session 03: (Teacher-Centered) Test elicitation techniques Test construction Test administration & evaluation CONTENTS: Session 03: (Teacher-Centered) Test elicitation techniques Test construction Test administration & evaluation DO YOU KNOW THAT..  STAGES OF TEST CONSTRUCTION 1. Planning 2. Preparing 3. Reviewing 4. Revising  PLANNING THE TEST The amount of efforts in the construction of language test varies with consideration of type and purpose of the test. Classroom teachers spend little time for the preparation for essay or short-answer test. Complex procedures followed by professional test designers are unfamiliar to the majority of teachers.  PLANNING THE TEST Questions for Test Planners: 1. What are the topics and materials on which the students are to be tested? 2. What kind of questions should be constructed? 3. What item and test formats or layouts should be used?  PLANNING THE TEST Questions for Test Planners: 4. When, where, and how should the test be given? 5. How should the completed test papers be scored and evaluated? Note: The first 3 questions pertain to test design and construction, the 4th question to test administration, and the 5th question to test scoring. PLANNING THE TEST The preparation of a test to measure specific language objectives is most effective when the behaviors to be assessed are clearly defined during planning stage. BLOOM’S TAXONOMY PREPARING THE TEST Once we select the objective of the test, now we will collect the information/data to make the test valid and reliable. PREPARING THE TEST Various techniques of classifying test items according to their format or the form of response required have been already suggested. Teachers select appropriate tools and techniques, then create the test items (i.e., questions). (Please refer to session 3-1: test elicitation techniques) PREPARING THE TEST The selection of a technique should be based on: Content objectives & topics Administration of test Addressees (i.e., testees) & their levels of performance Timing Scoring procedures  REVIEWING THE TEST Once the test is prepared now it is time to be confirming the validity, reliability and usability of the test. After reviewing the items, the teacher would offer some comments for modifications of these items. After making necessary modifications, the first draft of the test would be ready to go under the scrutiny of the pretesting step. REVIEWING THE TEST Examples of some final reviewing decisions: 1. Is the length of the test appropriate for the time limits? 2. How should the items be grouped or arranged on the pages of the test booklet? REVIEWING THE TEST 3. Are answers to be marked in the test booklet, or is a special answer sheet to be used? 4. How will the test booklet and answer sheet be produced ? 5. what should be included in the directions? REVISING THE TEST Based on the observations and suggestions made during the reviewing phase, the final version of the test is composed. THANK YOU!