Language Testing Session 3 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 TEST ADMINISTRATION It deals with the total organization, management, execution, supervision of tests along with proper follow up functions and adequate reporting and utilization of test results. TEST ADMINISTRATION Test Administration is divided into two parts: 1. What should be done before testing? (preplanning) 2. What is to be done during testing? (testing operation) PRE-PLANNING Examiner’s Duties before the Test 1. Announcing the test 2. Becoming familiar with the test 3. Ensuring satisfactory testing conditions 4. Minimizing Cheating PRE-PLANNING 1. Announcing the test Examinees should be informed beforehand: when and where the test will be administered, with what content it will deal what sort of test (objective, essay, oral) Students deserve a chance to prepare themselves for tests, intellectually, emotionally, and physically. PRE-PLANNING 2. Becoming familiar with the test If the test constructor and the examiner are the same person, there is no question of the latter’s familiarity with the test material and administration procedure. But because administrator of standardized test is rarely the same person who constructed the test, the latter will need to study the accompanying manual carefully before attempting to give the test. PRE-PLANNING 3. Ensuring satisfactory testing conditions To make certain that seating, lighting, ventilation, temperature, noise level and other physical conditions are appropriate. Special provisions may be made for examinees who have physical handicaps or are physically different from most other examinees. PRE-PLANNING 4. Minimizing Cheating Comfortable seating that minimizes cheating should be arranged. Preparing multiple forms (different items or different item arrangement) Several proctors should be employed whenever a large group of people are tested. TESTING OPERATION Examiner’s Duties during the Test 1. Following Test Directions 2. Establishing Rapport 3. Being Prepared for Special Problems TESTING OPERATION Examiner’s Duties during the Test 1. Following Test Directions Examiner is asked to follow the directions for administration carefully even when further explanation to examinees might clarify their task. Departures from the standard directions may present a different task to examiners than the test designers had in mind. TESTING OPERATION Examiner’s Duties during the Test 2. Establishing Rapport Examiner must have a behavior that tends to create a condition of rapport, a relationship between examiner and examinees that encourage the latter to do their best. TESTING OPERATION Examiner’s Duties during the Test 3. Being Prepared for Special Problems A test situation creates a certain amount of tension in almost everyone, and occasionally an examinee may become quite anxious, etc. Certain measures coupled with sensitivity and patience on the part of the examiner can provide better opportunity for the handicapped individuals and those with problems to demonstrate their capabilities. TEST EVALUATION (SCORING) 1. Make an answer key in advance 2. Any scoring rule must be applied to all students. 3. Score one part for all before moving to the next so that a general idea of students’ strengths and/weakness can be observed. 4. Make sure scoring marks are visible 5. Write student’s score on their test – if it will be returned to them TEST EVALUATION (SCORING) Ø SCORING SUBJECTIVE TESTS: ESSAY TEST Recommendations (so that scores will be as objective and reliable as possible) 1. The tester must decide whether to score the question as a whole or assign separate weights to different components. (rubric) 2. Whole (global) scoring is common, but it is perhaps more meaningful to use analysis scoring procedure in which points are given for each item of information or skill included to an answer. TEST EVALUATION (SCORING) Ø SCORING OBBJECTIVE TESTS: True/False 1. A unique advantage of objective test is the efficiency and objectivity with which they can be scored. 2. A teacher can score objective tests quickly and accurately manually or with a scoring machine. Thus, the test papers can be returned to the examinees soon. 3. Items may be scored by assigning 1 point to each correct response and 0 point to each incorrect or omitted response. END OF SESSION 3  Session 5 Session 1 Session 6 Session 2 Session 7 Session 3 Language Testing ü Session 4 CONTENTS: Session 04: (Teacher-Centered) Alternative assessment ALTERNATIVE ASSESSMENT A new proposal that emerged in the 1990’s The proposal was to assemble additional measurement of students, in order to triangulate data about students. ALTERNATIVE ASSESSMENT Alternative assessments are wide ranging and often include: 1. Portfolios 2. Journals 3. Observation 4. Self-assessment 5. Peer-assessment 6. Presentations 7. Reports 8. Reflective papers THANK YOU!