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Individualisation-Standardisation

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Measure Compare Monitor Gatekeep Maintain standards Motivate Give feedback Make people employable

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Focus on the individualKnowledge is socially constructedDifferenceLearning styleNot only writingFlexible formatsStress Awareness of SEM (Standard Error of

Measurement)Validity is driving force

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Focus on the group Knowledge is ‘given’ and objective Everyone treated equally Candidates expected to adapt Format reflects ‘standards’ Stress is common to all individuals and

can be overcome or ‘cured’ (medical model)

Driving force = reliability/objectivity

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Statistics

Score

N Valid 200.000

Missing .000

Mean 21.020

Std. Error of Mean .227

Median 21.000

Mode 23.000

Std. Deviation 3.214

Variance 10.331

Skewness -.556

Std. Error of Skewness .172

Kurtosis .707

Std. Error of Kurtosis .342

Range 19.000

Minimum 9.000

Maximum 28.000

Sum 4204.000

Percentiles 25 19.000

50 21.000

75 23.00019/04/23 6

Reliability and objectivity Psychometric Standardisation Comparison of individual with the

group Normal distribution curves No relationship between assessor and

assessed

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It might fail children (or students)…

Who have special needswho are gifted and talented who have individual learning differencesWho have a ‘non-traditional’ learning stylewho experience social deprivationwho are ‘looked after’ and/or within the

care systemfrom particular ethnicities

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Test purposes and test outcomes

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Diagnostic Proficiency Placement Achievement Selection Summative Formative High stakes Low stakes

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Raw mark Mark compared to broad standard Mark or grade linked to verbal

descriptor Criteria checklist Norm-referencing Criterion-referencing

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A grade or percentage for English A grade or percentage plus a

breakdown into different skills areas A grade or percentage, a breakdown

into skills and a written report All of the above plus a portfolio of

evidence that the student has compiled

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The qualities of good language tests

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Restrict choice Write unambiguous items Provide uniform test conditions Have fewer marking bands Ensure familiarity with format Give clear criteria Provide good training for raters Ensure anonymous marking

(Hughes, 1989: 36-43)

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First test (part) : Mean = 34.96 St.Dev. = 4.61 Second test (part): Mean = 33.08 St.Dev. = 4.88 The t-test for difference gives a value of 6.297 with 195

df The correlation between the two sets of scores is

0.612 Assuming form means are exactly the same over whole

population: reliability = 0.552 st. error of measurement = 3.24 Within forms analysis: reliability = 0.611 st. error of measurement = 2.96 Split parts analysis: Cronbach Alpha = 0.767 and Spearman Brown

Coefficient = 0.75919/04/23 17

Describe a blizzard that you have experienced. How did you make your way home?

Describe the legal system in your country.

Discuss your favorite sport and why you enjoy it.

Discuss the importance of Christmas in our contemporary society.

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1. Why hasn’t your mother come?Well, she said that she …… leave the

baby.

a. can’tb. won’tc. couldn’td. mayn’t

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2. Which word or phrase, a, b, c, or d, means the same as the word underlined.

I’ll see you soon.

a. next yearb. in a few daysc. tomorrowd. In a couple of hors

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Ensure good visual presentation of test Test only the skill(s) you plan to test Avoid introducing any unnecessary

complexities that don’t matter Avoid testing something else instead,

by default. Ignore any mistakes outside the skills

area being tested (?) Keep focussed.

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Listen to the radio recording and write a short summary of 150-200 words on the content.

Outline the extent to which economic factors have impinged on individual’s abilities to manage their lives effectively.

Read the following text and answer the questions which follow. Copy your answers correctly from the text as marks will be deducted for incorrect spelling.

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Language testing philosophy

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