Pres. 1 Testing

7/31/2019 Pres. 1 Testing

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ULACIT11-7003 LEARNING

ASSESSMENT

Professor:MSc. Giselle Herrera Gmez


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WHAT IS TESTING?

Definition: A test is an activity whose

main purpose is to convey (usually to

the tester) how well the testee knows or

can do something. This is in contrast topractice, whose main purpose is sheer

learning. (Ur 1996:33)

evaluation

assessment

testing


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The earliest known standardized tests(which included both practical andwritten components) are the ChineseImperial Examinations

Lasted 1300 years (605 to 1905)

Europe conducted orally

HISTORICAL TRENDS


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1)Intuitive (subjective) stage personalimpressions of teachers

2)Scientific stage (language specialists)

3)Communicative stage (emphasize ev.of lang. rather than lang. form

The first written exams in Europe wereheld at Cambridge University, Englandin 1792 earn money

HISTORICAL TRENDS


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WHAT MAKES A GOOD EXAM?

RELIABILITY is a measure of thetest's consistency

VALIDITY is a measure of a test'susefulness

STANDARDIZATION is the processof trying out the test on a group ofpeople to see the scores which are

typically obtained


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TEACHING TO THE TEST

Test positive or negative impact

influences good

teaching andlearning practices

controversial

and contextualissue

What might work for one particularteaching/learning context mightmiserably fail in another


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TEACHING TO THE TEST

Are the teachers aware of whytheyteach, what they teach?

it will be impossible to maximizepositive test impact

they cannot possibly encompasseverything that needs to be tested


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CONTRASTING CATEGORIESOF ESL TESTS

Knowledge PerformanceSubjective ObjectiveProductive ReceptiveLang.Subskill Com. SkillsNorm-referenced Criterion-referencedDiscrete-point IntegrativeProficiency Achievement


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PLANNING THE TEST

Reason why you are giving the test

Are you trying to sort the students?Do you want to know how many

students have mastered the content?

Is it a formative assessment?Is it a summative measure?


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PLANNING THE TEST

Decisions in the test developmentprocess:

1. What to test2. How much emphasis to give tovarious objectives

3. What type of questions to use4. How much time to allocate for the

assessment


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PLANNING THE TEST

5. How to prepare the students6. What type of test (textbook

publisher, own, sheet answer)

decide how much emphasis to place

on each objective


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a two-way chart which describes thetopics to be covered by a test and thenumber of items or points which will be

associated with each topicPURPOSE

to identify the achievement domains

being measured and to ensure that afair and representative sample ofquestions appear on the test

TABLE OF SPECIFICATIONS


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Objectives/Content area/Topics Knowledge Comprehension

Appli

cation#

items/

% of

test1. Know the advantages & disadvantages ofthe major selection-types of questions. x20% 20%2. Be able to differentiate between well and

poorly written selection-type questionsx x 40%

3. Be able to construct appropriateselection-type questions using the guidelines

and rules that were presented in class.x

40%

40%


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Steps to follow:

1. Choose the measurement goals and

domain to be covered,2. Break the domain into fairly

independent parts (concepts, terms,

procedures, applications), and3. Construct the table



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Benefits students

improves the validity of teacher-

made testscan improve students learning as

well

ensure that there is a matchbetween what is taughtand what istested


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OBJECTIVES

TEACHING

TESTING


LINK BETWEEN TEACHING &TESTING


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Estimate the time needed

Type of ? Sec/Min X ?

True-False ? 15-30Multiple choice 30-60

Complex multiple choice 60-90Multiple choice problemswith calculations 2-5 min.



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Short answer (one word) 30-60 secShort answer (two more word) 1-4 minMatching (5 premises, 2-4 min

6 responses)Short essays 15-20 minData analyses/graphing 15-25 min

Drawing models/labeling 20-30 minExtended essays 35-50 min



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Objectives/Content

area/Topics KnowledgeComprehen

sionApplica

tion# items/

% of test

1. Know the advantages &

disadvantages of the major

selection-types of questions.

x

20%

10 Q x 1

20%

10 Q 10 pts

2. Be able to differentiate

between well and poorly

written selection-type questions

x

20%

10 Q x 1

x

20%

5 Q x 2

40%

15 Q 20 pts

3. Be able to construct

appropriate selection-type

questions using the guidelines

and rules that were presented

in class.

x

40%

4 Q x 5 40%4 Q 20 pts

TOTAL 20 Q 5 Q 4 Q 29 Q 50 pts

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Pres. 1 Testing