topic 5 language assessment

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DESIGNING CLASSROOM

LANGUAGE TESTSLecturer: Yee Bee Choo

IPGKTHO


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Determining

Planning

Writing

Preparing

Reviewing

Pre-testing

ali!ating

Stages "# Test C"nstr$%ti"n

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&' Determining

Be clear with the following:The objective of the test what will it !easure"#The nee$ for the test what a$vantages will it have"#

The test %o%ulation who will ta&e it"#The content what will the test cover"#The st'le of a$!inistration how will it be given#The ite! for!at will it be force$ choice" (ulti%le choice"#The inclusion of alternate for!s use is it necessar' for

this test"#The training re)uire!ents what %rofessionals are allowe$

to give the test"#


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(' Planning Pre%are a table of specications for the test*This will inclu$e infor!ation on:

content for!at an$ ti!ing

criteria

levels of %erfor!ance

scoring %roce$ures


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)' Writing

+ goo$ test ite! writer shoul$: be e,%erience$ in test construction*

&now the subject !atter well* &now an$ un$erstan$ the stu$ents being

teste$* be thoroughl' fa!iliar with test for!ats

have the ca%acit' in using language clearl'an$ econo!icall'*

be rea$' to sacri-ce ti!e an$ energ'*


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*' Preparing

.actors in selecting the a%%ro%riate for!at: Pur%ose of the test

Ti!e available to %re%are an$ score the testThe nu!ber of stu$ents to be teste$ Ph'sical facilities available for re%ro$ucing

the test /&ill in writing the $i0erent t'%es of ite!s


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+' Reviewing

Princi%les for reviewing test ite!s:The test shoul$ not be reviewe$

i!!e$iatel' after its construction1 but afterso!e consi$erable ti!e* Other teachers or testers shoul$ review it* In a language test1 it is %referable if native

s%ea&ers are available to review the test*


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,' Pre-testingThe tester shoul$ a$!inister the newl'2

$evelo%e$ test to a grou% of e,a!inees

si!ilar to the target grou% an$ the %ur%oseis to anal'se ever' in$ivi$ual ite! as wellas the whole test*

3u!erical $ata test results# shoul$ be

collecte$ to chec& the e4cienc' of the ite!1it shoul$ inclu$e ite! facilit' an$$iscri!ination*


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' ali!ating Ite! $i4cult' or easiness#5Ite! .acilit' I.#

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the e,tent to which an ite! is eas' or$i4cult for the %ro%ose$ grou% of test2ta&ers

Ite! $iscri!ination I7# 6

the e,tent to which an ite! $i0erentiatesbetween high2 an$ low2abilit' test2ta&ers


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' ali!atingTo !easure the facilit' or easiness of the ite!1 the following

for!ula is use$:

I./ 01%2 3 0N2

8c# 2 nu!ber of correct res%onses

3# 2 total nu!ber of can$i$atesThe results of such e)uations range fro! 9 6 * +n ite! with a facilit' in$e, of 9 is too $i4cult1 an$ with is

too eas'*The i$eal ite! is one with the value of 9*;# an$ the

acce%tabilit' range for ite! facilit' is between ? 9*@=A1i*e* less than 9*=> is $i4cult1 an$ above 9*@= is eas'*

Thus1 tests which are too eas' or too $i4cult for a givensa!%le %o%ulation1 often show low reliabilit'*


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Test s%ecs serve as a blue%rint of the test inthe following:

a $escri%tion of its content

ite! t'%es !etho$s1 such as !ulti%le2choice1 cloe1 etc*# tas&s e*g* written essa'1 rea$ing a short

%assage1 etc*#

s&ills to be inclu$e$ how the test will be score$ how it will be re%orte$ to stu$ents

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Preparing Test 4l$eprint3 TestSpe%i5%ati"n


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+ccor$ing Brown 99;#1 test s%eci-cationshoul$ inclu$e the following:

* Outline of the test

* /&ills to be inclu$e$=* Ite! t'%es an$ tas&s

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&' O$tline "# t6e test e,a!%le#

/ection +* Docabular'Part ; ite!s#: !atch wor$s an$ $e-nitions

Part ; ite!s#: use the wor$s in a sentence

/ection B* Gra!!ar9 sentences#: error $etection un$erline or circle the

error#

/ection C* Eea$ing co!%rehension

one2%aragra%h %assages#: four short2answer ite!s foreach

/ection 7* FritingEes%on$ to a two2%aragra%h article on (ala'sian culture

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(' S7ills t" 8e in%l$!e! /o!eti!es $ue to ti!e constraint1 a @92!inute test

can onl' assess = or language s&ills1 e*g* listening1rea$ing1 writing an$ gra!!ar*

Other s&ill such as s%ea&ing is $one se%aratel' inanother ti!e as !ore ti!e is nee$e$ if the teacheris assessing the stu$ents one2b'2one*

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)' Item T9pes an! Tas7s There are a li!ite$ nu!ber of !o$es of

eli%itingres%onses i*e* %ro!%ting# an$ ofresp"n!ingon tests of an' &in$*

Consi$er: the test %ro!%t can be oralstu$ent listens# or written stu$ent rea$s#an$ the stu$ent can res%on$ orall' or in

writing*

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)' Item T9pes an! Tas7s 0Eli%itati"n m"!e2

Oral 0st$!ent listens2 Written 0st$!entrea!s2

wor$1 %air of wor$ssentences#1 )uestion$irections!onologue1 s%eech

Pre2recor$e$conversationinteractive live# $ialogue

wor$1 set of wor$ssentences#1 )uestion$irections%aragra%h

essa'1 e,cer%tshort stor'1 boo&



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)' Item T9pes an! Tas7s 0Resp"nsem"!e2

Oral Written

re%eat

rea$ alou$'es 5 noshort res%onse$escriberole %la'!onologue s%eech#interactive $ialogue

!ar& !ulti%le2choice

o%tion-ll in the blan&s%ell a wor$$e-ne a ter! with a%hrase#short answer 2=sentences#essa'



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)' Item T9pes an! Tas7s e,a!%le#/%ea&ing ; !inute %er %erson1 %revious $a'#

.or!at: oral interview

Tas&: teacher as&s )uestions of stu$ents

Listening 9 !inutes#

.or!at: teacher !a&es au$iota%e in a$vance1 with one othervoice on it

Tas&: a* ; !ini!al %air ite!s1 (C

b* ; inter%retation ite!s1 (C

Eea$ing 9 !inutes#.or!at: cloe test ite!s 9 total# in a stor' line

Tas&: -ll2in the blan&s

Friting 9 !inutes#.or!at: %ro!%t for a to%ic: wh' I li&e5 $o not li&e football

Tas&: writing a short o%inion %aragra%h



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Bloo!sJ Ta,ono!' ;@# is a s'ste!aticwa' of $escribing how a learnerJs%erfor!ance $evelo%s fro! si!%le toco!%le, levels in their a0ective1%s'cho!otor an$ cognitive $o!ain oflearning*

The original ta,ono!' %rovi$e$ carefull'

$evelo%e$ $e-nitions for each of the si,!ajor categories in the cognitive $o!ainan$ it was revise$ in 99*

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4l""m:s Ta;"n"m9


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4l""m:s Ta;"n"m9

+n$erson an$ Krathwohl


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4l""m:s Ta;"n"m9


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SOLO Biggs Collis1 M#1 which stan$s forthe Str$%t$re "# t6e O8serve! LearningO$t%"me1 ta,ono!' is a s'ste!atic wa' of$escribing how a learnerJs %erfor!ance $evelo%s

fro! si!%le to co!%le, levels in their learning*There are ; stages1 na!el' Prestructural1

Nnistructural1 (ultistructural1 which are in a)uantitative %hrase an$ Eelational an$ ,ten$e$

+bstract1 which are in a )ualitative %hrase* /tu$ents -n$ learning !ore co!%le, as it

a$vances*

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SOLO Ta;"n"m9


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/OLO is a !eans of classif'ing learning outco!esin ter!s of their co!%le,it'1 enabling teachers toassess stu$entsJ wor& in ter!s of its quality notof how !an' bits of this an$ of that the' got

right* +t -rst we %ic& u% onl' one or few as%ects of the

tas& unistructural#1 then several as%ects but the'are unrelate$ !ultistructural#1 then we learn how

to integrate the! into a whole relational#1 an$-nall'1 we are able to generalise that whole to as'et untaught a%%lications e,ten$e$ abstract#*

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SOLO Ta;"n"m9


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SOLO Ta;"n"m9


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SOLO Ta;"n"m9


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The /OLO ta,ono!' !a%s the co!%le,it' of a stu$entJswor& b' lin&ing it to one of -ve %hases: little or noun$erstan$ing Prestructural#1 through a si!%le an$then !ore $evelo%e$ gras% of the to%ic Nnistructuralan$ (ultistructural#1 to the abilit' to lin& the i$eas an$

ele!ents of a tas& together Eelational# an$ -nall',ten$e$ +bstract# to un$erstan$ the to%ic forthe!selves1 %ossibl' going be'on$ the initial sco%e ofthe tas& Biggs Collis1 M Hattie Brown1 99#*

In their later research into !ulti!o$al learning1 Biggs Collis note$ that there was an increase in the structuralco!%le,it' of their the stu$entsJ# res%onsesJ :@#*

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SOLO Ta;"n"m9


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+i! of the test: !easure the objectives%rescribe$ b' the blue%rint an$ !eet)ualit'

stan$ar$s* Eange of to%ics to be teste$: !easure the

test2ta&ersJ abilit' or %ro-cienc' in a%%l'ingthe &nowle$ge an$ %rinci%les on the to%ics

that the' have learnt* Eange of s&ills to be teste$: !easure higher

levels of cognitive %rocessing*

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G$i!elines #"r C"nstr$%ting TestItems


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Test for!at: follow a consistent $esign so that the)uestioning %rocess in itself $oes not giveunnecessar' $i4cult' to answering )uestions*

Level of $i4cult': %lan nu!ber of )uestions at a

level of $i4cult' an$ $iscri!ination to best$eter!ine !aster' an$ non2!aster' %erfor!ancestates*

Internal an$ cultural consi$erations biasness#:refrain fro! the use of slang1 geogra%hicreferences1 historical references or $atesholi$a's# that !a' not be un$erstoo$ b' aninternational e,a!inee*

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G$i!elines #"r C"nstr$%ting TestItems


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SPM &&&< Englis6Pa%er Ti!e: hour ; !inutes# /ection +* 7irecte$ Friting =; !ar&s# /ection B* Continuous Friting ;9 !ar&s#

Pa%er Ti!e: hours ; !inutes# /ection +* ; (C )uestions ; !ar&s# /ection B* Infor!ation Transfer 9 !ar&s# /ection C* i# Eea$ing Co!%rehension 9 !ar&s#

ii# /u!!ar' ; !ar&s#

/ection 7* Literature Co!%onent* i# Poe!* %oe! with short2answer )uestions

; !ar&s#

ii# 3ovel* essa' )uestion ; !ar&s#

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Test ."rmat


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Test ."rmat

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topic 5 language assessment