Language assessment project 4
DESIGNING CLASSROOM LANGUAGE TEST
TEST TYPES
1. Language Altitude Test
A language aptitude test is designed to measure Capacity of general ability to learn aku foreign language and ultimate success in that undertaking.
2. Proficiency Test
A proficiency test is not limited to any one course, Curriculum, or single skill in the language ; rather, it rest overall ability. Proficiency test habede traditionally consisted of standardized multiple choice items online grammar, vocabulary, Reading comprehension, and aural comprehension.
3. Placement Test
Certain proficiency test can act in the role of placement test, the purpose of which to place a student into a particulary level or section of a language Curriculum or school. A placement test usually, but not always, include a sampling of the material to be covered in the various course in a Curriculum.
4. Diagnostic Test
A diagnostic test is designed to diagnose specivied aspect of language. A test in pronouciation, for example, might diagnose the Phonological features of English are difficult for learnes and should therefore become part of a Curriculum.
5. Achievement Test
An achievement test is related direcly to Classroom lesson, units, or event a total curriculum. Achievement test are ( or should be) limited particular material addressed in a curriculum within a particular time frame and are offered after a course has focused on the objectives in questions.
SOME PRACTICAL STEPS TO TEST CONSTRUCTICONS
1. Assessing Clear, Unbiguous Objectives
In addition to knowing the purpose of the test you're creating you need to know as specifically as possible what it is you want to test. Sometimes teacher give tests simply because its Friday of third week of the course , and after hasty glances at the chapter covered during those three weeks, they dash off some Oke test items so that student will have something to do during the class. Student are responsible for in other words, examine the objectives for the unit you are testing.
2. Drawing Up Test Specifications
Test Specifications for Classroom use can be a simple and Practical outline of your test. (For large scale standardized test that are inteded to be widely distributed and therefore are broadly generilzed, Test Specifications are much more formal detailed ).
3. Devising Test Task
Your oral interview come first, and so you draft questions to conform to the accepted pattern of oral interview for Information on contructing oral interview. You begin and end with nonscored items (warn up and wind down) designed to set student at ease, and then sandwich between them items intended to test the objective ( level check) and tittle beyon (probe).
4. Designing Multiple Choice Test Items
In the sample achievement test above, two of the five components ( both of the listening sections) specified a multiple choice format for items. This was a hold step to take. Multiple choice items, which may appear to be simplest kind of items to contstruct, are exteremly difficult to design correcly.
SCORING, GRADING, AND GIVING FEEDBACK
1. Scoring
As you desig a Classroom test, your must consider how to the test be scored and grated. Your scoring plant reflects the relative weight that you place on each section and items in each section. The intergratedskill class that we have been using as an example focuses on listening and speaking skills with some attention to Reading and writing.
2. Grading
Your first though might be that assigning grades to student performance on this test would be easy : just give and and A for 90 -100 percent, a B for 80 - 90 percent, and so on.
3. Giving Feedback
A section on scoring and grading would not be complete without some consideration of the format in which you will offer to your student, feedback that you want to become benefical Washback.
Reference
Carroll, John B. (1990). Cognitive abilities in foreign aptitude: then and now. In Thomas S. Parry & Charles W. Stanfield (Eds.), Language re considered. Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, James Dean (1996). Testing in language programs. Upper Saddle River. NJ Prentice Hall Regents.
Gronlund, Norman E. (1998). Assessment of student achievement. Sixth Edition. Boston : Allyn and Bacon.
TEST TYPES
1. Language Altitude Test
A language aptitude test is designed to measure Capacity of general ability to learn aku foreign language and ultimate success in that undertaking.
2. Proficiency Test
A proficiency test is not limited to any one course, Curriculum, or single skill in the language ; rather, it rest overall ability. Proficiency test habede traditionally consisted of standardized multiple choice items online grammar, vocabulary, Reading comprehension, and aural comprehension.
3. Placement Test
Certain proficiency test can act in the role of placement test, the purpose of which to place a student into a particulary level or section of a language Curriculum or school. A placement test usually, but not always, include a sampling of the material to be covered in the various course in a Curriculum.
4. Diagnostic Test
A diagnostic test is designed to diagnose specivied aspect of language. A test in pronouciation, for example, might diagnose the Phonological features of English are difficult for learnes and should therefore become part of a Curriculum.
5. Achievement Test
An achievement test is related direcly to Classroom lesson, units, or event a total curriculum. Achievement test are ( or should be) limited particular material addressed in a curriculum within a particular time frame and are offered after a course has focused on the objectives in questions.
SOME PRACTICAL STEPS TO TEST CONSTRUCTICONS
1. Assessing Clear, Unbiguous Objectives
In addition to knowing the purpose of the test you're creating you need to know as specifically as possible what it is you want to test. Sometimes teacher give tests simply because its Friday of third week of the course , and after hasty glances at the chapter covered during those three weeks, they dash off some Oke test items so that student will have something to do during the class. Student are responsible for in other words, examine the objectives for the unit you are testing.
2. Drawing Up Test Specifications
Test Specifications for Classroom use can be a simple and Practical outline of your test. (For large scale standardized test that are inteded to be widely distributed and therefore are broadly generilzed, Test Specifications are much more formal detailed ).
3. Devising Test Task
Your oral interview come first, and so you draft questions to conform to the accepted pattern of oral interview for Information on contructing oral interview. You begin and end with nonscored items (warn up and wind down) designed to set student at ease, and then sandwich between them items intended to test the objective ( level check) and tittle beyon (probe).
4. Designing Multiple Choice Test Items
In the sample achievement test above, two of the five components ( both of the listening sections) specified a multiple choice format for items. This was a hold step to take. Multiple choice items, which may appear to be simplest kind of items to contstruct, are exteremly difficult to design correcly.
SCORING, GRADING, AND GIVING FEEDBACK
1. Scoring
As you desig a Classroom test, your must consider how to the test be scored and grated. Your scoring plant reflects the relative weight that you place on each section and items in each section. The intergratedskill class that we have been using as an example focuses on listening and speaking skills with some attention to Reading and writing.
2. Grading
Your first though might be that assigning grades to student performance on this test would be easy : just give and and A for 90 -100 percent, a B for 80 - 90 percent, and so on.
3. Giving Feedback
A section on scoring and grading would not be complete without some consideration of the format in which you will offer to your student, feedback that you want to become benefical Washback.
Reference
Carroll, John B. (1990). Cognitive abilities in foreign aptitude: then and now. In Thomas S. Parry & Charles W. Stanfield (Eds.), Language re considered. Englewood Cliffs, NJ: Prentice Hall Regents.
Brown, James Dean (1996). Testing in language programs. Upper Saddle River. NJ Prentice Hall Regents.
Gronlund, Norman E. (1998). Assessment of student achievement. Sixth Edition. Boston : Allyn and Bacon.
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