Scribd
Upload
124 views3 pages

Testing 2020 Slides

The document provides information and guidance about testing and assessment. It discusses the reasons for testing students, such as to inform teachers about students' knowledge and progress. It also discusses how to analyze tests to evaluate their effectiveness, including considering the language skills and knowledge covered, the clarity of instructions, and the variety of tasks. The document also outlines different types of test tasks that can be used to assess listening, reading, vocabulary, grammar and speaking skills. It defines some key testing terms and discusses how to ensure tests are valid and reliable. Potential dangers of over-relying on tests are also mentioned.

Uploaded by

api-427719699
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
124 views3 pages

Testing 2020 Slides

The document provides information and guidance about testing and assessment. It discusses the reasons for testing students, such as to inform teachers about students' knowledge and progress. It also discusses how to analyze tests to evaluate their effectiveness, including considering the language skills and knowledge covered, the clarity of instructions, and the variety of tasks. The document also outlines different types of test tasks that can be used to assess listening, reading, vocabulary, grammar and speaking skills. It defines some key testing terms and discusses how to ensure tests are valid and reliable. Potential dangers of over-relying on tests are also mentioned.

Uploaded by

api-427719699
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

17.11.

2020

Reasons for testing


 To inform the teacher and students about
Testing and assessment students’ knowledge (gaps in knowledge)
and progress
 To motivate students to learn
Kristel Ruutmets
2020
 To give a structure to the course
 To find out about students’ language level
and assign them in suitable groups
…

Analysing tests
Good tests should … • Which language skills (listening, reading, writing)
• test what has been taught. and knowledge (vocab, grammar) are covered?
• have clear and specific objectives. • Does the test focus more on receptive or
• have clear, unambiguous instructions; if productive knowledge?
necessary, contain samples. • How varied are the tasks?
• reflect classroom tasks and knowledge. • How clear are the instructions of the tasks?
• be suitable for the level of students. • How attractive is the layout of the test?
• have a good balance of items and timing.
• What is the scoring of individual tasks / the whole
• have a variety of tasks and focus on different test? Is it objective? If there is no scoring, how
skills.
would you score the test?
• have scoring which reflects objectives.
• Which aspects do you like about the test?
• be fairly easy to mark and correct.
• Which changes would you make in the test?

Some test task types I Some test task types II


Use test items that are similar to tasks that  Speaking:
students have been doing in their lessons.
 information-gap, interview, presentation, group
discussion, (guided) role-play, retelling, picture
 Listening and reading: description or story
 order (pictures, events, sentences), match, list,  Writing:
label, answer questions (open-ended, closed), fill  copying, guided writing (based on models,
in the table, gap-fill, multiple-choice, T/F/NI pictures, notes, diagrams), summary writing
statements, correct mistakes, sentence or text (based on a reading text), free writing (e.g. write
completion about your hobbies), dictation, writing a text based
dictation (listening only) on questions or keywords, writing a reply to a
letter/email

1
17.11.2020

Some test task types III Testing terms


 A valid test measures what it is supposed to
 Vocabulary: measure.
 word test, matching, multiple-choice, gap-fill,  A reliable test has consistent and trustworthy
crossword, labelling, classification, word formation, results when administered on different occasions.
anagrams, writing words for definitions or vice
 Objective testing – there is one correct answer
versa,
for every question / item.
 Grammar:
 Subjective testing – it is possible to answer in a
 multiple-choice, sentece completion or number of correct ways.
transformation (rewriting but keeping the meaning
 Washback (backwash) – a positive or negative
the same)
effect a test has on the teaching and learning
process.

Is the test reliable? Validity of a test


 Two learners of obviously different levels get  A multiple-choice written grammar test consists of
roughly the same score on a test. items such as:
 The same learner gets a different score on two How long are you living / do you live / have you
different occasions of taking the same test. lived here now?
 The vocabulary test is based on 15 words/word
combinations. Students have to study around 70  The test is valid for finding out the students’ ability
words/word combinations for the test. to match grammatical forms to their contexts.
 A student takes an oral test. There is only one  The test is valid for finding out students’ ability to
examinar who scores the student on a scale from use different tenses in their contexts in written
0-5. There are no scoring criteria. form and/or orally.
 The answer is „No“ in all the cases.  The test is valid for both occasions given above.

Testing speaking
 You need to test students’ ability to retell the story. Some dangers tests have
What might be the testing criteria?
• Too much focus on accuracy and memory.
• Grades cause unhealthy competition.
• Tests make learners nervous, the results
may not reflect their actual knowledge.
• Negative washback, e.g. teachers focus on
what will be tested, learners focus on what they
think they will be tested on.
• Aim at finding out what students do not
know

2
17.11.2020

Sources used I Sources used II


Scrivener, J. (2011). Learning Teaching. Oxford: Macmillan
Ellis, G., & Ibrahim, N. (2015). Teaching Children How to Education.
Learn. Peaslake: Delta Publishing. Spratt, M., Pulverness, A., & Williams, M. (2005). The Teaching
Hadfield, J., & Hadfield, C. (2008). Introduction to Teaching Knowledge Test Course. Cambridge: CUP.
English. Oxford: OUP. Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan
Harmer, J. (2012). Essential Teacher Knowledge. Harlow: Education.
Pearson Education Limited. Walker, A., & White, G. (2013). Technology Enhanced
Harris, M., & McCann, P. (1994). Assessment. Oxford: Language Learning. Oxford: OUP.
Macmillan Heinemann English Language Teaching.
Lindsay, C., & Knight, P. (2006). Learning and Teaching
English. A Course for Teachers. Oxford: OUP.
Pinter , A. (2006). Teaching Young Language Learners. Oxford:
OUP.

You might also like