Test Item= is a specific task test takers are asked to
perform. Receptive skills= listening and reading Productive skills= speaking and writing Blooms Revised Cognitive Taxonomy 1.Knowlegde- Bringing to mind the appropriate material. 2.Comprehension- understanding the meaning of material. 3.Application- applying the knowledge of the elements. 4.Analysis- breaking down a message into make explicit. 5.Evaluation- making quantitative and qualitative judgement. 6.Synthesis- arranging parts to produce a pattern in ideas. PHASES OF EVALUATION a. Preparation Phase-teachers decide what is to be evaluated. b. Assessment Phase-teachers select appropriate tools. c. Evaluation Phase-teachers interpret the assessment info. d. Reflection Phase-teachers consider the extent to phases. STAGES OF TEST CONSTRUCTION 1.Planning- teachers or test developers determines a few essentials, before the actual writing begins. a.Goal-is a vital step in the development process. b.Format-a few format-related dilemmas, paper vs.digital. c.Tasks- a myriad of possible test tasks. List of Commonly used Tasks a.Multiple choice b.Single response c.Multiple response d.True/False e.Ranking f.Matching g.Hotspot h.Open answer i.Text-numeric j.Cloze k.C-Cloze l.Extended response 2.Design-teacher of development team can get down to design it. This Implies: a.Collecting testing material- the test reflect situations and interactions that appear both meaningful and realistic. b.Writing a draft version-test development team gets down to writing the draft version of the test. c.Evaluating the draft version-test and decide w/c questions will be omitted, w/c items need further. d.Rewriting the draft version- is rewritten and refined until the whole team is happy with the test. 3.Development a.Piloting-distributed to a group of end users. b.Revising-final test will be composed. Module 5 QUANTITATIVE ANALYSIS Is feasible for most test developers and will improve the test quality considerably. CRITERIA OF A GOOD TEST 1.Relevance-necessary that students are able to perform. 2.Representativity-task represent a real situation. 3.Authenticity-situation and interaction are meaningful. 4.Balance-relevant topic/ability receives an equal amount. 5.Validity-test effectively measures is intended to measure. 6.Reliability-consistency and stability w/c test performance. Sub Classification of VALIDITY a.Concurrent Validity-gives correlate highly w/ external . b.Construct Validity-reflect theory of nature of a construct. c.Content Vlidity-item/task made up constitute sample test. d.Convergent Validity-high correlation achieved in measure
e.Criterion-related-relationship demonstrate test
scores. f.Discriminant Validity-test of diff.trait is lower correlation. g.Face Validity-test appear to candidates, wish to measure. h.Predictive Validity-test predicts performance in skill. Factors that influence VALIDITY 1.Appropraiteness of test items 2.Directions 3.Reading vocabulary and sentence structure 4.Difficulty of items 5.Construction of test items 6.Length of the test 7.Arrangement of items 8.Patterns of answer Variables influence test RELIABILITY 1.Specificity-question should not be open to diff. Interpret. 2.Differentiation-test bet. Good and Poor students. 3.Difficulty-test has an adequate level of difficult. 4.Length-test contains enough items w/c is 40 for MC. 5.Time-studentsvshuld have sufficient time to perform. 6.Item Construction-well construct better than poor one. Possible reasons for the inconsistency of an individuals score in a test: =scorers inconsistency =limited sampling of behaviour =changes in the individual himself Factors Affecting Reliability of a test: -Objectivity -Difficulty of the test -Length of the test -Adequacy -Testing condition -Test administration COMMON STATISTICAL FORMULAS 1.Descriptive statistics-intended to offer a general idea test 2.Correlation-relationship bet. two variables scatter plot 3.Item Reliability-indicates the discriminatory of test item. Module 6= QUALITATIVE ANLYSIS ARE very useful tools to identify the strength & weaknesses Categories of Approaches 1.Reflection=is aimed at gaining an insight into thinking processes and opinions of the test takers. 2.Verbal reports/protocols=a way of collecting qualitative data. They offer an insight to process of informants. 3. Diary studies=allows researchers to get an insight into their thoughts. There are a Number of Varieties: Unstructured-free to write what he/she wants in format. Guided-researcher gives the informant guidelines. Structured-researcher offers the informant a diary form with closed and open-form questions. SELF ASSESSMENT= promotes students abilities to assume more responsibility to identify where they believe. PEER ASSESSMENT=allows students to collaborate and learn from others. TYPES OF QUALITATIVE ANALYSIS 1.Conversation analysis(CA) =contextual, has a stable and predictable nature. 2.Discourse analysis(DA) =text and talk as social practices is mainly power relation. 3.Test language analysis =test takers responses for lexical richness, rhetoric, genre. 4.Task characteristics
=correspond to the test goal. A number of expert
judges. QUESTIONNAIRES=gather data such as opinions & views. Checklists= are a way of determining all procedure present. INTERVIEWS= are flexible way of gathering data. Unstructured- no fixed interview schedule. Semi structured- a preset schedule. Structured-a fixed series of written questions w/o deviating One-on-One allows to zoom in on views of respondent. Group- is interaction might spark observations KINDS OF REFERENCING 1.Norm-referencing=placement of learners in rank order. 2.Criterion referencing-= reaction against norm is learned. 3.The mastery criterion-referencing approach =a single minimum competence standard or cut-off point. 4.The continuum criterion-referencing approach =referenced to a defined continuum of ll relevant degrees.
Module 7 TESTING THE RECEPTIVR SKILLs
A.Testing Listening 4 language skills are seen as interrelated skills that occur simultaneously in oral or written communication. The skills of listening are two ways: 1.Sound Discrimination-is important that they are able to distinguish the sounds of the language clearly to help them 2.Listening Comprehension-vary according to learners proficiency. Common test types are Question- Answer, Stimulus- Response and Listen Repeat. B.Testing Reading -one of the most commonly tested skills in school is READING. Reading test may consist of the ff. ACTIVITIES: a.Skimming to identify the gist b.Scanning to locate specific information c.Making inferences d.Guessing meanings of unfamiliar words through context