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Language testing approaches & techniques

1. { LANGUAGE TESTING: APPROACHES & TECHNIQUES LANGUAGE & LITERATURE ASSESSMENT


Prepared by: Prof. Ronuel L. del Rosario

2. Essay-translation appraoch Structuralist approach Intergrative approach Communicative


approachAPPROACHES TO LANGUAGE TESTING

3. Characteristics & Types of Tests 1. Commonly referred to as pre-scientific stage of language testing
2. Tests usually consist of essay writing, translation, & grammatical analysis. ESSAY-TRANSLATION
APPROACH

4. Characteristics & Types of Tests 3. Tests have a literary and cultural bias. 4. Public examinations
resulting from the tests using this approach sometimes have an oral component at the upper
intermediate & advance levels. ESSAY-TRANSLATION APPROACH

5. Strengths of this Approach 1. Easy to follow because teachers simply use their subjective judgment
2. May me used for testing any level of examinees. ESSAY-TRANSLATION APPROACH

6. Strengths of this Approach 3. Model fo tester can easily be modified based on the essentials of tests.
ESSAY-TRANSLATION APPROACH

7. Weaknesses of this Approach 1. Subjective judgment of teachers tends to be biased. 2. As


mentioned, the tests have a heavy literary & cultural bias. ESSAY-TRANSLATION APPROACH

8. Characteristics & Types of Test 1. Views that language and learning is chiefly concerned w/ a
systematic acquisition of set of habits. STRUCTURALIST APPROACH

9. Characteristics & Types of Test 2. Involves linguistics w/c stresses importance of constructive
analysis and need to identify & measure the learners mastery of the separate elements of target
language such as phonology, vocabulary & grammar. STRUCTURALIST APPROACH

10. Characteristics & Types of Test 3. Testing the skills of listening, speaking, reading and writing is
separate from another as much as possible. STRUCTURALIST APPROACH

11. Characteristics & Types of Test 4. Psychometric approach to measurement with emphasis on
reliability and objectivity forms an integral part of structuralist testing. STRUCTURALIST APPROACH

12. Strengths 1. In testing students’ capability, this may objectively and surely be used by testers. 2.
May forms of tests can be covered in the test in a short time. STRUCTURALIST APPROACH

13. Strengths 3. Using this will help students find their strengths and weaknesses in every skill they
study. STRUCTURALIST APPROACH

14. Weaknesses 1. It tends to be complicated job for teachers to prepare questionnaires using this
approach. 2. Considers measuring non-integrated skills than integrated skills. STRUCTURALIST
APPROACH

15. Characteristics & Types of Tests 1. This approach involves the testing of language in context and is
thus concerned primarily with meaning and the total communicative effect of discourse. INTEGRATIVE
APPROACH
16. Characteristics & Types of Tests 2. Concerned with global view of proficiency. 3. Involves functional
language but not the use of functional language. 4. The use of cloze test, dictation, oral interview,
translation, essay writing. INTEGRATIVE APPROACH

17. Strengths 1. Approach to meaning and the total communicative effect of discourse will be very
useful for students in testing. 2. Can view students’ proficiency globally. INTEGRATIVE APPROACH

18. Strengths 3. A model cloze test measures the reader’s ability to decode ‘interrupted’ o ‘mutilated’
messages by making the most acceptable substitutions from all contextual clues available. INTEGRATIVE
APPROACH

19. Weaknesses * It is still important to consider importance of other measuring skillsbased on


student’s needs, such as writing only, speaking only, etc. INTEGRATIVE APPROACH

20. Characteristics & Types of Tests 1. Concerned primarily with how language is used in
communication. 2. Language use is often emphasized to the exclusion of usage. COMMUNICATIVE
APPROACH

21. Characteristics & Types of Tests 3. Content should be relevant for a particular group of examinees
and the tasks set should relate to real-life situation. 4. Introduces concept of qualitative modes of
assessment in preference to quantitative. COMMUNICATIVE APPROACH

22. Strengths 1. Able to measure all integrated skills of students. 2. Faces students to real-life
situations so it will be useful to them. COMMUNICATIVE APPROACH

23. Strengths 3. Detailed statements of each performance level increase reliability of scoring by
enabling the examiner to make up decisions according to carefully drawn-up and well-established
criteria. COMMUNICATIVE APPROACH

24. Weaknesses 1. Does not emphasize learning structural grammar, yet it may be difficult to achieve
communicative competence without a considerable mastery of the grammar of a language
COMMUNICATIVE APPROACH

25. Weaknesses 1. Possible for cultural bias to affect reliability of the tests being administered.
COMMUNICATIVE APPROACH

TESTING LITERATURE (Eng. 205 Language Assessment)

1. Republic of the Philippines UNIVERSITY OF RIZAL SYSTEM Province of Rizal GRADUATE SCHOOL Pililla
Campus SARAH A. PANIS Reporter LANGUAGE TESTING Course DR. ROMMEL R. CASTRO Professorial
Lecturer

2. • to develop literary competence • to bring a literary piece of art to students intellectual and
emotional baggage • to develop decision-making and meaning making E. (n.d.). Expert's Guide to the AP
Literature Exam. Retrieved from https://blog.prepscholar.com/ap-literature-exam
3. 1. Aim for balanced test. The test can include knowledge and skills items; guided, controlled and free
response items; productive and receptive response type items. 2. Use actual, authentic texts. The items
require contact with actual texts. This will eliminate dependence on prepared or memorized notes. 3.
Provide linguistic support when necessary. Vocabulary and/or structure (grammar) can help eliminate
linguistics difficulties that hinder theE. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from
https://blog.prepscholar.com/ap-literature-exam

4. 4. Test items should encourage the transfer of skills from familiar texts to unfamiliar ones. 5. Write
the test items to meet student level, not just our expectations. 6. The test items should give abstract
concepts a practical and concrete focus. 7. Devise questions that would encourage the test- takers to
identify with and personalize the texts they meet. 8. Translate into test situations those activities found
to be motivating in the classroom. E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from
https://blog.prepscholar.com/ap-literature-exam

5. 1. Multiple choice 2. True or False 3. Gap-Filling 4. Essay test 5. Knowledge Question 6. Oral test E.
(n.d.). Expert's Guide to the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-
literature-exam

6. Difficult to design but easy to mark. Exclusively examines knowledge. Knowledge is limited to
options provided. Encourages guessing (25% chance). More than one option may be possible E. (n.d.).
Expert's Guide to the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-literature-
exam Dappled things in line 1 refer to all things that God? a. Ignored b. Created c. Forgot d. Bought
Example:

7. Example: _____1. Noam Chomsky is known as the father of generative grammar. • Does not
demonstrate broader knowledge • Difficult to construct in higher levels • Encourages guessing due to
50/50 chance • Difficult to test attitudes toward learning E. (n.d.). Expert's Guide to the AP Literature
Exam. Retrieved from https://blog.prepscholar.com/ap-literature-exam

8. Example William Shakespeare was an English ____________. • They must have a broader context •
More than one option may be possible (unless tester provides limited options or first letter) • Tests can
focus on content words • Production is tested unless options are provided • Focus should be on the
aspect assessed E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from
https://blog.prepscholar.com/ap-literature-exam

9. Example Check out the language meaning of the song and explain its denotation and connotation in
semantics. • frequently essay questions in literature course are based on subject matter discussed in
class. • requires the students to organize their thoughts and substantiate their interpretations. • a highly
valid test form E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from
https://blog.prepscholar.com/ap-literature-exam

10. Example Identify the following characters and briefly describe their roles. • encourages reading of
the texts • they are authentic and communicative • a highly valid test form E. (n.d.). Expert's Guide to
the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-literature-exam

11. • Formal exam • Subjective test • Face to face interaction/ personal contact • Verbal response •
Immediate response Example: Extemporaneous or ImpromptuE. (n.d.). Expert's Guide to the AP
Literature Exam. Retrieved from https://blog.prepscholar.com/ap- literature-exam
12. –favor the students who express themselves fluently in the target language –permit a broader
sampling of the subject matter –confront with more E. (n.d.). Expert's Guide to the AP Literature Exam.
Retrieved from https://blog.prepscholar.com/ap-literature-exam -difficult too score with complete
reliability - Teacher and student rapport may tend to influence the best grade

13. - It includes recall of details. A. Sequencing of events B. Comparison and Contrast C. Cause and effect
relationships Labuga, E. (2014, September 4). Testing Literature. Retrieved from
https://prezi.com/vdzy_ckmscuq/examples-of-literature-tests/

14. • It assists with comprehension, especially for narrative texts. • Story maps provide one way to help
students organize the events from a story. • Sequence sticks, story chains, story retelling ropes, and
story sequence crafts all help students practice ordering events within a story. R. (n.d.). Story Sequence.
Retrieved from http://www.readingrockets.org/strategies/story_sequence

15. Example Directions: Read each item carefully then sequence the events below by numbering them 1
to 5. Write your answer in the space provided before each number. Act 2 of “Romeo and Juliet” ____1.
Balcony scene: Romeo and Juliet declare their love for each other and plan their marriage. ____2.Romeo
asks Friar Lawrence to marry him and Juliet that afternoon. ____3. The nurse is sent with a message to
Romeo in the friar's cell. ____4. Juliet is excited to learn from Nurse that Romeo waits to marry her at
Friar Lawrence's cell. R. (n.d.). Story Sequence. Retrieved from
http://www.readingrockets.org/strategies/story_sequence

16. • Comparison and contrast focuses on the similarities and differences between two or more
separate things. • This writing should: – bring clarity to one subject by comparing it with another – add
commentary to an important concept or COMPARISON & CONTRAST WRITING (extended). Retrieved
from https://www.douglascollege.ca/~/media/9135CFD219864EEDA45974295379D063.ashx?la=en. •
Examples of what can be compared: – two films, novels, poems or other forms of art – two characters –
two of your own experiences

17. When analyzing the subjects or items, it’s important to explore both the similarities and differences
as completely as possible to fully understand what is most significant or meaningful about COMPARISON
& CONTRAST WRITING (extended). Retrieved from
https://www.douglascollege.ca/~/media/9135CFD219864EEDA45974295379D063.ashx?la=en.
Christopher Marlowe’s “The Passionate Shepherd to His Love” Sir Walter Raleigh’s “The Nymphs Reply
to the Shepherd” Similarities Difference s Difference s Exampl e:

18. • Whether you're reading informational text or a fictional story, cause-and-effect relationships can
be found in a variety of situations. It is important to recognize these relationships because they can help
readers draw conclusions and make inferences. • Cause-and-effect graphic organizers can help readers
analyze something that happens along with all the possible reasons why it happened. They can also
show how the events in a story have an effectIdentifying Cause-and-Effect Relationships: Lesson for Kids
Chapter 1 / Lesson 10 [Web log post]. (n.d.). Retrieved from
https://study.com/academy/lesson/identifying-cause-and-effect-relationships-lesson-for-kids.html

19. Directions: Match the phrases in column A with those in column B to show the cause-effect
relationships. A B __1. Keep the environment clean. a. The children should go to the health center __2.
Everybody should help in the campaign against drug abuse. b. Water and air pollution can be avoided.
__3. It causes lung cancer c. Dust is not good for our health. __4. The doctor can examine them. d.
Smoking is not a habit. __5. We cover our nose when e. A drug user is one of theTan Roa, M. (2016,
February 11). Cause and Effect Relationship. Retrieved from
https://www.slideshare.net/mariejajaroa/cause-effect-relationship-58155139?qid=798a6b8d-d632-
4914-bd55- b3902c56dd54&v=&b=&from_search=1

20. Students are required to re-arrange ideas according to required format to show that the whole
concept has been well understood. a. Outlining b. Summarizing

21. A working outline usually begins with a few phrases and some descriptive details or examples.
From them grow fragmentary statements, tentative generalizations, hypotheses. One or two of these
take on prominence, shaping into the main ideas that seem worth developing. New examples bring to
mind new ideas, and these find a place in the list of phrases, cancelling out some of the original ones.
The writer keeps adding and subtracting, juggling and shifting, until he has his key points in an order that
makes sense to him. He scribbles a sentence, works in a transition, adds examples. By then, if he has
kept expanding and correcting it, his outline comes close to being a rough summary of the essay itself.
Wilma R. Ebbitt and David R. Ebbitt, Writer's Guide and Index to English, 6th ed. S

22. • They improve students' comprehension • They provide students with a framework for identifying
the elements of a story. • They help students of varying abilities organize information and ideas
efficiently. 1. Discuss the main components of a story (e.g., characters, setting, plot and theme OR
beginning, middle, end). 2. Provide each student with a blank story map organizer and model how to
complete it. 3. As students read, have them complete the story map. After reading, they

23. • Summarizing teaches students how to discern the most important ideas in a text, how to ignore
irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to
summarize improves their memory for what is read. • It helps students learn to determine essential
ideas and consolidate important details that support them. • It enables students to focus on key words
and phrases of an assigned text that are worth noting and remembering. • It teaches students how to
take a large selection of text and reduce it to the main points for more concise

24. Examples • Written summary • Oral summary - This summary strategy doesn’t take up too much
time. It can be used when there is only a few minutes left of class as a way to wrap up a lesson. • Exit
question summary –When students are leaving class, ask each student to tell you one new thing they
learned from today’s material and how it relates to the lesson. You can do an oral exit question
summary or have students write them on an index card which you collect as students leaveLesson
Summarizing Techniques. (n.d.). Retrieved from
https://mnliteracy.org/sites/default/files/curriculum/routine_4_summarizing_techniques.pdf

25. Inferential Test: require students to use information explicitly stated in the text along with personal
experience and knowledge in order to form hypothesis. Objective Type: A. interpreting figurative
language B. Inferring character traits Essay Type: C. predicting outcomes

26. • These are questions in which you have to either identify what word or phrase is figurative language
or provide the meaning of a figurative phrase. You can identify these as they will either explicitly
mention figurative language (or a figurative device like simile or metaphor) or will include a figurative
language phrase in the question itself. The meaning of figurative language phrases can normally be
determined by the phrase’s context in the passage—what is said around it? What is theE. (n.d.). Expert's
Guide to the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-literature-exam

27. E. (n.d.). Expert's Guide to the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-
literature-exam

28. • This question will ask you to describe something about a character. You can spot them because
they will refer directly to characters’ attitudes, opinions, beliefs, or relationships E. (n.d.). Expert's Guide
to the AP Literature Exam. Retrieved from https://blog.prepscholar.com/ap-literature-exam Example

29. • These questions ask you to infer something—a character or narrator’s opinion, an author’s
intention, and so forth—based on what is said in the passage. It will be something that isn’t stated
directly or concretely, but that you can assume based on what is stated clearly in the passage.

30. Example Question Val tried on a pair of shoes. They didn’t fit. She tried another pair. They fit but she
didn’t like them. Val tried on a third pair of shoes, they fit and she liked how they look, but the shoes
were red. Val wanted blue shoes. Val will _________________________________________
________________ __________________________________________
_________________________________________ _________________________________________

31. • Evaluation Tests: require students to compare information and ideas in a text Objective type: A.
judgments of fact or opinion B. judgments of reality and fantasy Essay type: C. judgment of acceptability

32. (sample statements) Directions: Read each statement carefully and tell whether they are FACT or
OPINION. Write your answer on the space provided before each number. _____1. Abraham Lincoln was
the most eloquent writer of all the U.S. Presidents. _____2. Martin Luther King Jr., an American
clergyman and civil rights leader, was shot at the Lorraine Motel in Memphis, Tennessee, on April 4,
1968. _____3. Juliet killed herself because her parents are against her relationship with Romeo.

33. (sample statements) Directions: Read each statement carefully and tell whether they are REALITY or
FANTASY . Write your answer on the space provided before each number. ________1. The sheep wear
shoes. ________2. The elephant talked to St. Francis. ________3. The witch stopped at the store.
________4. The park is full of children. ________5. Antonio now lives in the clouds. E. (2014, July 15).
Grade 6-english-reading-reality-and-fantasy. Retrieved from
https://www.slideshare.net/edithahonradez/grade-6englishreadingrealityandfantasy

34. (sample statements) Directions: Choose a topic below and compose an essay out of it. Is love
socially constructed? Yes or no? Explain. Should we approve Extra Judicial Killings (EJK) if it eliminates
threats of crime in the society? Yes or no? Why?

35. Appreciation Tests- require students to articulate emotional and aesthetics responses. • Objective
type: A. reacting to authors connotative use of language • Essay Type: B. identifying with character or
incidents C. responding emotionally to the texts

36. (sample question)

37. (sample statements) If you are Juliet, would you follow your heart’s desire or would you rather
obey your parents? Cite instance in your life where you also did what Juliet do.
38. (Sample Statements) What have you felt upon reading the story? Create a reflection paper about
the things you have learned from the selection.

Eng.48 test technique language and Literature Assessment


1. By: Eric Ditchon BSED- English

2. What is a Test Technique? Means of eliciting behavior from candidates which will tell us about their
language abilities.

3. What is the purpose of a test? To assess how well students are achieving the stated goals. To provide
the instructor with an opportunity to reinforce the stated objectives and highlight what is important for
students to remember. To provide a learning experience for students.

4. TEST TECHNIQUES DIRECT VS. INDIRECT DISCRETE POINT VS. INTEGRATIVE NORM-REFERENCED VS.
CRITERION- REFERENCED OBJECTIVE VS. SUBJECTIVE

5. DIRECT TESTING 1. Requires the candidate to perform precisely the skill that the test wishes to
measure. 2. Intended to measure the productive skills of speaking and writing.

6. 3. Has a number of Attractions: 3.1. Relatively straightforward to create conditions. 3.2. Assessment
and interpretation are also quite straightforward. 3.3. There is likely to be helpful backwash effect.

7. INDIRECT TESTING Attempts to measure the abilities that underlie the skills in which the test is
interested. Contains underlined items which the student needs to identify as ERRONEOUS or
INAPPROPRIATE in formal standard English.

8. EXAMPLES DIRECT • Composition writing to know students’ writing skills. INDIRECT • A writing test
that requires students to identify grammatical errors in sentences.

9. Some test are referred to Semi-Direct Examples: Tape recorded speaking skills.

10. DISCRETE POINT • Refers to the testing of one element at a time, item by item or series of items
each testing a particular grammar structure. INTEGRATIVE TESTING • Requires the candidate to combine
many language elements in the completion of a task. Discrete point will always be indirect while
integrative tests will tend to be direct.

11. DISCRETE POINT • Form of a series of items testing a particular grammatical structure. • Diagnostic
test of grammar. • Ex. Choose the correct meaning of the word paralysis. • a. Inability to survive • b.
State of unconsciousness • c. State of stuck INTEGRATIVE TESTING • Writing a composition, making
notes while listening to a lecture. • Demonstrate your comprehension of the following words by using
them together in a written paragraph: “paralysis”, “accident”, and “football.” EXAMPLES Sometimes an
integrative item is really more a PROCEDURE than an item.

12. Norm-Referenced • Scores are interpreted relative to each other in a normal distribution scheme. •
The idea is to spread the students out on a continuum of knowledge Criterion-Referenced •
Interpretation of scores is absolute and may be representational • Measures students’ ability against the
predetermined standard, e.g. the learning objectives of a specific course or unit of a course.

13. Objective • No judgment is required – There is only one right answer. Subjective • If judgment is
called for- free composition, looking for series of factors (creativity, style, cohesion and coherence,
grammar and mechanics. • If the scorer is not looking for any one right answer

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