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2
Testing English
a s a F o r e i g n Language:
a Case Study
o f C l a s s r o o m T e s t s I n Qatar
by
T a r l q Mustafa Abbara
A t h e s i s s u b m i t t e d f o r t h e degree o f
Master o f A r t s
School o f Education
U n i v e r s i t y o f Durham
England
The copyright of this thesis rests with the author.
- 8 SEP 1992
"One assumption i s that change does not occur unless the
( D a v i d H o p k i n s , 1986, P. 7)
I n the'iof A l l a h , The B e n e f l c l e n t ,
Merciful
J.
Dedication
I humbly d e d i c a t e t h i s w o r k t o my f a t h e r , M u s t a f a , my w i f e ,
11
Acknowledgement
possible.
iii
C O N T E N T S
Page
DEDICATION i
ABSTRACT i i
ACKNOWLEDGMENT i i i
CONTENTS iv
Topical Outline 1
1.0 Introduction 3
1.2.1. R e s e a r c h Stage 11
1.2.4.1. L i s t e n i n g 18
1.2.4.2. S p e a k i n g 19
1.2.4.3. R e a d i n g 20
1.2.4.4. W r i t i n g 20
1.3.1. Teacher Q u a l i f i c a t i o n s 22
IV
1.3.3. Textbooks 30
1.3.4. Tests 32
1.4.2. E x a m i n a t i o n Times 37
1.5. Problems o f T e s t i n g 44
TESTING ,
Topical Outline 53
2.1. Introduction 54
2.2. H i s t o r y o f Language T e s t i n g 54
2.2.7. Modern T e s t i n g 63
2.2.8. T e s t i n g i n t h e 1980s 65
2.2.8.3. The T h i r d C h a r a c t e r i s t i c 68
2.2.8.4. The F o u r t h C h a r a c t e r i s t i c 69
v
CHAPTER 3. PURPOSES AND KINDS OF TESTS.
Topical Outline 76
3.0. I n t r o d u c t i o n 79
3 . 1 . The S i g n i f i c a n c e o f T e s t i n g i n t h e C l a s s r o o m 80
3.2. The P u r p o s e s o f T e s t i n g i n t h e C l a s s r o o m 83
3 . 2 . 1 . M e a s u r i n g Outcomes o f I n s t r u c t i o n 84
3.2.2. I m p r o v i n g t h e C u r r i c u l u m 85
3.2.3. P l a c e m e n t a n d G r o u p i n g 86
3.2.4. P r e d i c t i n g F u t u r e P e r f o r m a n c e 88
3.2.5. D e s c r i b i n g R e a l i s t i c S t a n d a r d s o f A c h i e v e m e n t . . . . 8 9
3.2.7. To Grade S t u d e n t s f o r P r o m o t i o n 90
3 . 3 . 1 . D i f f e r e n t Types o f T e s t 92
3.3.2. A c h i e v e m e n t T e s t i n g 94
3.3.3. S t a n d a r d i z e d T e s t s 100
3 . 3 . 4 . 1 . A d v a n t a g e s o f Teacher-Made T e s t s ,.103
3.3.5.2. D i s a d v a n t a g e s o f N o r m - R e f e r e n c e d T e s t s 110
VI
3.3.6.2, C r i t e r i o n - R e f e r e n c e d Test Construction 118
3.3.6.3, T a s k s f o r L e v e l 1 119
3.3.6.3.1. L i s t e n i n g 119
3.3.6.3.2. S p e a k i n g 120
3.3.6.3.3. R e a d i n g 121
3.3.6.3.4. W r i t i n g 122
3.3.6.4, C h a r a c t e r i s t i c s o f CR T e s t i n g 126
3 . 3 . 6 . 4 . 1 . A d v a n t a g e s o f CR T e s t s 130
3.3.6.4.2, D i s a d v a n t a g e s o f CR T e s t s 132
3.3.8.4.2, A d v a n t a g e s o f T r u e - F a l s e I t e m s 139
vii
3.3.11.3. S c o r i n g t h e Essay T e s t 148
GOOD TESTING
Xlll
CHAPTER 5. CASE STUDY BASED ON "THE CRESCENT ENGLISH COURSE"..
REFERENCES 222
BIBLIOGRAPHY 229
ix
APPENDICES 245
Appendix A 246
Appendix B 249
Appendix C 252
Secondary L e v e l O b j e c t i v e s 252
Appendix l A 255
Appendix I B 256
Appendix 2 257
Appendix 3 258
Appendix 4 259
Appendix 5 260
Appendix 6 261
S e c o n d a r y Two 261
Appendix 7 262
Appendix 8 263
D e s c r i p t i o n o f Course C o n t e n t s 263
X
Appendix 9 , 264
Appendix 10 , ....265
Appendix 11 266
Marks D i s t r i b u t i o n on W r i t t e n Exams ( a l l l e v e l s ) , . 2 6 6
Appendix 12 267
Appendix 13 , 273
Appendix 14 280
XI
C h a p t e r One
Topical Outline
1.0 Introduction.
1.1 B r i e f o v e r v i e w o f e d u c a t i o n i n Qatar
especially EFL.
1.2.2. The s t a g e o f w r i t i n g t h e m a t e r i a l s .
1.2.3. The s t a g e o f t r a i n i n g t h e t e a c h e r s
1.2.4.1. Listening.
1.2.4.2. S p e a k i n g .
1.2.4.3. R e a d i n g .
1.2.4.4. W r i t i n g .
a c h i e v e m e n t i n EFL.
C h a p t e r One - 1 -
1.3.3, Textbook,
1.3.4, Tests,
1,4, The s y s t e m o f t e s t i n g ,
C h a p t e r One - 2
Chapter One:
1.0 Introduction:
which he says:
Chapter One - 3 -
diagnose the d i f f i c u l t i e s i n the present s i t u a t i o n . The system
scope o f the t h e s i s .
Chapter One - 4 -
the Organization of Arab O i l - E x p o r t i n g Countries (OAPEC) i n
world.
Chapter One - 5 -
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In 1973, Qatar U n i v e r s i t y was opened with two teacher
pursuing t h e i r studies i n d i f f e r e n t c o u n t r i e s .
Chapter One - 7 -
1 Others
1 Art Education
j Education/Psycho
1 Languages
1 Political Scienc(
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1 Religion/Law
1 Engineering
II Post Graduate
Special Cases
Grand Total
Country
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The e d u c a t i o n a l system i s d i v i d e d into three levels:
Chapter One - 9 -
standards t o cope with t h e new w o r l d o f study at foreign
remember o r p r a c t i c e .
t e x t b o o k s d i d n o t have many p i c t u r e s t o i n t e r e s t t h e
s t u d e n t s b u t looked more l i k e n o v e l s .
Chapter One - 10 -
I n 1975, t h e M i n i s t r y o f Education made c o n t a c t w i t h t h e
1- Poor u n d e r s t a n d i n g o f t h e importance o f o b j e c t i v e s
2- Teachers a r e n o t w e l l q u a l i f i e d i n teaching
English.
M i n i s t r y o f Education)
At t h i s t h r e s h o l d l e v e l , t h e l e a r n e r s ' needs f o r t h e
language i n t h e f u t u r e were i d e n t i f i e d . To achieve these
needs, t h e M i n i s t r y d i d t h e f o l l o w i n g :
of E n g l i s h t o decide t h e i r a b i l i t y t o use E n g l i s h i n
classrooms.
Chapter One - 11 -
b) A sample group o f s t u d e n t s , i n c l u d i n g t h e students o f the
test.
Proficiency Test,
d) Uses o f E n g l i s h i n r e a l Q a t a r i l i f e were i n v e s t i g a t e d
real l i f e situations.
wide v a r i e t y o f a u t h e n t i c E n g l i s h .
Chapter One - 12 -
materials. The Crescent E n g l i s h Course came i n t o being a t
Development Centre;
Helen O ' N e i l l
A, Abu J a l a l a
Margaret A i t k e n
S, S h a f i
Chapter One - 13 -
In 1978, t h e phased i n t r o d u c t i o n of the materials i n t o
t o d e a l w i t h t h e new m a t e r i a l s . I n - s e r v i c e t r a i n i n g i s u s u a l l y
following:
procedures of teaching.
2. O r i e n t a t i o n t o newly used m a t e r i a l s .
3. Improving t e a c h e r s ' p r o f i c i e n c y i n E n g l i s h .
Chapter One - 14 -
new m a t e r i a l s . Such t r a i n i n g courses were of g r e a t importance
to a s t u d e n t - c e n t r e d one.
Chapter One - 15 -
which was n o t r e l a t e d t o the M i n i s t r y of E d u c a t i o n , but i t was
a m a t t e r o f adequate time.
3- Enjoyment, as an e s s e n t i a l m o t i v a t i n g f a c t o r , becomes
central
Chapter One - 16 -
songs, games and comic s t r i p stories.
meant f o r t h e P r e p a r a t o r y l e v e l . They a r e :
Chapter One - 17 -
1.2.4.1 Listening:
1- L i s t e n t o o r d e r s and i n s t r u c t i o n s and c a r r y o u t a
t a l k ( p l a y i n g a game, f i l l i n g i n a form, translating
directions etc.)
2- L i s t e n t o a u t h e n t i c E n g l i s h t r a n s m i t t e d through t h e
media or airport announcements or a telephone
conversation, and be able to extract specific
information.
4- L i s t e n t o and i d e n t i f y t h r e e b a s i c themes o f a s h o r t
or a dialogue.
6- To i d e n t i f y t h e s i t u a t i o n from t h e c o n t e x t o f a
Chapter One - 18 -
1.2,4.2. Speaking;
By t h e end o f t h e P r e p a r a t o r y l e v e l , t h e p u p i l s should be
d i f f e r e n t s i t u a t i o n s such as:
1- Taking p a r t i n a s h o r t s o c i a l c o n v e r s a t i o n concerning
environment.
s i t u a t i o n s r e l a t e d t o the l o c a l environment,
E n g l i s h i s t h e means o f communication,
4- Taking p a r t i n a telephone c o n v e r s a t i o n t o g i v e an
i n v i t a t i o n , make an apology o r q u e s t i o n a c e r t a i n
personal or p r a c t i c a l s i t u a t i o n .
5- T e l l i n g a s t o r y o r d e s c r i b i n g an a c c i d e n t o r r e l a t i n g an
incident.
Chapter One - 19 -
1.2.4.3 Reading;
context,
2- E x t r a c t i n f o r m a t i o n from a l e t t e r o r an a r t i c l e and a c t
accordingly.
3- I n t e r p r e t and f o l l o w w r i t t e n i n s t r u c t i o n s and a c t
accordingly.
5- E x t r a c t i n f o r m a t i o n from an a l p h a b e t i c a l list
t a b l e s and graphs.
6- Use simple d i c t i o n a r i e s .
1.2.4.4 Writing;
f a m i l i e s , f r i e n d s and s c h o o l .
Chapter One - 20 -
3- They should be a b l e t o w r i t e l e t t e r s ( e.g. t o a pen-
f r i e n d ) , a s k i n g f o r i n f o r m a t i o n or a d v i c e ,
p a s s p o r t s or a t the a i r p o r t ,
Chapter One - 21 -
for teachers to limit themselves t o the stated objectives.
act seriously.
1.3.1 Teacher q u a l i f i c a t i o n s :
Chapter One - 22 -
i s always i n t e n d e d f o r i n e x p e r i e n c e d and p r o s p e c t i v e teachers
i n a d e q u a t e l y p r e p a r e d , o f t e n through no f a u l t o f t h e i r own. I t
s t a n d a r d o f q u a l i f i c a t i o n ( t h e knowledge o f e f f e c t i v e methods
P r e p a r a t i o n o f teachers f o r t h e i r inescapable r e s p o n s i b i l i t y o f
a s s i s t a n c e t o such a group o f t e a c h e r s .
b a s i s o f t h e i r academic and p r o f e s s i o n a l q u a l i f i c a t i o n s :
according t o t h e i r q u a l i f i c a t i o n s :
Primary level,
Chapter One - 23 -
Secondary Certificate) or only General Secondary
Certificate .
General Secondary C e r t i f i c a t e .
categories:
its literature.
Chapter One - 24 -
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CO
C^ a
While i n Secondary s c h o o l s , t a b l e 3 g i v e s the impression
the r e s u l t o f s t u d e n t s ' l a c k o f m o t i v a t i o n s a y i n g :
Chapter One - 28 -
r e j e c t i o n o f the o b j e c t i v e s as a v a l i d mediation
Chapter One - 29 -
1.3.3 Textbooks:
learners,
shortcomings o f t h e course,
language i n a s o c i a l c o n t e x t as an o u t s t a n d i n g f e a t u r e o f the
t h a t t h e t a r g e t c u l t u r e i s i n t r o d u c e d b e f o r e t h e n a t i v e one.
Chapter One - 30 -
Book which i s t a u g h t i n Primary 5, i n t r o d u c e s t h e p u p i l s t o a
Humpty Dumpty s a t on a w a l l .
following factors:
skill.
b )-A c l e a r t r e n d t o c o n c e n t r a t e on a u d i o - v i s u a l
Chapter One - 31 -
this important t a s k . As a result of this technique,
capabilities in writing,
d )-The t e x t b o o k s c o n c e n t r a t e on o r a l comprehension
develop the s k i l l o f w r i t i n g ,
c r i t e r i a because of l e s s c o n c e n t r a t i o n on grammar, t h a t
r i g h t form" ,
1.3.4 Tests:
process.
Chapter One - 32 -
There were a number o f r e p o r t s d e a l i n g w i t h students
i n some s t a t e s . Grading and e v a l u a t i o n procedures
were sometimes l a x and f a i l e d t o r e p r e s e n t the r e a l
achievement o f s t u d e n t s . Teachers were r e p o r t e d t o be
under p r e s s u r e a t times t o pass s t u d e n t s r e g a r d l e s s
of their performance. This pressure came from
Headmasters/Mistresses, who p r o b a b l y worry about t h e
"image" o f t h e i r school i f t h e r e a r e a l o t o f low
grades. ( P. 53 )
toward t h e i n t e n d e d o b j e c t i v e s .
r e f l e c t i o n o f what t h e i n d i v i d u a l teacher c o n s i d e r s i m p o r t a n t .
Chapter One - 33 -
d e s c r i b e these standards o f achievement. I f teachers o f E n g l i s h
desired objectives,
Chapter One - 34 -
before t h e Mid-year exam, and two months after t h e Mid-Year
M i d - Y e a r Exam 2 0 %
Chapter One - 35 -
creates a d e t r i m e n t a l i n f l u e n c e on b o t h t e a c h i n g and t e s t i n g a t
l a c k t h e a d e q u a t e k n o w l e d g e on t e s t i n g , i n s p e c t o r s can s u g g e s t
construction.
T e s t s t h a t a r e c o n s t r u c t e d by t h e E n g l i s h I n s p e c t o r a t e :
1. Mid-Year e x a m i n a t i o n . (Sometimes).
2. F i n a l e x a m i n a t i o n , (Always)o
T e s t s t h a t a r e c o n s t r u c t e d by c l a s s r o o m t e a c h e r s :
1 . 1 s t month t e s t .
2. 2nd month t e s t .
3. 3 r d m o n t h t e s t .
4. 4 t h month t e s t .
Sometimes, t h e I n s p e c t o r a t e members a s k some t e a c h e r s t o
c o n s t r u c t M i d - Y e a r t e s t s and t h e n t h e i n s p e c t o r s choose some o f
these t e s t s .
Chapter One - 36 -
1.4.2 Examination Times:
Primary 6 2 hours
Preparatory 1 2 hours
Preparatory 2 2 hours
Preparatory 3 2 hours
Secondary 1 2 hours
Secondary 2 ( Arts ) 3% h o u r s
Secondary 3 ( Science ) 2% h o u r s
Secondary 3 ( Arts ) 3% h o u r s
Chapter One - 37 -
= A l l o t h e r 1 s t y e a r Secondary e x a m s - T e c h n i c a l , C o m m e r c i a l , and
R e l i g i o u s a r e as S e c o n d a r y 1 General.
Commercial, and R e l i g i o u s a r e as f o l l o w s :
W r i t t e n exam : 3 h o u r s . [ O r a l i n g r o u p s ]
Session Examinations.
as a t e a c h i n g t e c h n i q u e ,
Q. What i s t h e p u r p o s e o f Q.N.M. ?
l o n g ago.
Q. What c a n v i s i t o r s l e a r n a t t h e museum ?
Chapter One - 38 -
A. How c o f f e e was made, how tents were p u t up, and how
f a l c o n s were trained.
will e x p l a i n the s i t u a t i o n .
Chapter One - 39 -
swing between the completion items and d e s c r i p t i o n of people.
t e s t "Numbers" o r p a r t s o f t h e body.
2- A t t h e p r e p a r a t o r y l e v e l , a l l t e s t i n s t r u c t i o n s a r e also
brackets ] , etc.
1- W r i t i n g From Notes:
Chapter One - 40 -
Pupils should first study the notes and see how they r e l a t e to
t h e s u b j e c t t o be w r i t t e n about.
2- D i r e c t Q u e s t i o n s :
s u c h a q u e s t i o n i n t h e most e f f i c i e n t manner.
3- Transcoding:
i n f o r m a t i o n i n t o sentences or v i c e versa.
o f what m i g h t h a v e been s a i d .
b) a f t e r r e a d i n g a d i a l o g u e p u p i l s h a v e t o r e p o r t what were
that "
Chapter One - 41 -
5- C l o z e T e s t :
T h i s t e s t i s used i n v a r i o u s f o r m s :
a) Filling i n t h e b l a n k s w i t h a word a p p r o p r i a t e t o t h e
context.
b) C h o o s i n g t h e w o r d o r p h r a s e w h i c h means t h e same as t h e
underlined word.
6- Matching sentences:
8- T o p i c s e n t e n c e s : ( S e c o n d a r y Stage o n l y )
s e n t e n c e o f a s h o r t p a r a g r a p h . They must be a b l e t o d i s t i n g u i s h
Chapter One - 42 -
the sentence which s t a t e s t h e main purpose o f t h e speaker.
and S e c o n d a r y ) t e a c h e r s u s u a l l y a s k t h e same s e t o f q u e s t i o n s .
Some o f t h e s e q u e s t i o n s may i n c l u d e :
-What i s y o u r name?
-Where do y o u l i v e ?
-How d i d y o u come t o s c h o o l ?
Chapter One - 43 -
ideas. When we come to the rating scale in the present
E n g l i s h , b u t b e c a u s e o f t h e absence o f criteria.
validity.
Qatar. We hope that the day will soon come when such a unit
Chapter One - 44 -
1, Old T e c h n i q u e s of Testing:
k n o w l e d g e o f s p e c i a l i z e d e x p e r t i s e t o t r a i n and p r o v i d e
testing.
3, P r e s e n t t e c h n i q u e s do n o t make a r e a s o n a b l e b a l a n c e to
( t i c k i n g o f f o r c i r c l i n g t h e c o r r e c t answer, f i l l i n g in
failure.
Chapter One - 45 -
4. The t e s t i n g m e t h o d o l o g y i s a t odds w i t h classroom
t e s t i n g and t e a c h i n g . T e s t i n g s h o u l d be l o o k e d a t as an
classroom.
k n o w l e d g e on t e s t i n g . To g e t t h e b e s t r e s u l t s , teachers
to t e s t communicatively.
7. No f i r m i n d i c a t i o n i s g i v e n t o t h e importance of
classroom.
Testing E n g l i s h as a f o r e i g n l a n g u a g e i n Q a t a r p l a y s an
Chapter One - 46 -
present situation, t h e r e i s no e v a l u a t i o n o f t e s t s c o r e s that
scores.
k n o w l e d g e among t e a c h e r s , I s h a l l g i v e a b r i e f a c c o u n t o f some
p u p i l s on s u c h i t e m s , o r t o i m i t a t e these tests:
1-A s h o r t passage w h i c h i s u s u a l l y f o l l o w e d by f o u r o r
Chapter One - 47 -
f i v e comprehension q u e s t i o n s , ( i t i s sometimes taken
2- One e s s a y q u e s t i o n . " W r i t e a l e t t e r t o y o u r p e n - f r i e n d ,
animal"
3- A c l o z e p a s s a g e o f a b o u t 4-6 r a n d o m l y s e l e c t e d g a p s .
Chapter One - 48 -
teachers t o make sure that they really test what they have
t a u g h t t o t h e i r s t u d e n t s and n o t h i n g e l s e .
s t u d e n t s ' r e s p o n s e s w h i l e s c o r i n g t h e t e s t . As a r e s u l t o f t h i s
and l a n g u a g e function.
s t u d e n t s on c e r t a i n k i n d s o f q u e s t i o n s s u c h as t h e following:
(Prep. Three L e v e l ) .
2- a . s . a . p . [Write in full]
3- Why do a l o t o f f i s h d i e i n r i v e r s ? [Answer ]
Chapter One - 49 -
4- A woman who keeps m e d i c i n e a t home. [Give warning]
5- Man i s d e s t r o y i n g h i s e n v i r o n m e n t , [ G i v e two e x a m p l e s ]
before.
As a c o n s e q u e n c e o f t h e s i t u a t i o n d e s c r i b e d above, I felt
Chapter One - 50 -
o r d i a g n o s t i c as c r i t e r i o n - r e f e r e n c e d o r n o r m - r e f e r e n c e d tests.
The p r e s e n t s y s t e m o f t e s t i n g needs q u i c k m o d i f i c a t i o n t o
following topics:
1. Test function.
When we t e s t o u r s t u d e n t s i n t h e Q a t a r i s c h o o l s , we do
n o t know e x a c t l y why we t e s t . Do we t e s t t o p r o m o t e o u r
w h a t t h e s t u d e n t s have a c h i e v e d ? I t s h o u l d be p o i n t e d
concerned,
2. T e s t format.
s t u d e n t s have s t u d i e d d u r i n g a l i m i t e d p e r i o d o f t i m e .
Chapter One - 51 -
3. T e s t effect.
performance.
4. T e a c h e r ' s role.
need f o r t h i s s t u d y i s o f g r e a t i m p o r t a n c e to classroom
efficiently.
Chapter One - 52 -
C h a p t e r Two:
Topical Outline
2.1 Introduction
2.2 O v e r v i e w o f h i s t o r y and d e v e l o p m e n t o f l a n g u a g e
testing.
2.2.4 f r o m 1915 t o 1 9 3 0 .
2.2.8 T e s t i n g i n t h e 1980s
2.3.1 The h i s t o r i c a l d e v e l o p m e n t o f t e s t i n g i n Q a t a r
C h a p t e r Two - 53 -
Chapter Two
2.1 Introduction:
I n c h a p t e r One I p r o v i d e d a d i s c u s s i o n o f t h e main i s s u e s
o r d e r t o l o c a t e t h e Q a t a r i s i t u a t i o n and b e g i n t o d e t e r m i n e t h e
1988.
a u t h e n t i c and harmonious d i v i s i o n .
Chapter Two - 54 -
T e s t i n g d u r i n g t h e l a s t c e n t u r y and t h e e a r l y decades
of this one was b a s i c a l l y i n t u i t i v e . . . A f t e r the
i n t u i t i v e stage, t e s t i n g entered a s c i e n t i f i c stage.
(PA. 5 - 6 ) .
w h a t was h a p p e n i n g i n t h i s stage:
B e f o r e 1 8 5 0 , t e s t i n g had r e l i e d v e r y l a r g e l y upon
o r a l e x a m i n a t i o n . The t e a c h e r o r v i s i t i n g examiner
a s k e d a q u e s t i o n . The d e s i g n a t e d p u p i l u n d e r t o o k t o
answer i t . The q u e s t i o n e r a r r i v e d a t an i m m e d i a t e
s u b j e c t i v e e v a l u a t i o n o f t h e answer. The method was
burdensome and i n e f f i c i e n t s i n c e o n l y one p u p i l c o u l d
be t e s t e d a t a t i m e and s i n c e d i f f e r e n t p u p i l s were
a s k e d d i f f e r e n t q u e s t i o n s , t h e answers t o w h i c h were
e v a l u a t e d s u b j e c t i v e l y by t h e e x a m i n e r ( P , 2 ) .
t e s t i n g , b u t u n f o r t u n a t e l y , t h e s e i n v e n t e d ways c o n c e n t r a t e d on
s t r e s s e s t h e p o i n t when he says:
C h a p t e r Two - 55 -
F a c t s a b o u t E n g l i s h o f t e n w e i g h e d as h e a v i l y as s k i l l
i n u s i n g the language. As a r e s u l t , s t u d e n t s had t o
l a b e l p a r t s o f a s e n t e n c e and memorize l i s t s o f
l a n g u a g e p a t t e r n ( l am, we a r e , you a r e , she i s , he
i s , e t c . (P. 6)
d i s a d v a n t a g e s by t u r n i n g t o w r i t t e n tests.
I n 1978, S p o l s k y i d e n t i f i e d t h r e e m a j o r h i s t o r i c a l
t r e n d s i n l a n g u a g e t e s t i n g , w h i c h he r e f e r r e d t o as
"pre-scientific", "psychometric-structuralist" and
" i n t e g r a t i v e - s o c i o l i n g u i s t i c " (P.432)
C h a p t e r Two - 56 -
period was t h e essay. T h o r n d i k e and Hagen ( 1 9 6 9 ) e x p l a i n the
examinations:
The w r i t t e n e x a m i n a t i o n s had a d v a n t a g e s o v e r t h e o r a l
e x a m i n a t i o n s o f ( 1 ) p r e s e n t i n g t h e same t a s k t o each
examiner o f t h e group, ( 2 ) l e t t i n g each p u p i l work
f o r t h e f u l l e x a m i n a t i o n p e r i o d . (P. 2)
In t h e second h a l f o f t h e p r e - s c i e n t i f i c s t a g e , subjective
consideration of r e l i a b i l i t y and v a l i d i t y o f t e s t s .
says:
C h a p t e r Two - 57 -
This trend in testing suggests that when trying to test
t h e s e p r o b l e m s , t h e y can be c o n s i d e r e d as m a s t e r s o f t h e target
by l a n g u a g e p r o b l e m s and t h e i r l e v e l o f difficulty.
S i n c e some , a s p e c t s o f t h e t a r g e t l a n g u a g e , a r e easy
C h a p t e r Two - 58 -
discrete-point approach i n teaching and t e s t i n g w h i c h assumes
ineffective separation.
C h a p t e r Two - 59 -
discrete-point approach on t h e b a s i s that t h e use o f l a n g u a g e
component p a r t s .
i n d i c a t e s new i n t e n t i o n s t o t e s t s t u d e n t s o b j e c t i v e l y . So ways
equal parts:
achievement t e s t s l e d t o a s y s t e m a t i c way o f t e s t i n g .
C h a p t e r Two - 60 -
practical school situation. During this period, standardized
o f h i s w o r k as a p s y c h o l o g i s t . Tuckman ( 1 9 7 5 ) s a y s :
By 1904 A l f r e d B i n e t had e s t a b l i s h e d h i m s e l f as
F r a n c e ' s p r e m i e r p s y c h o l o g i s t and e x p e r t i n human
individual differences with h i s studies of the
d i f f e r e n c e s b e t w e e n " b r i g h t " and " d u l l " children.
(P. 15)
writing test items, although test items are the basic building
t e s t r e s u l t s were o f t e n a c c e p t e d u n h e s i t a t i n g l y and
u n c r i t i c a l l y and s e r v e d as t h e b a s i s f o r a v a r i e t y o f
C h a p t e r Two - 61 -
frequently unjustified judgments and actions with
respect t o i n d i v i d u a l s . (P. 6)
when t h e y s a y :
used i n r e p o r t s o f o n g o i n g t e s t i n g o f s t u d e n t s ' a c h i e v e m e n t on
C h a p t e r Two - 62 -
The mid-twentieth century i s a period i n which
standardized testing i s a w i d e l y e x p e r i e n c e d and
w i d e l y a c c e p t e d phenomenon. ( P . 7 )
B o t t o m ( 1 9 7 3 ) , M i l l e r (1972 - 1 9 7 4 ) , Page ( 1 9 7 4 ) ,
D o y l e ( 1 9 7 5 ) and more r e c e n t l y , Grasha ( 1 9 7 7 ) , C e n t r a
( 1 9 7 9 ) and M i l l a n ( 1 9 8 1 ) ... A l l t h e s e books i n d i c a t e
the e v o l u t i o n o f i n s t r u c t i o n a l e v a l u a t i o n . (P. 5)
c o n c e n t r a t e on t h e a c c u r a c y o f t h e l e a r n e r ' s a b i l i t y t o use t h e
C h a p t e r Two - 63 -
l a n g u a g e he l e a r n s .
was a v a i l a b l e a b o u t t h e n a t u r e o f t h e communicative p r o f i c i e n c y
communicative language t e s t i n g :
s i t u a t i o n s . The i m p o r t a n c e o f e d u c a t i o n has g a i n e d w i d e r p u b l i c
C h a p t e r Two - 64 -
2.2.8 TESTING i n t h e 1980s:
t e s t i n g has g r o w n .
employ t h e r e s u l t s i n i m p r o v i n g t h e t e a c h i n g - l e a r n i n g p r o c e s s .
accepted as a f o u n d a t i o n f o r many o t h e r d e v e l o p m e n t s .
C h a p t e r Two - 65 -
t h e use o f t e s t s t o i m p r o v e l e a r n i n g and i n s t r u c t i o n . T e s t s a r e
no l o n g e r d e p e n d e n t s o l e l y on p a p e r and p e n c i l , s i n c e t h e r e a r e
procedure.
Brown ( 1 9 8 1 ) s a y s :
C h a p t e r Two - 66 -
2.2.8.2 The second characteristic i s graded tests that
meant by g r a d e d test.
I n a g r a d e d t e s t scheme, t h e r e i s a sequence o f t e s t s
at progressive levels of d i f f i c u l t y , complexity,
s o p h i s t i c a t i o n and or syllabus c o n t e n t , which are
d e s i g n e d t o be t a k e n by s t u d e n t s o n l y when t h e y have
a h i g h p r o b a b i l i t y o f s u c c e s s . Each t e s t i s c l o s e l y
l i n k e d t o t h e c u r r i c u l u m f o r t h e r e l e v a n t l e v e l by
means o f c l e a r s p e c i f i c a t i o n o f t h e knowledge and
p r o c e s s e s t o be a s s e s s e d and o f t h e s t a n d a r d s t o be
a t t a i n e d , (P. 68)
The g r a d e d t e s t movement i s s t i l l i n i t s i n f a n c y , t h e r e i s
s t i l l a g r e a t d e a l t o be l e a r n t . ( P . 2)
D i s s a t i s f i e d w i t h t r a d i t i o n a l e x a m i n a t i o n s , and a l s o
more concerned with communicatively oriented
teaching, graded objectives schemes have been
C h a p t e r Two - 67 -
developed i n many parts of the country (Britain).
(P. 2 2 0 ) .
saying:
C h a p t e r Two - 68 -
I n r e c e n t y e a r s , a number o f s t a t e s have passed laws
making teachers and other school personnel
accountable f o r the learning and d e v e l o p m e n t o f
students. (P. 1 3 ) ,
A c u r r e n t t r e n d i n t h e language t e a c h i n g f i e l d - a
t r e n d t h a t has n o t y e t been e x p l i c i t l y r e l a t e d t o
l a n g u a g e t e s t i n g t o any a p p l i c a b l e e x t e n t b u t t h a t
shows considerable potential f o r becoming an
important and i n t e g r a l component o f t h e o v e r a l l
measurement o p e r a t i o n i s t h e use o f c o m p u t e r s i n t h e
s e r v i c e o f language i n s t r u c t i o n . (P. 436)
C h a p t e r Two - 69 -
works to construct their tests.
r e m a i n e d u n s o l v e d . A l t h o u g h l a n g u a g e t e s t i n g has a l w a y s had i t s
goals of schooling.
t e a c h i n g methods and s c h o o l s y l l a b u s .
C h a p t e r Two - 70 -
among them we mentioned classroom tests. These tests are
A p p r o a c h was i n u s e , t h e r e was n e i t h e r a l i s t e n i n g n o r an o r a l
examinations.
C h a p t e r Two - 71 -
Through the stages of test development in Qatar, tests
schools,
t h e c o n t e x t o f t h e i d e a l s o f t h e C r e s c e n t Course.
3, To make i n i t i a l steps i n an o v e r a l l o b j e c t i v e
C h a p t e r Two - 72 -
assessment of the progress of children, especially
( C a r r o l l : 1982 - P . l )
o f t h e s e a t t e m p t s , t e a c h e r s were a s k e d t o c a r r y o u t an o n - g o i n g
the tests.
t o p r o v i d e u s , as t e a c h e r s , w i t h t h e most u p - t o - d a t e procedures
Chapter Two - 73 -
t e a c h c o m m u n i c a t i v e l y and s t i l l t e s t t r a d i t i o n a l l y . They do n o t
a c h i e v e d o r n o t , b e c a u s e t e s t r e s u l t s mean n o t h i n g t o c l a s s r o o m
t e s t i n g a r e b e i n g a p p l i e d i n t h e p r e s e n t s i t u a t i o n . The p r e s e n t
escape c l e a r - c u t classification.
matter irrefutably:
A l t h o u g h t h e c o m m u n i c a t i v e t e s t has i t s own a p p r o a c h
t o l a n g u a g e t e s t i n g w h i c h makes i t d i f f e r e n t f r o m
o t h e r approaches, i t i s part of the educational
s y s t e m and c a n be a f f e c t e d t o a g r e a t e x t e n t by
administrative problems. In other words, the
s t u d e n t s ' p e r c e n t a g e s u c c e s s i n exams i s a c r i t e r i o n
a s s i g n e d by t h e M i n i s t r y o f E d u c a t i o n t o gauge t h e
academic r e p u t a t i o n o f s c h o o l s . ( P . 41)
C h a p t e r Two - 74 -
Involvement of teachers i n the t e s t i n g process should be more
C h a p t e r Two - 75 -
Chapter Three
Topical Outline
3.0 Introduction
3.2.1 M e a s u r i n g outcomes o f i n s t r u c t i o n .
3.2.3 P l a c e m e n t and g r o u p i n g ,
3.2.6 As a d i a g n o s t i c p r o c e d u r e ,
3.2.7 To g r a d e s t u d e n t s f o r p r o m o t i o n ,
3.3.5 Norm-referenced t e s t i n g .
3.3.5.1 Advantages o f n o r m - r e f e r e n c e d t e s t s .
c h a p t e r Three - 76 -
3.3.5.2 Disadvantages o f norm-referenced tests.
3.3.8.4.1 T r u e - f a l s e items.
c h a p t e r Three - 77 -
3.3.11.4 A d v a n t a g e s o f t h e essay test
c h a p t e r Three - 78 -
C h a p t e r 3. PURPOSES AND KINDS OF TESTS.
3.0 Introduction.
In chapter two I c h a r a c t e r i z e d t h e h i s t o r i c a l t r e n d s up t o
development o f language t e s t i n g . My p u r p o s e i n t h i s c h a p t e r i s
different p u r p o s e s o f t e s t s as w e l l as on a c h i e v e m e n t t e s t s i n
r e f e r e n c i n g and c o n s t r u c t i o n t e c h n i q u e s a r e used i n Q a t a r .
c h a p t e r Three - 79 -
3.1 The S i g n i f i c a n c e o f T e s t i n g i n the Classroom:
among them a r e t h e f o l l o w i n g :
2- S t i m u l a t i n g students' learning,
3- E v a l u a t i n g classroom attainment,
4- D i a g n o s i n g problems.
new method b e i n g a p p l i e d i n t e a c h i n g .
On t h e o t h e r h a n d , H o p k i n s and A n t e s ( 1 9 8 5 ) m e n t i o n what T y l e r
chapter Three - 80 -
Educational measurement can have a profound
i n f l u e n c e i n the improvement of i n s t r u c t i o n , but t o
do s o , i t must be v i e w e d as an i n t e g r a l p a r t o f
i n s t r u c t i o n , i t s p l a n n i n g must go hand i n hand with
i n s t r u c t i o n a l p l a n n i n g , and t h e r e s u l t must be used
c o n t i n u o u s l y t o g u i d e t h e p l a n n i n g and d e v e l o p m e n t
of c u r r i c u l u m . ( p . 3 0 )
Assessment o f a w i d e r a n g e o f p u p i l p e r f o r m a n c e i s an
i n t e g r a l p a r t i n m o n i t o r i n g t h e p r o g r e s s made n o t
o n l y f o r t h e b e n e f i t o f t h e p u p i l and t e a c h e r , b u t
those outside the classroom such as other
t e a c h e r s , o t h e r s c h o o l s . E m p l o y e r s w i l l depend upon
r e l i a b l e knowledge o f p u p i l s ' achievement.(P.1).
chapter Three - 81 -
The c o n c e p t of testing has i m p l i c a t i o n s f o r a l m o s t every
q u i t e i m p o s s i b l e . When we say t h a t o u r s t u d e n t s a r e p r o g r e s s i n g
It i s u n f o r t u n a t e t h a t many t e s t s i n t h e p a s t have l e d t o
chapter Three - 82 -
essential purpose of tests is to reinforce learning and
motivate students.
teaching:
The t h r e e p r i n c i p a l r e a s o n s f o r t e s t i n g as f a r as
classroom teachers are concerned are:a) to diagnose
the s p e c i f i c f e a t u r e s of language i n which i n d i v i d u a l
s t u d e n t s o r g r o u p s a r e h a v i n g d i f f i c u l t i e s ; b) t o
h e l p us guage o u r a b i l i t y as t e a c h e r s ;c) t o f i n d o u t
how much o u r students have l e a r n e d or achieved
(P.206).
p u r p o s e s o f t e s t i n g can be b e s t u n d e r s t o o d by d e a l i n g w i t h them
separately.
chapter Three - 83 -
3.2,1 M^.suring O^comes of Instruction:
i
evaluation devices.
level.
chapter Three - 84 -
t h e outcomes o f t e a c h i n g i n a c o m m u n i c a t i v e a t m o s p h e r e because
test.
to what s c h o o l s a r e t r y i n g t o a c c o m p l i s h i n t e r m o f c u r r i c u l u m
o b j e c t i v e s f o r w h i c h i t was d e s i g n e d .
c h a p t e r Three - 85 -
b e ) f o l l o w e d by a s y s t e m a t i c e v a l u a t i o n t o assess how
e f f e c t i v e l y t h e o b j e c t i v e s have been a c h i e v e d by t h e
c o n t e n t and methods w h i c h have been adopted,
(p.264).
(1981).
The g o a l o f p l a c e m e n t t e s t i n g i s t o d e c i d e t h e p o s i t i o n i n
c h a p t e r Three - 86 -
used t o p l a c e i n d i v i d u a l s i n t h e most a p p r o p r i a t e c l a s s e s . When
c u r r e n t l e v e l o f competence. I n d e s i g n i n g a t e s t f o r placement,
At Qatar U n i v e r s i t y , t h e r e a r e two k i n d s o f s t u d y as f a r
T e a c h i n g U n i t " . I n t h i s U n i t , E n g l i s h i s t a u g h t as a University
c h a p t e r Three - 87 -
requirement only. In a word, we can say t h a t there i s no
be a c c e p t e d as u n i v e r s i t y students.
3.2,4 P r e d i c t i n g F u t u r e Performance:
g e t h i g h marks on t h e Maths t e s t d e c i d e t o go t o t h e s c i e n t i f i c
their abilities.
c h a p t e r Three - 88 -
3.2.5. Describing R e a l i s t i c S t a n d a r d s o f Achievement:
mastered.
3.2.6. As a D i a g n o s t i c Procedure:
t e a c h e r s o f t e n a s k a r e i n t r o d u c e d by Madsen ( 1 9 8 3 ) ;
Have I been e f f e c t i v e i n my t e a c h i n g ?
A r e my l e s s o n s on t h e r i g h t l e v e l ?
Am I t e a c h i n g some s k i l l s e f f e c t i v e l y , but others
less e f f e c t i v e l y ?
Which p o i n t s need r e v i e w i n g ? ( P . 5 ) .
c h a p t e r Three - 89 -
All those who are concerned with testing agree that
will be i m p r e s s i o n i s t i c .
certain s u b j e c t d u r i n g a c e r t a i n p e r i o d o f t i m e . T e s t i n g i s an
o b j e c t i v e s . Feedback on t h e e f f e c t i v e n e s s o f s t u d e n t s ' l e a r n i n g
chapter Three - 90 -
is generally of interest t o both teachers and s t u d e n t s f o r
stage of learning.
Theoretically speaking, t h e Q a t a r i s i t u a t i o n as f a r as t h e
c h a p t e r Three - 91 -
have the a b i l i t y to carry out orders that require either a
w o r d s . On t h e c o n t r a r y , t h e y s h o u l d teach t h e students t o f i n d
words a r e n o t t a u g h t i n i s o l a t i o n , words s h o u l d n o t be t e s t e d
in isolation.
then.
3.3.1 D i f f e r e n t Types o f T e s t :
many d i f f e r e n t p u r p o s e s . To a c h i e v e these p u r p o s e s , we c a n n o t
c h a p t e r Three - 92 -
frequently faced w i t h questions regarding what type of test
w o u l d be most a p p r o p r i a t e f o r a g i v e n s i t u a t i o n . Bachman ( 1 9 9 0 )
comments saying:
I n d i s c u s s i o n s o f l a n g u a g e t e s t i n g one o f t e n h e a r s
q u e s t i o n s s u c h a s , " S h o u l d we use a norm-referenced
o r an a c h i e v e m e n t t e s t ? " o r " S h o u l d we use b o t h a
d i a g n o s t i c and a p r o f i c i e n c y t e s t i n o u r p r o g r a m ? "
Such uses o f l a b e l s f o r d e s c r i b i n g t e s t t y p e s o f t e n
r a i s e more q u e s t i o n s t h a n t h e y answer. How a r e norm-
r e f e r e n c e d t e s t s d i f f e r e n t from achievement t e s t s ?
Cannot p r o f i c i e n c y t e s t s be used for diagnosis?
Questions l i k e these imply comparisons t h a t are l i k e
t h e p r o v e r b i a l q u e s t i o n , "Which a r e b e t t e r , a p p l e s o r
o r a n g e s ?" ( P . 70)
The p r e v i o u s q u o t a t i o n i m p l i e s t h e i d e a t h a t t y p e s o f t e s t
may be classified according to d i f f e r e n t f e a t u r e s . These
f e a t u r e s a r e g i v e n by Bachman ( 1 9 9 0 ) :
Language t e s t s can be c l a s s i f i e d a c c o r d i n g t o f i v e
d i s t i n c t i v e f e a t u r e s : t h e p u r p o s e , o r use, f o r w h i c h
t h e y a r e i n t e n d e d ; t h e c o n t e n t upon w h i c h t h e y a r e
based; the frame o f r e f e r e n c e w i t h i n which their
r e s u l t s a r e t o be i n t e r p r e t e d ; t h e way i n w h i c h t h e y
a r e s c o r e d , and t h e s p e c i f i c t e c h n i q u e o r method t h e y
e m p l o y , ( P . 70)
chapter Three - 93 -
diagnose certain weaknesses and strengths. When r e s u l t s have
3.3.2 Achievement T e s t i n g :
s t u d e n t s a r e e x p e c t e d t o d e m o n s t r a t e a t t h e end o f i n s t r u c t i o n ,
term.
An a c h i e v e m e n t t e s t i s a systematic procedure f o r
d e t e r m i n i n g t h e amount a s t u d e n t has l e a r n e d , ( P , 1 )
Brown ( 1 9 8 1 ) s a y s :
A c h i e v e m e n t t e s t i s a t e s t d e s i g n e d t o measure t h e
extent t o which a person has a c q u i r e d certain
information or mastered certain skills, usually
( t h o u g h n o t n e c e s s a r y ) as t h e r e s u l t o f s p e c i f i c
i n s t r u c t i o n . ( P , 208)
c h a p t e r Three - 94 -
This type of testing arose from practical school
(1964) says:
c h a p t e r Three - 95 -
performance, Gronlund (1982) summarizes the goals of
principles,
been m a s t e r e d by t h e s t u d e n t s .
c h a p t e r Three - 96 -
degree of students' mastery of these materials, Gronlund
( 1 9 8 2 ) summarizes t h e b a s i c p r i n c i p l e s o f a c h i e v e m e n t tests:
1. A c h i e v e m e n t t e s t s s h o u l d measure c l e a r l y d e f i n e d
l e a r n i n g outcomes t h a t a r e w i t h harmony w i t h t h e
instructional objectives,
2. A c h i e v e m e n t t e s t s s h o u l d measure a r e p r e s e n t a t i v e
sample o f t h e l e a r n i n g tasks included i n the
instruction.
3. Achievement t e s t s should i n c l u d e t h e types o f
i t e m s t h a t a r e most a p p r o p r i a t e f o r m e a s u r i n g t h e
d e s i r e d l e a r n i n g outcomes.
4. A c h i e v e m e n t t e s t s s h o u l d f i t t h e p a r t i c u l a r uses
t h a t w i l l be made o f t h e r e s u l t s .
5. A c h i e v e m e n t t e s t s s h o u l d be as r e l i a b l e as
possible and s h o u l d t h e n be i n t e r p r e t e d with
caution,
6. Achievement t e s t s should improve s t u d e n t s '
l e a r n i n g , (PP, 8-13)
from the test will inform the test user about those who can
(see f i g u r e 3 , 1 ) ) .
c h a p t e r Three - 97 -
ENTER
INSTRUCTION
EXIT?
chapter Three - 98 -
and those who fail the test should be instructed again and
ENTER
1 • TEST
yes
<^EXEMPT?^
no
INSTRUCTION EXIT
(Upshur 1973)
Figure 3.2
chapter Three - 99 -
3.3.3 Standardized Tests:
1 - The t e s t s a r e c a r e f u l l y c o n s t r u c t e d w i t h e x t e n s i v e
t r y o u t , a n a l y s i s and r e v i s i o n o f i t e m s b e f o r e t h e f i n a l
form o f t h e t e s t i s prepared.
2- E x p l i c i t p r o c e d u r e s f o r a d m i n i s t e r i n g and s c o r i n g t h e
t e s t are developed.
3- N o r m a t i v e d a t a , d e r i v e d f r o m t h e a d m i n i s t r a t i o n o f t h e
t e s t t o c a r e f u l l y s e l e c t e d g r o u p , a r e a v a i l a b l e as a i d s
i n t h e i n t e r p r e t a t i o n o f s c o r e s . ( P . 141)
A s y s t e m a t i c sample o f p e r f o r m a n c e o b t a i n e d under
p r e s c r i b e d c o n d i t i o n s , scored according t o d e f i n i t e
r u l e s and c a p a b l e o f e v a l u a t i o n by r e f e r e n c e t o
n o r m a t i v e i n f o r m a t i o n (P 6 3 8 )
define it:
A commercially p r i n t e d t e s t f o r w h i c h c o n t e n t has
been s e l e c t e d and c h e c k e d e m p i r i c a l l y . The t e s t i s
s t a n d a r d i z e d so t h a t t h e a d m i n i s t r a t i o n and s c o r i n g
p r o c e d u r e s a r e t h e same f o r a l l t e s t t a k e r s . (P 4 7 9 )
3.3.4 Teacher-Made T e s t s :
They can provide the classroom teacher with a true idea about
grades.
p r a c t i c e . Such a d v a n t a g e s are:
1- Teacher-made t e s t s a r e based on a r e p r e s e n t a t i v e
sampling of the m a t e r i a l s s t u d i e d .
f o l l o w i n g s t r e n g t h s o f teacher-made tests:
content.
and l e a r n i n g .
sampling of s p e c i f i c areas of l e a r n i n g .
c o n c e r n i n g h i s / h e r e d u c a t i o n a l p r o g r e s s . (P. 74)
3.3.4.2 D i s a d v a n t a g e s of Teacher-Made T e s t s :
disadvantages:
constructed.
c h a p t e r Three -104-
end o f e a c h u n i t as a sample t e s t .
6- T e a c h e r s a r e sometimes d e s c r i b e d as c o n s e r v a t i v e , t h a t
t h a n w i t h new o n e s .
7- Teacher-made t e s t s a r e n o t r e l i a b l e .
Many t e a c h e r s have n e v e r c h e c k e d on t h e r e l i a b i l i t y
o f any o f t h e i r t e s t s and may n o t even have p l a n n e d
t h o s e t e s t s p u r p o s e l y t o make them as r e l i a b l e as
p o s s i b l e , (p.14)
Finally, as a t e a c h e r o f E n g l i s h as a f o r e i g n language, I
c h a p t e r Three -105-
needed knowledge either in teaching or in testing. Thus, I
praised
c h a p t e r Three -106-
t h a t a r e n a t i o n - w i d e , s t a t e - w i d e , school-system-wide
and c o m p a r a b l e t o t h e s t u d e n t s c o n c e r n e d i n o t h e r
e s s e n t i a l r e s p e c t e d s u c h as s o c i o b i o l o e i c a l s t a t u s .
(P. 154)
Tuckman ( 1 9 7 5 ) e x p l a i n s t h e f u n c t i o n o f norms i n t e s t i n g :
Norms a r e s t a t i s t i c s t h a t s u p p l y a f r a m e o f r e f e r e n c e
by w h i c h meaning may be g i v e n t o obtained test
s c o r e s . Norms a r e based upon t h e a c t u a l p e r f o r m a n c e
of pupils of various grades o r ages i n the
standardization group f o r a test. S i n c e norms
r e p r e s e n t average o r t y p i c a l performance, they should
not be r e g a r d e d as s t a n d a r d s o r as universally
d e s i r a b l e l e v e l s o f a t t a i n m e n t . (P. 481)
the use o f n o r m - r e f e r e n c e d t e s t s :
t h e y c a n use n o r m - r e f e r e n c e d t e s t s . I n f a c t , t h e two t y p e s a r e
t e s t d e c i d e s t h e t y p e t o be u s e d .
c h a p t e r Three -108-
3.3.5.1 Advantages o f Norm-Referenced T e s t s :
n o r m - r e f e r e n c e d t e s t s as follows:
c h a p t e r Three -109-
3.3.5.2 D i s a d v a n t a g e s o f Norm-Referenced T e s t s ;
1- Norm - r e f e r e n c e d measurement i s n o t a p p r o p r i a t e
for m e a s u r i n g m a s t e r y o f c e r t a i n m a t e r i a l s and
skills.
2- Norm - r e f e r e n c e d measurement does n o t i n d i c a t e
s p e c i f i c t a s k s a s t u d e n t can p e r f o r m and does n o t
allow direct interpretation of performance.
(PP.333-334)
our coming d i s c u s s i o n .
outcomes.
R i o d and H a l a d y n a ( 1 9 8 2 ) s a y :
was t h e b e g i n n i n g o f c r i t e r i o n - r e f e r e n c e d testing:
referenced t e s t i n g .
this type of t e s t i n g .
c h a p t e r Three -111-
Criterion-referenced t e s t s have been d e v e l o p e d i n
response t o some of the l i m i t a t i o n s o f norm-
r e f e r e n c e d t e s t i n g . (P. 48)
Satterly ( 1 9 8 5 ) goes on t o s a y :
every p u p i l t o r e a c h an a c c e p t a b l e l e v e l o f p e r f o r m a n c e w i t h o u t
and i t s use i n e d u c a t i o n :
says:
2- Brown ( 1 9 8 1 ) g i v e s a g e n e r a l d e f i n i t i o n o f t h e term;
Assessment t h a t p r o v i d e s i n f o r m a t i o n a b o u t s p e c i f i c
knowledge and abilities of pupils through their
p e r f o r m a n c e on v a r i o u s t a s k s t h a t a r e i n t e r p r e t a b l e
i n t e r m s o f what t h e p u p i l s know o r can do, w i t h o u t
r e f e r e n c e t o t h e performance o f o t h e r s . (P. 4)
c h a p t e r Three -113-
3- Billing (1973):
T e s t d e s i g n e d t o measure t h e d e g r e e t o w h i c h learning
programme a t t a i n s i t s o b j e c t i v e s . ( P . 156)
attainment.
Each t i m e a t e a c h e r g i v e s a q u i z o r e x a m i n a t i o n , she
o r he i s p r o b a b l y u s i n g c r i t e r i o n - r e f e r e n c e d t e s t i n g ,
o r m e a s u r i n g a c t u a l p e r f o r m a n c e . ( P . 379)
c h a p t e r Three -114-
This type of testing can also be used to measure
(1985) says:
l e v e l s of activities.
c h a p t e r Three -115-
Criterion-referenced tests are only suitable for
s u b j e c t a r e a s w i t h a s i m p l e s t r u c t u r e . ( P . 10)
individualized instruction.
c h a p t e r Three -116-
F i r s t and f o r e m o s t , t e s t s a r e used t o c e r t i f y that
s t u d e n t a c h i e v e m e n t has been s a t i s f a c t o r y . ( P . 26)
I n r e l a t i o n t o t h e competences t h e r e a r e t h r e e common
uses f o r c r i t e r i o n - r e f e r e n c e d tests scores: ( a ) to
describe examinee performance, (b) to assign
examinees t o mastery states, ( c ) to describe
p e r f o r m a n c e o f s p e c i f i c g r o u p s . ( P . 1108)
g r a d e s t u d e n t s on t h e e d u c a t i o n a l ladder.
One o f t h e d i a g n o s t i c f e a t u r e s t h a t a r e p r o d u c e d a f t e r t h e
referenced tests.
Where i n s t r u c t i o n i s o f a g r o u p n a t u r e , t e s t r e s u l t s
must be a p p l i c a b l e t o j u d g m e n t s o f g r o u p p r o g r e s s . I f
group success has largely been attained, then
c h a p t e r Three -117-
i n s t r u c t i o n on new m a t e r i a l s can b e g i n . I f g r o u p
g a i n s h a v e been m i n i m a l , t h e n r e m e d i a l i n s t r u c t i o n
s h o u l d be p r o v i d e d b e f o r e i n s t r u c t i o n can p r o g r e s s t o
new a r e a s . ( P . 300)
adjustment o r r e m e d i a l e f f o r t s a r e needed o r n o t .
It i s common i n t e s t c o n s t r u c t i o n t o d e f i n e t h e o b j e c t i v e s
I n t h e c a s e o f t e a c h e r s o f E n g l i s h as a f o r e i g n language,
w h e t h e r o r n o t c e r t a i n e x p r e s s i o n s have been a l r e a d y t e s t e d , o r
c h a p t e r Three -118-
out. Tuckman ( 1 9 7 5 ) s u g g e s t s steps t h a t we s h o u l d go through
when c o n s t r u c t i n g c r i t e r i o n - r e f e r e n c e d t e s t s . The s t e p s a r e :
( 1 ) P r e p a r e a c o n t e n t o u t l i n e l i s t i n g t h e s k i l l s and
k n o w l e d g e t h a t t h e t e s t i s an a t t e m p t t o measure, ( 2 )
I d e n t i f y the performance, ( 3 ) I d e n t i f y t h e domain
t h a t each o b j e c t i v e d e f i n e s . ( 4 ) V a l i d a t e t h e f a c t
t h a t t h e s k i l l s and knowledge measured by t h e t e s t
are in fact prerequisite to the performance
o b j e c t i v e s . ( P . 295)
certainly help.
3.3.6.3 T a s k s f o r L e v e l 1. ( l o w e r ) .
3.3.6.3.1 L i s t e n i n g :
By t h e end o f t h e P r i m a r y stage t h e p u p i l s s h o u l d be a b l e
to:
c h a p t e r Three -119-
1. L i s t e n t o E n g l i s h r e c o r d e d o r on e d u c a t i o n a l and
r e c r e a t i o n a l t a p e s and d e v e l o p t h e d e s i r e t o do so.
2. F o l l o w a s h o r t d i a l o g u e and d e m o n s t r a t e his
u n d e r s t a n d i n g o f i t by r e s p o n d i n g orally, in writing or
life, etc.
4. L i s t e n t o a s h o r t c o n v e r s a t i o n on a f a m i l i a r t o p i c and
natural pronunciation.
5. Respond t o t h e l a n g u a g e ( v o c a b u l a r y and f u n c t i o n s )
a u d i o - l i n g u a l m a t e r i a l s presented t o the p u p i l s .
3.3.6.3.2 S p e a k i n g :
to:
c h a p t e r Three -120-
1 . Take p a r t i n t h e l e a r n i n g a c t i v i t i e s related t o the
responding orally.
2. P r o n o u n c e a l l t h e l a n g u a g e ( w o r d s and structures) i n
intonation.
4. Respond i n E n g l i s h t o a l i m i t e d numbers o f q u e s t i o n
t y p e s by u s i n g t h e c o r r e c t s h o r t answer forms.
o f t h e t e a c h e r as a m o d e l .
this s t a g e as s p e c i f i e d i n Components o f t h e E n g l i s h
S y l l a b u s by G u l f A r a b S t a t e s E d u c a t i o n a l Research
Centre (GASERC).
3.3.6.3.3 R e a d i n g :
to:
d i s t i n g u i s h b e t w e e n t h e tx^o, t o r e c i t e t h e a l p h a b e t i n
c h a p t e r Three -121-
order.
b e t w e e n them.
3. Read t h e c o n t e n t s o f t h e t e x t b o o k a s s i g n e d f o r the
w e l l as f l a s h c a r d s and t r a n s p a r e n c i e s .
e t c . , c o m m o n l y seen i n Q a t a r .
pronunciation rules.
Syllabus.
assigned texts.
3.3.6.3.4 Writing:
to:
1 . W r i t e a l l t h e l e t t e r s o f t h e a l p h a b e t and t h e numbers
c h a p t e r Three -122-
2. Copy s e n t e n c e s and d i s c o u r s e s accurately.
w i t h t h e h e l p o f a model.
5. W r i t e w i t h c o r r e c t s p e l l i n g , most o f t h e words i n t h e
textbook.
6. W r i t e most o f t h e s e n t e n c e s t y p e s f o r t h i s s t a g e as
apos t r o p h e s
clarify t h e use o f t e s t i n g .
basis o f sound o p e r a t i o n a l p r i n c i p l e s .
constructing a test.
(1985):
c h a p t e r Three -124-
Separate t e s t s p e c i f i c a t i o n are needed for each set
o f i t e m s . (P. 71)
quotations:
Compound o b j e c t i v e s a l s o must be b r o k e n i n t o u n i t a r y
o b j e c t i v e s and even f u r t h e r , i n t o t h e i r components,
b e f o r e p r o c e e d i n g w i t h t e s t i t e m d e v e l o p m e n t . (P. 32)
(1981) argues:
c h a p t e r Three -125-
Criterion-referenced tests may be a t t r a c t i v e t o c l a s s r o o m
process.
3.3.6.4. Characteristics of C r i t e r i o n - R e f e r e n c e d T e s t i n g :
-referenced t e s t i n g .
a l w a y s t h e same.
the d i f f i c u l t y of r e l i a b i l i t y establishment:
Most t e c h n i q u e s f o r a s s e s s i n g criterion-referenced
r e l i a b i l i t y a r e e x p l o r a t o r y , and a r e e i t h e r n o t f u l l y
c h a p t e r Three -126-
developed or are based on questionable assumptions
(P. 143)
T h e r e i s as y e t no u n i v e r s a l l y a g r e e d method f o r
estimating the r e l i a b i l i t y of criterion-referenced
t e s t s . ( P . 218)
referenced reliability:
reliability:
c h a p t e r Three -127-
e s t i m a t i n g r e l i a b i l i t y may be s u f f i c i e n t . Because i n
mastery testing we are p r i m a r i l y interested i n
classifying pupils as m a s t e r s o r n o n m a s t e r s , t h e
consistency of our mastery-nonmastery decisions
s h o u l d be o u r main c o n c e r n . T h i s t y p e o f r e l i a b i l i t y
can be r e a d i l y d e t e r m i n e d by c o m p u t i n g t h e p e r c e n t a g e
o f c o n s i s t e n t d e c i s i o n s o v e r two e q u i v a l e n t f o r m s o f
the t e s t . (P. 112)
assessment of pupils. I f we e x p e c t t h a t t e s t s p r o v i d e us w i t h
the t e s t .
Hambelton X'lho s a i d :
criterion-referencing.
Most w r i t i n g on v a l i d i t y i n r e l a t i o n t o c r i t e r i o n -
r e f e r e n c i n g has c o n c e n t r a t e d on c o n t e n t validity.
(P. 5 5 ) .
C r i t e r i o n - r e f e r e n c e measures a r e v a l i d a t e d p r i m a r i l y
i n t e r m s o f t h e adequacy w i t h w h i c h t h e y r e p r e s e n t
the c r i t e r i a . T h e r e f o r e , c o n t e n t v a l i d i t y approaches
c h a p t e r Three -129-
I t i s g e n e r a l l y agreed that content v a l i d i t y i s of
paramount concern in criterion-referenced
measurement. ( P . 1 4 9 ) .
in t h e t e s t m a t c h t h e o b j e c t i v e s o f t h e c u r r i c u l u m and t h e r e a l
validity.
A c r i t e r i o n - r e f e r e n c e d t e s t may be presumed c o n t e n t
v a l i d i f a l l t e s t items a r e c a r e f u l l y d e r i v e d from
t h e r e q u i r e d p e r f o r m a n c e s , c o n d i t i o n s , and s t a n d a r d s
s p e c i f i e d i n t h e o b j e c t i v e s and i f t h e sample o f t e s t
items appropriately represent the objectives.
(P. 149)
3.3.6.4.1 Advantages o f C r i t e r i o n - R e f e r e n c e d T e s t s :
l e v e l o f e a c h s t u d e n t k n o w l e d g e i n terms o f s p e c i f i c objectives
c h a p t e r Three -130-
been t a u g h t i n t h e c l a s s r o o m .
tests:
s t u d e n t can p e r f o r m ( P . 327)
C r i t e r i o n - r e f e r e n c e d t e s t s a r e p a r t i c u l a r l y u s e f u l as
guidelines f o r assisting the teacher i n making
i n d i v i d u a l p l a n s f o r c h i l d r e n . Since they a r e geared
more s p e c i f i c a l l y t o w a r d t h e academic m a t e r i a l t a u g h t
i n t h e classroom, t h e teacher can l e a r n which s k i l l
or w h i c h s e t o f knowledge i s l a c k i n g i n a c h i l d ' s
achievement. (P. 31)
c h a p t e r Three -131-
Criterion-referenced t e s t s are n o t only used on i n d i v i d u a l
3.3.6.4.2.Disadvantages of C r i t e r i o n - R e f e r e n c e d Tests:
weaknesses o f c r i t e r i o n - r e f e r e n c e d t e s t s as f o l l o w s :
c h a p t e r Three -132-
does n o t a l l o w a t e a c h e r t o compare a student
w i t h o t h e r s t u d e n t performance. ( P . 328)
t e s t s can be u s e d .
The d i f f e r e n c e s c a n be summarized as f o l l o w s :
of how w e l l t h e y d i s c r i m i n a t e among s t u d e n t s .
t a s k s . G r o n l u n d ( 1 9 8 2 ) ( P . 20)
the test.
resemble a normal c u r v e .
Karmel(1978) (P.378).
4- N o r m - r e f e r e n c e d t e s t s s c o r e s i n d i c a t e the p o s i t i o n of a
scores.
c h a p t e r Three -134-
refer to the d i s t r i b u t i o n of scores by other pupils.
Satterly ( 1 9 8 5 ) ( P . 54)
r e m e d i a l work o r s p e c i a l educations.
r e m e d i a l a c t i o n i s n e c e s s a r y . S a t t e r l y ( 1 9 8 5 ) ( P . 55)
6- N o r m - r e f e r e n c e d r e l i a b i l i t y i s e s t i m a t e d by u s i n g test-
retest.
o b j e c t i v e c l a s s i f i e s p u p i l s as m a s t e r s o r non- m a s t e r s .
Satterly ( 1 9 8 5 ) ( P . 55)
external criteria.
( 1 9 8 5 ) ( P . 55)
8- N o r m - r e f e r e n c e d t e s t s ' r o l e i n e d u c a t i o n i s p r o b a b l y o f
a l t h o u g h t e a c h e r s use them f o r s e l e c t i o .
c h a p t e r Three -135-
evaluate the absolute success o f i n s t r u c t i o n . Satterly
E x a m i n a t i o n s were u s u a l l y r e s t r i c t e d t o r e a d i n g and
w r i t i n g ( t i c k i n g o f f o r c i r c l i n g t h e c o r r e c t answer,
f i l l i n g i n b l a n k s , answering q u e s t i o n s ) , the observed
t e s t s d i d not t r e a t o r a l or l i s t e n i n g s k i l l s , f a i l e d to
f o c u s on r e a d i n g s k i l l s , and n e v e r had s t u d e n t s t o
w r i t e i n any a u t h e n t i c g e n r e s . ( P . 21)
from a s p e c i f i e d l i s t o f a l t e r n a t i v e s r a t h e r t h a n c r e a t i n g them
m e a s u r e , a p t i t u d e , i n t e l l i g e n c e and a c h i e v e m e n t . The o b j e c t i v e
be tested .
disadvantages. L e t us d i s c u s s them s e p a r a t e l y .
information.
test item i s w r i t t e n .
tested contents.
acquired t h r o u g h e x p e r i e n c e and p r a c t i c e .
construct t h e answer.
l e s s on writing.
3- O b j e c t i v e i t e m s e n c o u r a g e g u e s s i n g .
3.3.8.4. Types o f O b j e c t i v e T e s t I t e m s :
O b j e c t i v e t e s t i t e m s have t h e f o l l o w i n g types:
items.
c h a p t e r Three -138-
3.3.8.4.1 True-False Items:
The t r u e - f a l s e i t e m r e p r e s e n t s a d e s c r i p t i v e s t a t e m e n t and
r e q u i r e s t h e examinee t o i n d i c a t e w h e t h e r he o r she j u d g e s
i t t o be t r u e o r f a l s e . ( P . 3 6 1 7 ) .
(freely adapted)
a- A v o i d any s o u r c e o f a m b i g u i t y .
b- A v o i d t h e use o f n e g a t i v e s t a t e m e n t s .
c- B a l a n c e t h e number o f t r u e and f a l s e s t a t e m e n t s i n
t h e t e s t b u t keep t h e l e n g t h o f s t a t e m e n t s r o u g h l y
equal.
d- A v o i d l i f t i n g s t a t e m e n t s v e r b a t i m f r o m t e x t b o o k s .
(P. 90)
3.3.8.4.2.Advantages of T r u e - F a l s e Items:
4- H o p k i n s ( 1 9 8 5 ) g i v e s t h e f o l l o w i n g advantage:
c h a p t e r Three -139-
G e n e r a l l y , s t u d e n t s can respond t o about two t r u e -
f a l s e i t e m s p e r m i n u t e . ( P . 135)
5-Brown ( 1 9 8 5 ) says:
3.3.8.4.3.Disadvantages of T r u e - F a l s e Items:
them.
2- E b e l (1965) says:
T r u e - f a l s e i t e m s have been c r i t i c i z e d f o r t r i v i a l i t y ,
for a m b i g u i t y , f o r encouragement o f r o t e l e a r n i n g ,
for susceptibility t o guessing and f o r e x p o s i n g
s t u d e n t s t o e r r o r i n s t e a d o f t r u t h . ( P . 146)
items.
c h a p t e r Three -140-
4- Wood ( 1 9 6 0 ) c r i t i c i z e s t r u e - f a l s e items saying;
One o f i t s draw b a c k s i s t h a t t h e i t e m c o n s t r u c t o r i s
too l i k e l y s i m p l y t o a d o p t v e r b a t i m s t a t e m e n t s f r o m a
t e x t b o o k , w i t h p e r h a p s t h e i n c l u s i o n o f some n e g a t i v e
terms t o make some o f t h e i t e m s f a l s e . Such a
p r a c t i c e encourages r o t e m e m o r i z a t i o n . (P.24)
scores:
3.3.9.1. Matching I t e m s :
construction:
Two common f a u l t s i n t h e c o n s t r u c t i o n o f m a t c h i n g
i t e m s w a r r a n t m e n t i o n . One t o have t h e same number o f
e l e m e n t s i n each l i s t . S i n c e w i t h such a s e t o f i t e m s
the t y p i c a l p r o c e d u r e i s t o have each answer a p p l y
once o n l y ... A second m i s t a k e t h a t commonly a p p e a r s
i n t h e use o f m a t c h i n g i t e m s i s t o i n c l u d e f a r t o o
many e l e m e n t s i n b o t h l i s t s . ( P . 2 7 ) .
c h a p t e r Three -141-
When a d e c i s i o n has been t a k e n f o r w r i t i n g m a t c h i n g items,
p r o v i d e s us w i t h t h e s e remarks:
1 - A l l p a r t s o f t h e i t e m s h o u l d be homogeneous.
2- L i m i t t h e l e n g t h o f each l i s t .
3- Each i t e m s h o u l d have o n l y one c o r r e c t answer,
( P . 53)
to t e s t a s s o c i a t i o n s of m a t e r i a l s .
2- G u e s s i n g i n reduced.
3- Short t i m e i s needed.
6- They a r e a b l e t o t e s t s c a t t e r e d f a c t u a l knowledge.
c h a p t e r Three -142-
3.3.9.3. D i s a d v a n t a g e s of Matching I t e m s :
3.3.10.1. M u l t i p l e - C h o i c e Items:
c h a p t e r Three -143-
u n d e r s t a n d i n g , and j u d g e m e n t ability t o solve
problems, t o recommend a p p r o p r i a t e a c t i o n t o make
p r e d i c t i o n s . (P. 149)
suggestions may be u s e f u l t o be t a k e n i n t o c o n s i d e r a t i o n , t h e s e
educational outcomes.
2- Many i t e m s c a n be g i v e n on a t e s t .
3- Brown ( 1 9 8 1 ) says:
R e s e a r c h has shown t h a t m u l t i p l e - c h o i c e i t e m s a r e
more r e l i a b l e and v a l i d t h a n o t h e r t y p e s o f i t e m s .
(P. 45)
4- G u e s s i n g i s r e l a t i v e l y reduced,
5- O b j e c t i v e s c o r i n g .
c h a p t e r Three -144-
3.3.10.3. D i s a d v a n t a g e s of M u l t i p l e - C h o i c e Items:
1- They a r e ambiguous.
2- They a r e n o t s h a r p l y d i s c r i m i n a t i n g .
3- T h e r e i s a c h a n c e f o r g u e s s i n g .
We conclude, t h a t no t y p e o f t e s t i n g can c l a i m p e r f e c t i o n .
3.3.11.1. S u b j e c t i v e Testing:
c h a p t e r Three -145-
3.3.11.2. The Essay Test:
convey meanings.
used f r e q u e n t l y b e c a u s e o f t h e g r e a t v a l u e p l a c e d on them, t h a t
of essay tests:
T h i s i s p r o b a b l y t h e most e x t e n s i v e l y used t y p e o f
item i n B r i t a i n o u t s i d e m a t h e m a t i c s and p h y s i c a l
sciences. Although i t is not much loved by
measurement t h e o r i s t s , who have d e m o n s t r a t e d its
d e f i c i e n c i e s o v e r many y e a r s , i t r e m a i n a s t a n d a r d
d e v i c e f o r t h e assessment o f achievement over a wide
r a n g e o f t h e c u r r i c u l u m . ( P . 114)
who d e a l w i t h a c h i e v e m e n t . Brown ( 1 9 8 1 ) q u o t e s S t e c k l e i n ( 1 9 5 5 )
1- C o m p a r i s o n s b e t w e e n two o r more t h i n g s .
2- The d e v e l o p m e n t and d e f e n c e o f an o p i n i o n .
c h a p t e r Three -146-
3- Q u e s t i o n s o f cause and e f f e c t .
4- E x p l a n a t i o n s o f m e a n i n g s .
5- S u m m a r i z i n g o f i n f o r m a t i o n i n a d e s i g n a t e d a r e a .
6- A n a l y s i s .
7- Knowledge o f r e l a t i o n s h i p s .
8- I l l u s t r a t i o n of rules, principles, procedures and
applications.
9- A p p l i c a t i o n o f r u l e s , l a w s , and principles to new
situations
10- C r i t i c i s m s o f t h e adequacy, r e l e v a n c e , o r c o r r e c t n e s s
of a concept, idea, or i n f o r m a t i o n .
1 1 - F o r m u l a t i o n o f new q u e s t i o n and p r o b l e m s .
12- R e o r g a n i z a t i o n o f new q u e s t i o n s and p r o b l e m s .
13- D i s c r i m i n a t i o n b e t w e e n o b j e c t s , c o n c e p t s o r e v e n t s .
14- I n f e r e n t i a l t h i n k i n g . ( P . 64)
t h e f o l l o w i n g g u i d e l i n e s f o r w r i t i n g essay q u e s t i o n s :
1 - The q u e s t i o n s h o u l d c l e a r l y d e f i n e t h e t a s k .
2- I n d i c a t e the scope and direction of the answer
required.
3- Use q u e s t i o n s t h a t h a v e c o r r e c t a n s w e r s .
4- A l l o w f o r " t h i n k t i m e " .
5- Use more s h o r t e r - e s s a y s i t e m s r a t h e r t h a n fewer
l o n g e r ones.
6- D e v e l o p a s c o r i n g key b e f o r e a d m i n i s t e r i n g t h e t e s t
(PP. 65-67)
c h a p t e r Three -147-
3.3.11.3. S c o r i n g the E s s a y Item:
scoring key for each test will take time that they cannot
sugges t s ,
T h i s c o n s i s t s o f t h e p r o d u c t i o n o f a check l i s t o f
p o i n t s c o n s i d e r e d e s s e n t i a l t o a good answer t o t h e
q u e s t i o n . D e c i d i n g i n advance w h i c h p o i n t s t o l o o k
f o r and t h e number o f marks t o be a l l o c a t e d t o each
point.
2- The i m p r e s s i o n i s t i c method.
t h e y s h o u l d be c a r e f u l t o m a i n t a i n t h e same s t a n d o f s c o r i n g t o
all students.
c h a p t e r Three -148-
2- They enable the teacher t o appraise students' ability
4- The q u e s t i o n i s v e r y easy t o w r i t e .
5- G u e s s i n g i s v e r y l i m i t e d i n this type.
spent on t h e s c o r i n g k e y .
3- T h e i r s c o r e s are u n r e l i a b l e .
o b j e c t i v e and s u b j e c t i v e t y p e s :
1- An essay q u e s t i o n r e q u i r e s t h e s t u d e n t t o p l a n h i s
own answer and e x p r e s s e s i t i n h i s own w o r d s . An
o b j e c t i v e t e s t i t e m r e q u i r e s h i m t o choose among
several designated a l t e r n a t i v e s .
2- An essay t e s t c o n s i s t s o f r e l a t i v e l y few, more
g e n e r a l q u e s t i o n s which c a l l f o r r a t h e r extended
a n s w e r s . An o b j e c t i v e t e s t o r d i n a r i l y c o n s i s t s o f
many r a t h e r s p e c i f i c questions requiring only
b r i e f answers.
3- S t u d e n t s spend most o f t h e i r t i m e i n t h i n k i n g and
w r i t i n g when t a k i n g an essay t e s t . They spend most
o f t h e i r t i m e r e a d i n g and t h i n k i n g when t a k i n g an
3.3.12.1. T e s t Types i n Q a t a r :
of t h e p r o p o s e d o b j e c t i v e s t o be a c h i e v e d i n a year. Teachers
c h a p t e r Three -150-
order t o do every possible attempt t o achieve them, and t h e
measure t h e s e p a r a t e components o f E n g l i s h s u c h as v o c a b u l a r y ,
applying d i f f e r e n t t y p e s o f t e s t . An a t t e m p t is made, i n t h i s
c h a p t e r Three -151-
contents they are t r y i n g to achieve. Each t y p e o f t e s t has i t s
c h a p t e r Three -152-
C h a p t e r Four
Topical Outline
4.1 Introduction
4.2 Validity
4.2.1 L i t e r a t u r e Survey
4.2.2 Types o f V a l i d i t y
4.2.2.1 Face V a l i d i t y
4.2.2.2 Content V a l i d i t y
4.2.2.3 Construct V a l i d i t y
4.3 Reliability
4.3.1 Introduction
4.3.2 D e f i n i t i o n s of R e l i a b i l i t y
VALIDITY AND R E L I A B I L I T Y
4.1 Introduction
s a t i s f i e s c e r t a i n p r a c t i c a l and t e c h n i c a l r e q u i r e m e n t s .
qualities separately.
4.2. Validity:
words:
2-Lado ( 1 9 7 7 ) d e f i n e s v a l i d i t y by a s k i n g a q u e s t i o n ;
A common d e f i n i t i o n o f t e s t v a l i d i t y i s t h e e x t e n t t o
which t h e t e s t serves i t s purpose. (P. 3 1 ) .
5-Satterly. (1981)
Assessments a r e made f o r a v a r i e t y o f p u r p o s e s , t h e
s t u d y o f v a l i d i t y , i s t h e r e f o r e t h e s t u d y o f how w e l l
those purposes a r e f u l f i l l e d (P. 2 2 5 ) .
We a r e m a i n l y interested h e r e i n t h e meanings o f v a l i d i t y
t o be n o t e d when d e a l i n g w i t h validity.
1. V a l i d i t y r e f e r s t o the i n t e r p r e t a t i o n o f t e s t
r e s u l t s ( n o t t o the t e s t i t s e l f ) .
2. V a l i d i t y i s i n f e r r e d f r o m a v a i l a b l e e v i d e n c e ( n o t
measured)
3. V a l i d i t y i s s p e c i f i c t o a p a r t i c u l a r use
( s e l e c t i o n , p l a c e m e n t , e v a l u a t i o n o f l e a r n i n g and
so f o r t h ) .
4. V a l i d i t y i s e x p r e s s e d by d e g r e e ( f o r example,
h i g h , m o d e r a t e , o r l o w ) . ( P. 126 )
Validity s e r v e s as an indicator t o h e l p us d e c i d e w h e t h e r
as v a l i d o r i n v a l i d . V a l i d i t y i s b e s t c o n s i d e r e d i n terms of
T e s t s as used i n t h e e d u c a t i o n a l s e t t i n g s h o u l d n o t
be c l a s s i f i e d as e i t h e r t o t a l l y v a l i d or totally
i n v a l i d b u t must be c o n c e i v e d as b e i n g v a l i d t o a
p a r t i c u l a r degree. (P. 298).
c h a p t e r Four -157-
4.2.2. Types o f V a l i d i t y :
t e s t i n g . Each o f t h e s e b a s i c t y p e s w i l l be d i s c u s s e d i n turn.
if i t l o o k s as t h o u g h i t i s t e s t i n g what i t does t e s t , t h e n we
says:
As c o n s t r u c t o r s o f t h e t e s t , we can become i n v o l v e d
i n t h e t e s t t h a t we sometimes f a i l t o s t a n d back and
l o o k a t t h e i n d i v i d u a l t e s t i t e m s o b j e c t i v e l y . Only
i f t h e t e s t i s examined by o t h e r p e o p l e can some o f
t h e a b s u r d i t i e s and a m b i g u i t i e s t h e n be d i s c o v e r e d .
(P. 153).
4.2.2.2 Content V a l i d i t y :
o b j e c t i v e s and a l s o t h e a c t u a l c o n t e n t o f t h e t e a c h i n g - l e a r n i n g
C o n t e n t v a l i d i t y i s an e s p e c i a l l y i m p o r t a n t c o n c e p t
f o r a c h i e v e m e n t t e s t s and r e q u i r e s t h a t t h e t e a c h e r
or t e s t c o n s t r u c t o r b u i l d s i n t o the t e s t not only the
t o p i c s which were c o v e r e d , b u t a l s o items which
demand t h e a p p l i c a t i o n o f t h e s k i l l s . ( P . 227)
validity:
P a r t i c u l a r a t t e n t i o n must be p a i d t o c o n t e n t v a l i d i t y
i n an a t t e m p t t o e n s u r e t h a t t h e sample o f a c t i v i t i e s
t o be i n c l u d e d i n a t e s t i s as r e p r e s e n t a t i v e o f t h e
t a r g e t domain as i s p o s s i b l e , ( P , 2 5 ) .
testing
In t h e c l a s s r o o m , we teach d i f f e r e n t skills as w e l l as
these g u i d e l i n e s t o be as f o l l o w s :
c h a p t e r Four -161-
u n d e r c o n s i d e r a t i o n , r a t h e r t h a n on the apparent
relevance of item content". (P.25),
a c h i e v e m e n t t e s t s . When a t e a c h e r w a n t s t o c o n s t r u c t a t e s t , he
s h o u l d examine c a r e f u l l y t h e c o n t e n t o f t h e u n i t he i s going to
in this respect.
The c l a s s r o o m t e a c h e r has a b e t t e r o p p o r t u n i t y t o
b u i l d v a l i d achievement f o r a p a r t i c u l a r class of
s t u d e n t s t h a n s t a n d a r d i z e d t e s t makers do, because
t h a t t e a c h e r knows more t h a n anyone e l s e a b o u t what
c o n t e n t has been c o v e r e d and t h e b e h a v i o u r s expected.
(P. 2 9 8 ) .
The e x t e n t t o w h i c h t e s t i t e m s o r t a s k s r e p r e s e n t t h e
c o n t e n t and p r o c e s s e s o f a c u r r i c u l u m u n i v e r s e o r
domain i s known as c o n t e n t v a l i d i t y , most often
a s s o c i a t e d w i t h achievement t e s t s . (P. 7 8 ) .
The o v e r a l l j u d g e m e n t c o n c e r n i n g c o n t e n t v a l i d i t y i s
based on t h e e x t e n t o f agreement between t h e t e s t and
the i n s t r u c t i o n a l p l a n . (P. 37)
construct validity.
1 - Karmel (1978)
C o n s t r u c t v a l i d i t y i s a s c e r t a i n e d by investigating
what t r a i t s a t e s t measures, t h a t i s , v^hat t h e t e s t
s c o r e t e l l s us a b o u t a p e r s o n . ( P . 1 0 8 ) .
2- G r o n l u n d (1985)
A c o n s t r u c t i s a p s y c h o l o g i c a l q u a l i t y t h a t we assume
e x i s t s i n o r d e r t o e x p l a i n some a s p e c t s o f b e h a v i o u r .
Mathematical reasoning i s a c o n s t r u c t and so a r e
intelligence, creativity, reading comprehension.
(P. 7 2 ) .
theindividual. Such k n o w l e d g e c a n n o t be o b t a i n e d d i r e c t l y , b u t
L e t us suppose t h a t we w i s h t o c h e c k t h e c l a i m t h a t a
n e w l y c o n s t r u c t e d t e s t measures i n t e l l i g e n c e . From
what i s known a b o u t i n t e l l i g e n c e , we m i g h t make t h e
following predictions:
1- The raw s c o r e s on t h e t e s t w i l l i n c r e a s e w i t h age.
2- The t e s t s c o r e s w i l l p r e d i c t success i n s c h o o l
achievement, e t c .
Each o f t h e s e p r e d i c t i o n s , and o t h e r s w o u l d t h e n be
t e s t e d , one by one. I f p o s i t i v e r e s u l t s are obtained
for each p r e d i c t i o n , t h e combined evidence lends
support to the claim that the test measures
i n t e l l i g e n c e . (P. 8 2 ) .
difficulty.
c h a p t e r Four -165-
Gronlund (1985) also says:
scores a t t h e same l e v e l s o f d i f f i c u l t y .
t h e o r y f o r t h a t c o n s t r u c t would predict.
I f we use a t e s t o f E n g l i s h as a second l a n g u a g e t o
s c r e e n u n i v e r s i t y a p p l i c a n t s and t h e n c o r r e l a t e t e s t
s c o r e s w i t h g r a d e s made a t t h e end o f t h e f i r s t
semester, we are attempting t o determine the
p r e d i c t i v e v a l i d i t y . (P. 2 0 ) .
explains:
A g i v e n t e s t may s e r v e a l l t h r e e p u r p o s e s ( c o n t e n t ,
c o n s t r u c t o r p r e d i c t i v e ) more o r l e s s w e l l , o r i t may
have h i g h v a l i d i t y f o r one p u r p o s e and low f o r
a n o t h e r , t h u s , i t i s not meaningful t o r e f e r t o the
validity of a t e s t w i t h o u t q u a l i f y i n g the term.
(P. 3 7 ) .
test
are the f o l l o w i n g :
3. A s k i n g p o l i t e q u e s t i o n s : c o u l d you...?
4. E x p r e s s i n g d i s b e l i e f : I d o n ' t b e l i e v e i t .
5. I n t r o d u c i n g and e x p r e s s i n g o p i n i o n s : as I see i t
6. T a l k i n g a b o u t f u t u r e : I'm g o i n g o u t o f h e r e .
c h a p t e r Four -169-
"Read t h e f o l l o v ; i n g c o n v e r s a t i o n and t h e n answer t h e q u e s t i o n s
examples o f :
1. Comparison:
2. S u g g e s t i o n :
3. A d v i c e :
4. O b l i g a t i o n :
his test.
4.3.1 Introduction:
quality o f good testing gives the test user the extent of how
about t h i s e s s e n t i a l term.
4.3.2 D e f i n i t i o n s of Reliability:
An i m p o r t a n t aim i n t h e d e v e l o p m e n t and a d m i n i s t r a t i o n of
R e l i a b i l i t y i s d e f i n e d as t h e c o n s i s t e n c y w i t h which
a t e s t measures w h a t e v e r i t measures. ( P . 4 3 )
2-Tuckman ( 1 9 7 5 )
R e l i a b i l i t y i n d i c a t e s t h e degree t o which a t e s t i s
c o n s i s t e n t i n m e a s u r i n g w h a t e v e r i t does measure. The
d e g r e e t o w h i c h t h e t e s t measures t h e same t h i n g t i m e
a f t e r t i m e . ( P . 254)
3-Harris (1977)
By r e l i a b i l i t y i s meant t h e s t a b i l i t y o f t e s t s c o r e s .
A test cannot measure anything well unless i t
measures c o n s i s t e n t l y . ( P. 14 )
4-Gronlund (1985)
R e l i a b i l i t y r e f e r s t o t h e c o n s i s t e n c y o f measurement,
that i s how consistent test scores or other
evaluation results are from one measurement t o
a n o t h e r . ( P . 86)
All t h e p r e v i o u s l y m e n t i o n e d q u o t a t i o n s c o n c e n t r a t e on one
c o n s i s t e n c y o f t h e s c o r e s because t h e y a r e a f f e c t e d by a number
c h a p t e r Four -172-
of the tasks being tested. The second factor that affects
Sax ( 1 9 8 0 ) p u t s i t i n a n o t h e r way:
c h a p t e r Four -173-
objectivity and d i f f i c u l t y affect the test scores. I conclude
t h a t v a l i d i t y and r e l i a b i l i t y a r e o f g r e a t i m p o r t a n c e when t e s t
t h a t h a v e been m e n t i o n e d by K a r m e l ( 1 9 7 8 ) t o be as f o l l o w s :
1 - R e t e s t s u b j e c t s v / i t h t h e same t e s t .
2- A l t e r n a t e f o r m o f t h e o r i g i n a l t e s t .
3- S p l i t - h a l f w h i c h i n v o l v e s a d i v i s i o n o f t h e t e s t
i n t o two p a r t s . ( P . 1 1 2 )
Now, I s h a l l d e a l w i t h t h e s e t h r e e ways s e p a r a t e l y .
4.3,3.1 T e s t - r e t e s t Technique.
T h i s i s t h e s i m p l e s t way t o e s t i m a t e r e l i a b i l i t y . In this
c h a p t e r Four -174-
the same. Satterly (1985) considers this technique as t h e
easiest to administer.
T h i s i s p r o b a b l y one o f t h e e a s i e s t t o o b t a i n s i n c e
i t i n v o l v e s o n l y two a d m i n i s t r a t i o n o f t h e same t e s t
to a g i v e n group o f c h i l d r e n . (P. 196)
technique.
I f a p h y s i c i a n , f o r e x a m p l e , wanted t o check on t h e
a c c u r a c y o f a n u r s e ' s a b i l i t y t o measure p a t i e n t ' s
w e i g h t and h e i g h t . The p h y s i c i a n m i g h t a s k t h e same
n u r s e t o measure each p a t i e n t t w i c e , u s i n g t h e same
procedure. (P. 112)
sometimes v a r y b e t w e e n t h e two a d m i n i s t r a t i o n s . I f t h e s t u d e n t s
says:
again. Lado ( 1 9 7 7 ) e x p l a i n s t h i s p o i n t s a y i n g :
The f i n a l w o r d on t h i s t e c h n i q u e i s t h a t i t has n o t h i n g t o
c o n s t r u c t o r s o f s t a n d a r d i z e d t e s t s when t h e y want t o a s c e r t a i n
K a r m e l ( 1 9 7 8 ) p u t s a g r e a t emphasis on t e s t - i t e m s :
t e c h n i q u e , b u t i t i s recommended t o be a s h o r t t i m e between t h e
The two f o r m s o f t h e t e s t a r e a d m i n i s t e r e d t o t h e
same g r o u p o f p u p i l s i n c l o s e s u c c e s s i o n ( P . 9 1 )
tests.
To s p l i t t h e t e s t i n t o h a l v e s t h a t a r e most
e q u i v a l e n t , t h e u s u a l p r o c e d u r e i s t o s c o r e t h e even-
numbered and t h e odd-numbered items separately.
(P. 92)
During t h e t i m e o f a d m i n i s t r a t i o n , we c a n n o t be s u r e that
suggested procedures:
2. Do n o t a l l o w c a n d i d a t e s much f r e e d o m .
3. W r i t e unambiguous i t e m s .
4. P r o v i d e c l e a r and e x p l i c i t i n s t r u c t i o n s .
5. C a n d i d a t e s s h o u l d be f a m i l i a r w i t h f o r m a t and
testing techniques.
c h a p t e r Four -178-
6, Use i t e m s t h a t p e r m i t s c o r i n g w h i c h i s as
o b j e c t i v e as p o s s i b l e ,
7. P r o v i d e a d e t a i l e d s c o r i n g k e y . (PP. 36-41)
c h a p t e r Four -179-
be valid, i t must be reliable. Most d i s c u s s i o n s o f these two
I n e s t i m a t i n g r e l i a b i l i t y we a r e c o n c e r n e d p r i m a r i l y
w i t h examining v a r i a n c e i n t e s t scores themselves. I n
v a l i d a t i o n , on t h e o t h e r h a n d , we must c o n s i d e r o t h e r
s o u r c e s o f v a r i a n c e , and must u t i l i z e a theory of
abilities t o i d e n t i f y these sources. That i s , i n
o r d e r t o examine v a l i d i t y , we need a t h e o r y t h a t
s p e c i f i e s t h e l a n g u a g e a b i l i t i e s t h a t we h y p o t h e s i z e
will affect test performance. The process of
validation t h u s must l o o k beyond r e l i a b i l i t y and
examine t h e r e l a t i o n s h i p between t e s t p e r f o r m a n c e and
f a c t o r s o u t s i d e t h e t e s t i t s e l f . ( P . 239)
c h a p t e r Four -180-
them. They think that any set of questions can be called a
test.
c h a p t e r Four -181-
Chapter F i v e
Topical Outline:
5.3 T e s t one.
5.3.2 Test s p e c i f i c a t i o n .
5.4.2 Test s p e c i f i c a t i o n .
5.5.1 Testees''background.
5.5.2.Test s p e c i f i c a t i o n .
in t h e "Crescent E n g l i s h Course".
well planned and built into the c o u r s e . There are 188 schools
Religious ( 2 ) , Commercial ( 1 ) , I n d u s t r i a l ( 1 ) .
i n t o a c t i o n w i t h o u t c l e a r l y prepared o b j e c t i v e s . The o b j e c t i v e s
o b j e c t i v e s . There i s a c o n t r a d i c t o r y s p e c i f i c a t i o n o f date as
I n 1985 E n g l i s h t e a c h i n g o b j e c t i v e s were f o r m a l l y
p r o d u c e d by t h e M i n i s t r y o f E d u c a t i o n . ( P . 3 2 )
3.
As p o i n t e d o u t i n c h a p t e r one, t e s t s i n Qatar a r e c a r r i e d
the m i d - t e r m a r e c o n s t r u c t e d by c l a s s r o o m t e a c h e r s . A t t h e end
n a t i o n a l standards f o r a l l schools.
reliability.
As t h e r e a r e t h r e e s t a g e s o f l e a r n i n g we d e c i d e d t o focus
sample t e s t s p r o v i d e d by t h e t e x t b o o k . Our p u r p o s e i n s e l e c t i n g
t e s t s s h o u l d be based d i r e c t l y on c o u r s e objectives.
will be f o l l o w e d . The t e s t d e f i c i e n c i e s w i l l be p o i n t e d o u t as
t h a t v e r y l a r g e number a sample w h i c h b e s t r e p r e s e n t t h e t a u g h t
level.
a l i m i t e d p e r i o d o f t i m e . T e s t i n g s h o u l d be u n d e r s t o o d in a way
must prepare test specifications and then pick out the most
1. Identification.
2. T i m e .
3. Completion.
4. Opposites.
5. Numbers.
6. D e s c r i p t i o n o f locations.
7. D e s c r i p t i o n o f p e o p l e .
8. W r i t i n g a r e p l y t o an invitation.
1. P a r t s o f the body.
2. Colours,
3. P o s s e s s i v e adjective.
4. Q u e s t i o n s about identity.
6. Plurals.
8. Numbers: 1-12.
of time.
i m p o r t a n t outcomes o f t h a t unit.
will find that the numbers have already been given in the
1. We a r e p l a y i n g i n t h e ....
2. Y e s t e r d a y , I a t e a....
3. We t o school.
been u s e d i n t h e s e n t e n c e . We c a n a s k what i s t h e t e a c h e r g o i n g
where t h e y have n o t y e t a c h i e v e d m a s t e r y . F u r t h e r m o r e , t h e t e s t
does n o t make s u r e t h a t a l l t h e m a j o r a s p e c t s o f t h e i n s t r u c t e d
m a t e r i a l s a r e c o v e r e d by t h e t e s t i t e m s . As we have p o i n t e d o u t
the classroom.
k n o w l e d g e and a b i l i t y .
skills as a r e s u l t of s p e c i f i c i n s t r u c t i o n as n o t e d i n Chapter
Three,
r e a d i n g and w r i t i n g :
c o u n t r i e s , t h e y a r e i n t h e i r 6 t h y e a r o f l e a r n i n g E n g l i s h . They
are between 15-18 years old. They hope to use English for
Functions:
here.
3. A s k i n g p o l i t e q u e s t i o n s : C o u l d y o u . . . ? ; Would you
mind,..?
4. E x p r e s s i n g d i s b e l i e f : I do n o t b e l i e v e i t .
5. I n t r o d u c i n g and e x p r e s s i n g o p i n i o n s : I am convinced;
t h e r e i s no d o u b t i n my mind; as I see i t .
6. T a l k i n g a b o u t the future.
Grammar:
1. R e f e r r i n g pronouns t o t h e i r subjects.
Unit Three:
Functions:
Grammar:
2. F i r s t / t h i r d p e r s o n t r a n s f o r m a t i o n .
3. D i r e c t / r e p o r t e d s p e e c h .
4. P r e s e n t P e r f e c t .
classroom t e a c h e r do n o t e n c o u r a g e p u p i l s t o o r g a n i z e t h e i r own
writing.
t e s t s g i v e t h e i m p r e s s i o n t h a t t h e r e i s no r e l a t i o n s h i p between
T h i s i s what r e a l l y happens i n t h e p r e s e n t t e s t i n g s i t u a t i o n i n
Qatar.
p u p i l s who t h e y a r e c u r r e n t l y teaching.
following:
they can easily read them and i f they can read correctly,
answer i t e m s o f d i f f e r e n t k i n d s . I f t h e t e s t i n s t r u c t i o n s are
consideration.
target language.
achievement f o r group o r i n d i v i d u a l s , i s n o t y e t r e a l i z e d by
most teachers.
s t u d e n t s a r e a l w a y s d i s t u r b e d by t h e s c h o o l p e r s o n n e l who a r e
needed a t m o s p h e r e t o t h i n k quietly.
results.
6.1 Introduction
s i t u a t i o n , based on my e a r l i e r r e v i e w and a n a l y s i s o f t e s t i n g .
achieve any e d u c a t i o n a l g o a l s .
Chapter S i x -206-
As indicated i n chapter o n e , t h e main purpose of the
m o d i f i c a t i o n s f o r improvement.
modern techniques.
Chapter S i x -207-
procedures t h a t teachers adopt.
c l o s e r e l a t i o n s h i p between t h e s e qualities.
d e f i c i e n c y of classroom t e s t c o n s t r u c t i o n .
r e c o m m e n d a t i o n s t o remedy t h e situation.
pass t h e t e s t . T h a t i s , t h e r e i s l e s s c o n c e n t r a t i o n on the
skill of writing.
Approach.
4. The l e a r n e r s l a c k a d e q u a t e m o t i v a t i o n t o l e a r n a foreign
testing e x p e r t s and r e s e a r c h e r s .
learning.
b e i n g used i n t h e c l a s s r o o m .
Chapter S i x -210-
6.3. Recoaimendations and Suggestions:
Recoimaendation 1 :
T h e r e s h o u l d be more c o n c e n t r a t i o n on t h e s k i l l s o f l i s t e n i n g
Recoramendation 3.
T e a c h e r s ' of E n g l i s h s h o u l d be a d e q u a t e l y p r e p a r e d i n t e s t i n g ;
construction.
Recommendation 4.
of motivation;
was c l e a r l y i d e n t i f i e d by t e s t i n g e x p e r t s and r e s e a r c h e r s
alike.
Recommendation 5.
to p r o v i d e b a s i s f o r remedial teaching:
The p u r p o s e o f c l a s s r o o m t e s t i n g s h o u l d be t o d i a g n o s e t h e
their j o b properly.
Recommendation 6.
prerequisite;
Recommendation 7.
r e l i a b i l i t y and v a l i d i t y o f c l a s s r o o m tests;
Reliability, on t h e o t h e r h a n d , g e n e r a l l y a f f e c t s validity
Chapter S i x -216-
is no agreement between teaching and testing. Learning
present t e s t i n g procedures f a i l t o f o c u s on w r i t i n g i n t h e r e a l
i s happening i n t h e E n g l i s h language c u r r i c u l u m .
should cover as w i d e as p o s s i b l e a r a n g e o f t h e a c t i v i t i e s t h e
vfide as p o s s i b l e t h e a c t i v i t i e s we t a u g h t i n o u r c l a s s e s .
language competence.
achievement.
Chapter S i x -218-
inexperienced teachers on how to construct their tests to
t r a i n i n g course f o r i n e x p e r i e n c e d t e a c h e r s v/hich l a s t s o n l y f o r
b e t w e e n t e a c h e r s and t h e I n s p e c t o r a t e members s i n c e t h e d e s i r e d
traditional methods o f t e s t - c o n s t r u c t i o n s h o u l d be r e p l a c e d by
Chapter S i x -219-
language.
t e s t c o n s t r u c t i o n . These s t e p s i n c l u d e t h e f o l l o w i n g ;
4- C o n s t r u c t i n g r e l e v a n t t e s t items.
5- S c o r i n g the test
years t h a t many s t u d e n t s a s k a b o u t t h e h e a d i n g s d u r i n g t h e t e s t
Chapter S i x -220-
n o t blame the students, but teachers a r e t o be blamed because
Winston,
A d c o c k , C, J . ( 1 9 6 4 ) F u n d a m e n t a l s o f Psychology. Harmondsworth,
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A d k i n s , D o r o t h y C, ( 1 9 8 8 ) T e s t C o n s t r u c t i o n . O h i o , C h a r l e s E.
M e r r i l P u b l i s h i n g Co,
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APPENDICES
Appendices -245-
APPENDIX ( A )
PRIMARY L E V E L OBJECTIVES:
1-Listening:
1 - P u p i l s s h o u l d be a b l e t o r e c o g n i s e f o r m s o f g r e e t i n g and
introduction.
in English.
5- They s h o u l d be a b l e t o u n d e r s t a n d t h e g e n e r a l meaning o f a
t h e y s h o u l d guess f r o m t h e c o n t e x t .
2-Speaking:
1 - P u p i l s s h o u l d be a b l e t o use t h e b a s i c c o u r t e s i e s o f
g r e e t i n g s , i n t r o d u c t i o n s and a p o l o g y
s c h o o l and study
3- They s h o u l d be a b l e t o r e p l y t o s i m p l e q u e s t i o n s based on
s h o r t w r i t t e n p a s s a g e s o r p i c t u r e s o f p e o p l e and things.
Appendices -246-
4- They s h o u l d be a b l e t o a s k q u e s t i o n s r e q u e s t i n g b a s i c
i n f o r m a t i o n t h a t d e a l s w i t h c l a s s r o o m E n g l i s h ( What i s t h e
5- They s h o u l d be a b l e t o g i v e s i m p l e o r d e r s and a s k f o r t h i n g s
6- They s h o u l d be a b l e t o t a l k a b o u t t h e m s e l v e s and t h e i r
hobbies
7- They s h o u l d be w i l l i n g t o use E n g l i s h i n g r o u p
activities, games.
3-Reading:
1 - P u p i l s s h o u l d be a b l e t o r e c o g n i s e and r e a d a l o u d t h e l e t t e r s
of the alphabet,
2- They s h o u l d be a b l e t o r e a d t h e s e n t e n c e s and p a r a g r a p h s
contained i n t h e i r books
from f l a s h cards,
4- They s h o u l d be a b l e t o manage a r e a d e r a t t h e a p p r o p r i a t e
Appendices -247-
4-Writing:
1 - The p u p i l s s h o u l d be a b l e t o w r i t e c o r r e c t l y i n s m a l l and
l e a r n e d c o r r e c t l y and o t h e r s r e c o g n i z a b l y .
4- They s h o u l d be a b l e t o w r i t e a s e n t e n c e i n r e p l y t o a w r i t t e n
o r spoken question.
Appendices -248-
APPENDIX ( B )
PREPARATORY L E V E L OBJECTIVES:
1-Listening:
By t h e end o f t h e p r e p a r a t o r y l e v e l , t h e p u p i l s s h o u l d be
a b l e t o do t h e f o l l o w i n g :
1- L i s t e n t o o r d e r s and i n s t r u c t i o n s and c a r r y o u t a t a l k
etc.)
2- L i s t e n t o a u t h e n t i c E n g l i s h t r a n s m i t t e d t h r o u g h t h e media o r
able
to e x t r a c t specific information.
3- L i s t e n and u n d e r s t a n d s h o r t e x t r a c t s f r o m t h e media l i k e t h e
news c o m m e n t a r i e s and p l a y s ,
4- L i s t e n t o and i d e n t i f y t h e b a s i c theme o f a s h o r t
c o n v e r s a t i o n b e t w e e n two s p e a k e r s , as w e l l as t h e i r
o p i n i o n s and k i n d o f r e l a t i o n s h i p t h e y have ( f r i e n d l y o r
otherwise ) .
5- U n d e r s t a n d t h e m a i n i d e a and i m p o r t a n t p o i n t s o f a s t o r y o r a
dialogue.
Appendices -249-
b e t w e e n two p e o p l e (a v i s i t to the doctor, buying something
from a s t o r e e t c . )
2-SPEAKING:
By t h e end o f t h e p r e p a r a t o r y l e v e l , t h e p u p i l s s h o u l d be a b l e
different s i t u a t i o n s such a s :
2- C o p y i n g w i t h E n g l i s h l a n g u a g e c o n t a c t s i t u a t i o n s as h e l p i n g a
d i r e c t i o n ; g i v i n g explanations of s i t u a t i o n s r e l a t e d tothe
local environment.
3- H a n d l i n g l a n g u a g e s i t u a t i o n s i n a f o r e i g n c o u n t r y where
E n g l i s h i s t h e means o f c o m m u n i c a t i o n s .
4- T a k i n g part i n a t e l e p h o n e c o n v e r s a t i o n t o g i v e an
or practical situation.
5- T e l l i n g a s t o r y o r d e s c r i b i n g an a c c i d e n t o r r e l a t i n g an
incident.
6- P a s s i n g a t e l e p h o n e o r p e r s o n a l message o r r e p o r t i n g
i n f o r m a t i o n f r o m a w r i t t e n o r spoken source.
Appendices -250-
3-Reading:
a b l e t o r e a d and u n d e r s t a n d the f o l l o w i n g :
1 - A s h o r t s t o r y o r e x p o s i t o r y passage i n s i m p l e E n g l i s h w i t h
2- E x t r a c t i n f o r m a t i o n f r o m a l e t t e r o r an a r t i c l e and a c t
accordingly.
3- I n t e r p r e t and f o l l o w w r i t t e n i n s t r u c t i o n s and a c t a c c o r d i n g l y
5- E x t r a c t i n f o r m a t i o n f r o m an a l p h a b e t i c a l l i s t ( t e l e p h o n e
6- Use s i m p l e dictionaries.
4-Writing:
f a m i l i e s and s c h o o l .
d e s c r i p t i o n s o f i n c i d e n t s t h e y have witnessed.
4- They s h o u l d be a b l e t o f i l l i n f o r m s s u c h as t h o s e f o r
passports a t the a i r p o r t .
i n f o r m a t i o n f r o m a map o r a d i a g r a m .
Appendices -251-
APPENDIX ( C )
SECONDARY L E V E L OBJECTIVES:
1-Listening:
By t h e end o f t h e s e c o n d a r y s t a g e , p u p i l s s h o u l d be a b l e t o
1 - A c o n v e r s a t i o n on a g e n e r a l t o p i c b e t w e e n s p e a k e r s o f v a r i o u s
accents.
2- A c o n v e r s a t i o n on a f a m i l i a r t o p i c between two n a t i v e
s p e a k e r s so as t o be a b l e t o r e p o r t i t t o a t h i r d person.
broadcasts, p l a y s and f i l m s .
4- A n o n - a c a d e m i c t a l k , e.g., by a t o u r i s t guide.
5- A s h o r t t a l k ( m i n i - l e c t u r e ) t a k i n g notes w h i l e listening.
6- F o l l o w a s e t o f i n s t r u c t i o n s and c a r r y them o u t , f o r
e x a m p l e , r e a d a map, f i l l i n a form o r q u e s t i o n n a i r e , c a r r y
out a s c i e n t i f i c experiment.
2-Speaking:
By t h e end o f t h e s e c o n d a r y s t a g e , p u p i l s s h o u l d be a b l e t o
s i t u a t i o n s s u c h as :
1 - T a k i n g p a r t i n a s h o r t c o n v e r s a t i o n w i t h o u t a m a j o r breakdown
Appendices -252-
in communication.
3- G i v i n g i n s t r u c t i o n s i n v o l v i n g a s e r i e s of points.
4- S u m m a r i z i n g v e r b a l l y a w r i t t e n o r spoken message o r r e p o r t .
5- N a r r a t i n g a story or incident .
6- E x p r e s s i n g i n t e r e s t s and p e r s o n a l a t t i t u d e s .
7- T a l k i n g on e i t h e r l i t e r a r y or s c i e n t i f i c t o p i c i n a media-
style interview
9- Commenting on a play,
3-Reading:
By t h e end o f t h e s e c o n d a r y s t a g e , p u p i l s s h o u l d be a b l e t o
use t h e i r reading s k i l l s t o do t h e f o l l o w i n g :
1- C o n s u l t r e f e r e n c e books;
vocabulary,
3- A s u i t a b l e o r i g i n a l novel,
4- P e r s o n a l and b u s i n e s s letters,
6- W r i t t e n i n s t r u c t i o n s o n , f o r e x a m p l e , how t o use e l e c t r i c a l
Appendices -253-
7- Work o u t t h e m e a n i n g o f unknown words and p h r a s e s f r o m a
specific context.
4-Writing:
By t h e end o f t h e s e c o n d a r y s t a g e , p u p i l s s h o u l d be a b l e t o
1 - E x p r e s s t h e i r p o i n t s o f v i e w on t o p i c s o f p e r s o n a l o r
scientific interest.
2- O r g a n i s e a r e p o r t on i n f o r m a t i o n from d i f f e r e n t sources,
formats
p a s s p o r t s , a i r p o r t , customs c l e a r a n c e , e n t r a n c e to university
or institute.
Appendices -254-
APPENDIX ( 1 A)
The m a t e r i a l s a r e p r o d u c e d by t h e O x f o r d U n i v e r s i t y
Primary F i v e : ( Y e a r 1: F i v e p e r i o d s p e r w e e k ) .
Teacher, Pupils.
Appendices -255-
APPENDIX ( I B )
PRIMARY S I X : ( y e a r 2: F i v e p e r i o d s p e r week)
Teacher. Pupils.
Appendices -256-
APPENDIX ( 2 )
Teacher Pupils
3. W a l l s h e e t s . P u p i l ' s Workbook 3.
Appendices -257-
APPENDIX ( 3 )
Teacher Pupils
Appendices -258-
APPENDIX ( 4 )
Teacher Pupils
3. W a l l s h e e t s . P u p i l ' s Workbook 5
Appendices -259-
APPENDIX ( 5 )
Teacher Pupils
Appendices -260-
APPENDIX ( 6 )
Teacher Pupils
* E x t r a f o r Science S e c t i o n 1 ,
(Teacher's Book 1 ) . ( P u p i l ' s Book 1 ) , (Teacher's Cassette 1 ) .
Appendices -261-
APPENDIX ( 7 )
Teacher Pupils
4. --F
1 1 (
A. Reader's D i c t i o n a r yJ .^
• L\ ^ (_-4 VJ. ^ *J J-* J - w •—• * •
* E x t r a f o r Science S e c t i o n 2.
(Use S c i e n t i f i c English 2 ) .
(Teacher's Cassette 2 ) . ( P u p i l ' s
Appendices -262-
APPENDIX (8)
following figure.
Course contents:
1-Primary 5 04 105
2-Primary 6 04 078
3-Preparatory 1 04 100
4-Preparatory 2 08 094
5-Preparatory 3 09 073
6-Secondary 1 12 106
7-Secondary 2 12 118
8-Secondary 3 08 098
Appendices -263-
APPENDIX (9)
Level Harks a l l o c a t e d
1-Primary 06
2-Preparatory 08
3-Secondary 10
Appendices -264-
APPENDIX (10)
2. WRITTEN EXAMS, ( f o r a l l l e v e l s )
Level Marks a l l o c a t e d
1-Primary 24
2-Preparatory 32
3-Secondary 1 32
4_Secondary 2 & 3 A r t s 50
5-Secondary 2 & 3 S c i e n t i f i c 32
Appendices -265-
APPENDIX (11)
Prim, 05 06 06 06 * a.
Prep. 08 08 06 06 04
Seco.ScOS 08 04 04 04 04
Seco,Ar,11 11 07 07 07 07
Key:
Prim.= Primary,
Prep,= P r e p a r a t o r y ,
Seco,= Secondary,
Sc. = Scientific,
Ar, = Arts,
* = No marks a r e a l l o c a t e d ,
Appendices -266-
APPENDIX ( 12 )
Appendices •=267-
Ministry of Education Secret No.
QATAR
Subject
Mark
4
FINAL REMARKS -
5 (In Figures)
{In Words)
6
10
Totalling
Final
Revision
MINISTRY OF HDUCATION , PROMOTIOK EXAMINATION
PRIMARY 6 Rorailah School ^ ^ i r l s ) ^^^^ ^ ^^^^
:^ ili^ ^ dJ^J
1- F I L L IN TiD^ ].'OLLOv/ING CARD :
Namf : .
Age : ,
Weight :
Heiglit
( 2 )
\
2- Cmplete t h e s u i t a b l e tirae . O '
3 I t i s three . . I
It is six
I t i s nine
(3 Mi
1- v/e a r e p l a y i n g i n t h e
2- Ye£.!tc:.?day I a t e a
5- We t o school ( 3 M,)
4- Give t h e p p p o s i t e s .
1- black
2- l a t e
3- . o l d
1 ( 8 M.)
4- sad
5- \Jrito t h e f o l l o w i n g numbers i n l e t t e r s :
lyvo
74';)9
2000 ( 3 M, )
Bathroom* Kitchen
Bedroom D i n i n g rooni
Hall
way
Bedroom
L i v i n g room
i''ront door
c i t y . D e s c r i b e t h e two boys t o t h e p o l i c e • ( 2 )
8- You are asked t o come t o Sami's p a r t y . You; do n o t want t o come
w r i t e a r e p l y t o Sarai ,
Dear Saml ,
Yours
Ahmed
( 1 M. )
APPENDIX ( 13 )
Appendices -273-
Ministry of Education Secret No.
QATAR
Subject :
Mark
4
FINAL REMARKS -
5
(In Figures)
{In Words)
6
10
Totalling
Final
Revision
STATE OF QATAR
Ministry o f Education
CERTIFICATE EXA/^ir^ATION
place:"
2. _^
4. .
jP^^^ f a l l i n g a n d b r e a k i n g a l e g w h i l e y o u w e r e h a r d a t work
and a f t e r I h o d mode s u r e t h e y g o t i n , I w e n t b a c k t o t h e i r
see a t h i n g , o f c o u r s e .
my l e g . I t was a w f u l I c o u l d h a r d l y move. I
5. How d i d H a r r y c u t h i m s e l f ?
2.(B) What h a p p e n e d n e x t ? W r i t e w h a t y o u t h i n k hoppened a l t e r Horry
- 3 -
Now w r i t e M r s . B r o w n * s reply:
newspaper:
iI
New Programmes on C h a n n e l 37
THIEF BREAKS L E GA T '^RK!
1. H e a l t h News: __.
2. Crime Section: _
3. TV Page :
4. The A r t s : .
5. B u s i n e s s News :
d. Sports Page:
APPENDIX ( 14 )
Appendices -280-
Ministry of Education Secret No.
QATAR
School Year:
Session:
Year :
Subject :
Date :
Mark
4
FINAL REMARKS -
5
{In Figures)
6 {In Words)
10
Totalling
Final
Revision
KHSLIFA SECONDARY SCHOOL ,J
^^•"^ C l a s s ...
2. I f I have money , 1 * . .
ti*ue : slow :
V, T r a n s l a t e i n t o Arabic :
Nurse: OK, I ' l l t e l l the doctor that you need him immediately.
Anything else?
Jasims Yes, T b l l him that ,
Jasira: 846219
Nurse: ....'..?
Jasitn: Yes, t h a t ' s a l l . Thank you*
1, I'm convinced *.
2. I t ' s very u n l i k e l y
J.S.J,