English Language

Testing and Evaluation

EFL413

Why test?
Diagnose students strengths and
needs
Provide feedback on student learning
Provide a basis for instructional
placement
Inform and guide instruction
Communicate learning expectations
Motivate and focus students
attention and effort
Provide practice applying knowledge

This type of testing/evalutation spans two columns:

Observations

Pre-assessment
(diagnostic)
Pretests

Formative
(ongoing)
Quizzes

Assignments

Questionnaires
Interviews

Summative
(final)
Teacher-made test

This type of testing/evalutation spans two columns:

Journals/logs

Pre-assessment
(diagnostic)
Pretests

Formative
(ongoing)
Quizzes

Observations
Assignments

Questionnaires
Interviews

Observations

Summative
(final)
Teacher-made test

This type of testing/evalutation spans two columns:

Projects

Pre-assessment
(diagnostic)
Pretests

Formative
(ongoing)
Quizzes

Observations
Journals/logs

Assignments

Questionnaires

Observations

Interviews
Journals/logs

Summative
(final)
Teacher-made test

This type of testing/evalutation spans two columns:

Portfolios

Pre-assessment
(diagnostic)
Pretests

Formative
(ongoing)

Summative
(final)

Quizzes

Teacher-made test

Assignments

Projects

Observations
Journals/logs

Projects
Questionnaires

Observations

Interviews
Journals/logs

This type of testing/evalutation spans two columns:

Discussions

Pre-assessment
(diagnostic)
Pretests

Formative
(ongoing)
Quizzes

Observations
Journals/logs

Summative
(final)
Teacher-made test
Portfolios

Assignments
Projects

Questionnaires

Observations

Interviews

Portfolios
Journals/logs

Projects

This type of testing/evalutation spans two columns:

Standardized tests

Pre-assessment
(diagnostic)

Formative
(ongoing)

Summative
(final)

Pretests

Quizzes

Teacher-made test

Observations

Discussions

Portfolios

Journals/logs

Assignments

Projects

Discussions

Projects

Questionnaires

Observations

Interviews

Portfolios
Journals/logs

This type of testing/evalutation spans two columns:

Standardized tests

Pre-assessment
(diagnostic)

Formative
(ongoing)

Summative
(final)

Pretests

Quizzes

Teacher-made test

Observations

Discussions

Portfolios

Journals/logs

Assignments

Projects

Discussions

Projects

Standardized tests

Questionnaires

Observations

Interviews

Portfolios
Journals/logs
Standardized tests

EFL teachers
Should EFL teachers know about
linguistics? Why? Why not?
If you were to take a multiple choice
test with ten questions about basic
linguistic terminology, how many do
you think youd get right?
Write your prediction down.

Basic Linguistic Terminology

You will see ten multiple choice
questions.
You will have 30 seconds to choose
an answer.
Write your answers on a piece of
paper.
From:
http://www.funtrivia.com/playquiz/quiz691417ecee0.h
tml

How did you feel?

You and tests

Tests that left you
feeling
Positive
Self-confident
Motivated
Why?

Tests that made you

feel
Degraded
Anxious
De-motivated
Why?

How did you do?

1. Apocope
2. Alphabetism
3. Exonym
4. Prothesis
5. Dissimilation
6. Jakob Grimm
7. Clinical linguistics
8. L1 or First Language
9. Folk etymology
10.Glossolalia

Three key concepts

Te_____
As________
Te______

Testing
Assessment
Teaching

What is a test?
What makes a test a test? 4 5
keywords?
A method of
(Brown, 2004)

What is a test?
What makes a test a test? 4 5
keywords?
A method of measuring a persons
ability, knowledge or performance in a
given domain
(Brown, 2004)

What is a test?
Measure what?
How?
General ability /
specific knowledge
Individual ability
and performance
% | AA | Pass/Fail
must have result

The person
Appropriate?
Interpretation?
Relevance?

Performance
Competence (actual
use of language)
Metalanguage (e.g.
grammar); Skills
(e.g. infer)

Domain
General
competence (e.g.
proficiency)
Specific criteria
(e.g. vocabulary,
pronunciation,
grammar)

What makes a good test?

A wellconstructed
test is.

 A well-constructed test is an
instrument that provides an accurate
measure of a test taker's ability
within a particular domain.
Brown, 2003

Assessment
Is assessment synonymous with
testing?

Which is which?
Assessment
ongoing process
Generally
encompasses a wide
domain
subconscious
impression
Incidental judgment
implicit evaluation

Testing
administrative
procedure
specific times
curriculum referenced
peak performance
measured and
evaluated

Where is the line

between assessment and testing?
between assessment and
teaching?

Which best describes the

relationship?
Tests
Assessmen
t

Teaching
Tests

Assessmen
t

Teaching
Tests

Assessmen
t
Teaching

The four winds of

assessment
Formative

Formal

Test
s

Informal

Summative

What characteristics do these

have?
Informa
l

Nice job!
WW Gr - Sp
Watch out! /id/ not /it/
Progress test
Proficiency test
Student journal

Formal

Formative

Summative

Testing terminology
Norm referenced

Criterion referenced

Norm-referenced
terminology

standardized tests
Scholastic Achievement Test
rank order
standard deviaton
percentile rank
mean (average score)
median (middle score)
large-scale testing
pre-determined responses

Criterion referenced
terminology

feedback
learning objectives
classroom-based
curriculum
instructional value

Testing
Philosophy (Order
according to history)

Instruments (Match to
philosophy)

Communicative
Language teaching
Humanism
Learner centered
Behaviourism

a. Integrative
testing/whole
language
(cloze/dictation)
b. Performance based
(portfolio,
collaborative,
interactive)
c. Discrete-point testing
(decontextualized
language broken in
parts)
d. Language

Testing
Philosophy (Order
according to history)

Instruments (Match to
philosophy)

1. Behaviourism
2. Humanism
3. Communicative
Language teaching
4. Learner centered

1. Discrete-point testing
(decontextualized
language broken in
parts)
2. Integrative
testing/whole
language
(cloze/dictation)
3. Language
competence
(authentic tasks)
4. Performance based
(portfolio,

 MOODLE key=###xxx
Reading and discussion, Brown, 2004,
Chapter 1, pp. 1-11.

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