Beruflich Dokumente
Kultur Dokumente
1 minute
End
By the end of Today’s Session Teachers will be
able to :
Identify reasons for testing
Recognize the qualities of a good test
Use test specifications when constructing
tests
Spot good qualities and anomalies in tests
Write a list of do’s and don’ts in relation to
testing
A test can give the teacher valuable
information about where the students are in
their learning.
Can affect what the teacher will cover next.
A test will help a teacher to decide if her
teaching has been effective
A test can give students a sense of
accomplishment as well as information about
what they know and what they need to
review.
A test helps students to highlight what needs
to be reviewed.
A test can have a positive effect in that they
encourage students to review material
covered on the course.
A test is also a learning opportunity after it
has been taken. The feedback after a test can
be invaluable in helping a student to
understand something she couldn't do during
the test. Thus the test is a review in itself.
https://www.teachingenglish.org.uk/article/testing-assessment
“Summative assessment is intended to be an
indicator of learners’ achievement. It is
carried out at the end of a period of study”
Practicality
The qualities of a
Washback good test
Discrimination Authenticity
Match the different qualities of a test to their
appropriate definitions
(slips of papers )
Validity The extent to which a test measures
what it is supposed to measure .
Face Validity
Validity
Content
validity
Face validity refers to how acceptable and
credible a test is to its users (Alderson et al
1995) . So if a test has high face validity,
teachers and learners believe it tests what it
is supposed to test.
If a test has content validity, we have enough
language to make a judgement about the
student’s ability. So if a writing test is to have
content validity, we need to be confident we
have asked the student to do enough writing
to display their writing skills
By observation and theoretical justification,
since there’s no final, absolute, and objective
measure of validity. We have to ask questions
that yield convincaccurately and sufficiently
ing evidence that a test measures the testee
for the particular purpose of the test.
Testee Tester
‘ Nobody writes good test items alone .Even
professional test writers need the insight of
other people into what they have produced.
Therefore,get other people ( plural !)to take
(i.e.respond to ,not just look at ) your items.
• Easy to design
1
• Easy to administer
2
3
• Easy to mark
A test that is too expensive is impractical
A test that would take students 3 hours
instead of 2 to complete would be
impractical
A test that takes students a few minutes to
complete and several hours for the examiner
to prepare and/or correct is impractical
The degree to which language teaching /testing
materials have the qualities of natural speech or
writing .