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DESIGNING CLASSROOM LANGUAGE TEST, Assessment Class chapter #3 Jose…
DESIGNING CLASSROOM LANGUAGE TEST
PRACTICAL STEPS TO TEST CONSTRUCTION !
Assessing Clear, Unambiguous Objectives
Examines the objetives
Reading skills (simple essay or story)
Writing skills (simple essay or story)
Form-focused objectives (listening and speaking)
Communication skills (speaking)
Devising test task
Warm-up
Level-check questions
Probe
Wind-down:
Drawing Up Test Specifications
what skills you will test,
what the items will look like. Let's look at the frrst two in relation to the midterm
unit assessment already referred to above.
Response mode:
Elicitation mode:
a broad outline of the test,
Designing Multiple-Choice Test Items
Guessing may have a considerable effect on test scores.
The technique severely restricts what can be tested.
The technique tests only recognition knowledge.
It is very difficult to write successful items.
Washback ,may be harmful.
Cheating may be facilitated.
Principles of multiple-choice
Reliability.
Practicality
SCORING, GRADING, AND GIVING FEEDBACK
Scoring
Reading and Writing
LIstening and Speaking
Grading
explicit and impliCit definitions of grades that you have set forth,
the relationship you have established with this class,
institutional expectations
student expectations that have been engendered in previous tests and
quizzes in this class.
the country, culture, and context of this English classroom,
Giving feedback
Washback
TEST TYPES
Language Aptitude test
Paire asociated
Words in sentences
Number learning
Spelling clues
Phonetic scrip
Achievement Tests
practicality issues, such as the tinle frame for the test and turnaround time,
the objectives of the lesson, unit, or course being assessed,
the tasks employed in classroom lessons during the unit of time,
the relative importance (or 'weight) aSSigned to each objective,
Proficiency Tests
Foreign Language (FOEFL)
Diagnostic Tests
Placement Tests
Assessment Class chapter #3
Jose Andrés Barrientos Borjas
ID :801199007197
