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
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.
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
SCORING, GRADING, AND GIVING FEEDBACK
Reading and Writing
LIstening and Speaking
explicit and impliCit definitions of grades that you have set forth,
the relationship you have established with this class,
student expectations that have been engendered in previous tests and
quizzes in this class.
the country, culture, and context of this English classroom,
Language Aptitude test
Words in sentences
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,
Foreign Language (FOEFL)
Assessment Class chapter #3
Jose Andrés Barrientos Borjas