TESTING FOR LANGUAGE TEACHERS
Indirect
Direct
Acording to the types of information they provide
Is it suitable for the purpose?
TESTING FOR LANGUAGE TEACHERS
Profiency test
Achievement test
Diagnosis test
Placement test
Ve la lengua desde una perspectiva funcional
It is based on specific purpose such as discovering if someone can be a trasnlator for a company or when subjects in school are in taken in english
Does not mind the training the person has had in the language
This purpuses must be specified in a early stage of the development process
Can be taken by everybody not just students
No educational purpuses
Guided by an international institution on language abilities
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Tienden a crear un efecto de washback en el trabajo del profesor
It is not realised by teachers
It fullfillls a course's objetives
Establishes how successful a students has become towards those objectives
It is realised by teachers
Establishes how successful a students has become towards those objectives
Final achievement test
Progress achievement test
Ask just what we expect students have encountered
It is based on a syllabus or a material such as a book
Students are asked just what they are expected to encounter
Can be misleading since the sucess in the test may not mean the sucess on the objetives
Cannot be taht applicable to the reality and suitable with the real context
Content-based
Purpose-based
Basar contenido en objetivos y no objetivos en contenido
Apela a los intereses a largo plazo de los estudiantes
Based on language needs
Based on objetives
Validity/aplicability
Contribute to formative assessment
Based on objectives
To measure progress
Must be based on short-terms in order not to discourage the students with bad grades
Pop quiz: a. make a rough check on students and keep the sudents on their toes
They do not form part f the formal assessment
So, how can we create a pop quiz? what's the base?
If the objetives are quit similar to the language need could be the same
To identify learner's strengths and weaknesses
Evaluation?
There are few test just for diagnosis since it is necessary to have into acocunt a bunch of items
The ones that exist are not really detailed and reliable
E.g.: DIALANG
To assign students to classes from different levels
They are commercialy available but not all of them suits every institution
When they are made for use in language school, they are tailor-made. Therefore, they are successful
The user performs the skills we wish to measure
It must be as authetic as possible
It must be as realistic as possible
It can be relatvely straight forward to create condition to elicit a behaviour
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The assesment and interpretation of student's performance is quite straight forward
Likely to have a good backwash effect
Si uno quiere saber si alguien domina conectores, lo pone a escribir con conectores
Si uno quiere saber si alguien es bueno en conectores, lo pone a hacer una actividad en la que debe distinguir cuál es el conector incorrecto
Evalúa habilidades que subyacen a las competencias del test
Evalúa habilidades que no son idénticas y eso se presta para imprecisiones
Trata de resumir manifestationes vaste en ejemplo finito y concretos
¿Qupe habilidades serían necesarias en la mayoría de casos es los que debemos usar la gramática?
Sus resultados son más generalizable
It gives result to very particular and few samples
Semi-direct
Although not direct, they smilate direct responses
Discrete point
Integrative testing
We test item by item
The user combines many different language elements as in a sancocho.
Tend to be indirect
Tends to be direct
eg.: cloze procedure
Norm- referenced
criterion-referenced
It relates one student's result to the rest of the results
No estamos diciendo directamente lo que el estudiante es capaz de hacer, solo comparamos con los otros como en el ICFES
T clasify people according to whether or not they are able to perform a task o set of taksk satisfactorily
It creates standars
Motivate to achive those standars
Can be based on learing objective
Objective testing
Subjective testing
methods of scoring
There no need of judment. E.g.: A multiple choice test in which the correct asnwers i unambogusly identified
Composition tend to be more sibjective
Simple aswers tend to be more objetove
Objetivity is desired by many teaster because of the reliabily it brings and also the practicallity (aplicabilidad)
There no need for strong cantidades to respond to easy items and there no need for weak canditates to respond to difficult items
Computer adpating testing
Oral interviews
A averange difficulty question. if is correct the difficulty raises and if not the difficulty lowers
Communicative language testing
We test the communicative compentence
AUTHENTIC ASSESMENT
Be a progressive school
Founding in assessment and accountability
Encourages students to work on disciplie works
Is the kind of work a person in a discipline would do
Simulates future life or prepare for future life
It is meaningful to them so they can propose real changes. It takes the remotions
STEPS
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Makes teacher more efficient
A window to how students actually learn
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Keeping assessment relevant and authentic
Teacher transmits the impression he is funny, enjoy what he does and likes teaching. Does not think on himself but in his srudents, he is not selfish
It is deelopme by the teacher o reach the skills and the need of their popoulation
It is not necssary to get right the answer
Right answers are due to following the steps
Identify common mistakes
Throwing mistakes back one or two days later
Using mistakes to asses: ponerlos a identifcar errores en una sheet
Connecting the subject with real life and experinence it ina real life situatio
Authetic tasks
Anticipate the problem they are having
Go ouside the 4 wall fo the school
Teacher in SOF show students how do they learning, how do they arrive to the right answers
Assessing as a teaching tool to show them where they are and get them when teacher want them to be