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Test Types, Designing a Classroom Language Test, Purpose of the test?, The…

- - - - Have traditionally consisted or standardize, multiple-choice, items or grammar, vocabulary, reading comprehension and aural comprehension.
      - Example of proficiency test is TOEFL
      - A key issue in testing proficiency is construct the language ability are specified.
  - - - An example of a placement test is: ESLPT (English as a Second Language Placement Test).
  - - - A typical diagnostic test of oral production was created by Clifford Prator (1972) to a company a manual of English.
  - - - Examples of aptitude test are the MLAT (Modern Language Aptitude Test) and the PLAB (Pimsleur Language Aptitude Battery).
      - Tasks in the modern language aptitude test.
        
        Spelling clues
        
        Words in sentences
        
        Phonetic script
        
        Paired associates.
        
        Number learning
  - - - Achievement test are often summative
      - The specification of and achievement test should be determined by:
        
        The task employed in classroom lessons during the unit of time.
        
        Practicality issues, such as the time frame for the test and turnaround time and
        
        The relative importance assigned to each objective.
        
        The extent to which the test structure lends itself to formative washback.
        
        The objectives of the lesson, unit, or course bring assessed.
      - Achievement test should be limited to particular material.
- - - - Formals and details test specification
        
        B) What skills you will test.
        
        C) What the items will look like.
        
        A) A broad outline of the test
      - Informal test specification
        
        The implied elicitation and response formats for items
        
        The number of items in each section,
        
        The topics you will cover
        
        The time to be allocated for each.
  - - - Weaknesses of multiple-choice items:
        
        The technique severely restrics what can be tested.
        
        It is very difficult to write successful items.
        
        Guessing may have a considerbIe effect on test scores.
        
        Washback may be harmful.
        
        The technique tests only recognition knowledge.
        
        Cheating may be facilitated.
  - - - In revising your draft, you will·want to ask yourself some important questions:
        
        Is each item stated in clear, simple language?
        
        Does each multiple-choice item have appropriate distractors; that is, are the wrong items clearly wrong and yet sufficiently "alluring" that-they aren't ridiculously easy? (See below for a primer on creating effective distractors.)
        
        Does each item measure a specified objective?
        
        Is the difficulty of each item appropriate for your students?
        
        Is there an example item for each section?
        
        Is the language of each item sufficiently authentic?
        
        Are the directions to each section absolutely clear?
        
        Do the sum of the items and the test as a whole adequately reflect the
        learning objectives?
- - - - Explicit and implicit definitions of grades that you have set forth
      - The relationship you have established with this class.
      - Institutional expectations (most of them unwritten)
      - Student expectations that have been engendered in previous tests and
        quizzes in this class.
      - The country, culture, and context of this English classroom
- - - - How reflects purpose and objectives?
        
        To evaluate or design a test, you must make sure that the objectives are incorporated into a structure.
        
        How will be test task selected and separated teacher arranged?
        
        They should be also achieve content validity by presenting task that mirror those of the curse.
        
        What kind of scoring and feedback spectate?
        
        Test vary and function of feedback, depending on their purpose.