Please enable JavaScript.
Coggle requires JavaScript to display documents.
Discussion and Evaluation - Coggle Diagram
Discussion and Evaluation
Result: Test 2
Advantage
The exercise given a whole text rather than isolated sentences.
Easy to design the questions.
Easy to mark; popular in progress type tests.
Weaknesses
Primarily form-focused rather than meanning-focused.
Students easily can done the test without having much informations.
Improvement
Add Test 3; Students have to match their understanding of the meaning against some data.
Result: Test 1
Weaknesses
Conceivable that students could do the test without understanding either the meaning of the adverb.
Students might not understand the context into which they have to put the adverbs.
Students has a reasonable chance of getting at least a third of the answers right; purely from random guessing
Improvement
Add new question related to the Test 1.
Ask the students to translate the sentences into their own mother tongue
Or interpret the adverb in their own understanding.
Advantage
Fairly limited: Students' knowledge constrain on the 3 adverbs only.
Re-define two factors
E-factor (efficiency)
Related to
: Reliability, validity, backwash effect and a spin-off.
A-factor (appropriacy)
Face Validity
: Needs to be assessed in term of the learners' assessment of its appropriacy.
Information gap task
Purpose
: To stimulate the condition of authentic language use.
Component
: Students' ability to use the linguistic system (grammar, vocabulary and pronunciation) for communicative purposes.
Effects
Positive backwash effects; students need practice in interaction skills to prepare for it.
A valid test; The test is consistent with the course objectives.
Problems
The validity of the scoring system
The equal distribution of marks between fluency, complexity and accuracy truly reflect the balance of knowledge.
Reliability
Either the categories sufficiently differentiated or overlap.
Does it need more details?
Will two different scores give out similar marks at the end?
The face validity of the test.
teacher can do a lot of activity or
spin-off
with the students unless it has been recorded.
Practically
More difficult to set up, administer and score than the discrete-item tests.