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DISCRETE - ITEM TEST, ORAL PERFORMANCE TEST - Coggle Diagram
DISCRETE - ITEM TEST
TEST 1
The main problems.
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Students has a reasonable chance of getting at least third of the answers correct purely through random guessing.
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How to improve?
It would need the support of exercise that test learners' ability in distinguish the meaning, not only the form of the adverbs.
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TEST 2
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The main problems.
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Students could do the test simply by knowing where still, yet and already go in the sentence without having much understanding of what they mean.
How to improve?
It would need the support of exercise that test learners' ability in distinguish the meaning, not only the form of the adverbs.
TEST 3
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The main problem.
If the tester makes the question half TRUE and another half is FALSE, it will be easy for students to cheat by answering all of the questions TRUE or all of theM FALSE.
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ORAL PERFORMANCE TEST
Information Gap Task
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PROBLEMS RAISED.
- Validity of the scoring system and particularly weighting given to the different categories
- Reliability of the scoring system.
One way to improve reliability of the test is to have different testers score a sample of the tests. Marked differences in scored between testers, the criteria for assessment may need to be renegotiated.
- Face validity of the test may be questionable especially if the students think their performance is dependent on their partners.
- Practicality as this test is much more difficult to set up, administer and score in testing the grammar knowledge.
Conclusion.
This kind of test is much more consistent with the objectives of a communicative teaching programme suggest that it is worth to try, at least from time to time and especially when assessing a learners' overall achievement at the end of the course.