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    Pres. 1 Testing

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    SC Zoe
    This document discusses testing and assessment. It provides definitions of testing and assessment and outlines some historical trends, including the first written exams in Europe in 1792. It also discusses what makes a good exam, including reliability, validity, and standardization. Additionally, it covers topics like teaching to the test, contrasting categories of ESL tests, and planning the test, including developing a table of specifications. The table of specifications is a two-way chart that identifies the achievement domains being measured to ensure a fair and representative sample of test questions.

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    Pres. 1 Testing

    Uploaded by

    SC Zoe
    16 views19 pages
    This document discusses testing and assessment. It provides definitions of testing and assessment and outlines some historical trends, including the first written exams in Europe in 1792. It also discusses what makes a good exam, including reliability, validity, and standardization. Additionally, it covers topics like teaching to the test, contrasting categories of ESL tests, and planning the test, including developing a table of specifications. The table of specifications is a two-way chart that identifies the achievement domains being measured to ensure a fair and representative sample of test questions.

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    This document discusses testing and assessment. It provides definitions of testing and assessment and outlines some historical trends, including the first written exams in Europe in 1792. It also discusses what makes a good exam, including reliability, validity, and standardization. Additionally, it covers topics like teaching to the test, contrasting categories of ESL tests, and planning the test, including developing a table of specifications. The table of specifications is a two-way chart that identifies the achievement domains being measured to ensure a fair and representative sample of test questions.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    16 views19 pages

    Pres. 1 Testing

    Uploaded by

    SC Zoe
    This document discusses testing and assessment. It provides definitions of testing and assessment and outlines some historical trends, including the first written exams in Europe in 1792. It also discusses what makes a good exam, including reliability, validity, and standardization. Additionally, it covers topics like teaching to the test, contrasting categories of ESL tests, and planning the test, including developing a table of specifications. The table of specifications is a two-way chart that identifies the achievement domains being measured to ensure a fair and representative sample of test questions.

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    ULACIT

    11-7003 LEARNING
    ASSESSMENT
    Professor: MSc. Giselle Herrera Gmez

    WHAT IS TESTING?
    Definition: A test is an activity whose main purpose is to convey (usually to the tester) how well the testee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning. (Ur 1996:33)
    testing

    assessment
    evaluation

    HISTORICAL TRENDS
    The earliest known standardized tests (which included both practical and written components) are the Chinese Imperial Examinations
    Lasted 1300 years (605 to 1905) Europe conducted orally

    HISTORICAL TRENDS
    The first written exams in Europe were held at Cambridge University, England in 1792 earn money 1)Intuitive (subjective) stage impressions of teachers personal

    2)Scientific stage (language specialists) 3)Communicative stage (emphasize ev. of lang. rather than lang. form

    WHAT MAKES A GOOD EXAM?


    RELIABILITY is a measure of the test's consistency

    VALIDITY usefulness

    is a measure of a test's

    STANDARDIZATION is the process of trying out the test on a group of people to see the scores which are typically obtained

    TEACHING TO THE TEST


    Test positive or negative impact
    controversial and contextual issue

    influences good teaching and learning practices

    What might work for one particular teaching/learning context might miserably fail in another

    TEACHING TO THE TEST


    Are the teachers aware of why they teach, what they teach? it will be impossible to maximize positive test impact they cannot possibly encompass everything that needs to be tested

    CONTRASTING CATEGORIES OF ESL TESTS


    Knowledge Performance Subjective Objective Productive Receptive Lang.Subskill Com. Skills Norm-referenced Criterion-referenced Discrete-point Integrative Proficiency Achievement

    PLANNING THE TEST


    Reason why you are giving the test
    Are you trying to sort the students? Do you want to know how many students have mastered the content? Is it a formative assessment? Is it a summative measure?

    PLANNING THE TEST

    Decisions in the test development process:


    1. What to test 2. How much emphasis to give to various objectives 3. What type of questions to use 4. How much time to allocate for the assessment

    PLANNING THE TEST


    5. How to prepare the students 6. What type of test (textbook publisher, own, sheet answer)

    decide how much emphasis to place on each objective

    TABLE OF SPECIFICATIONS
    a two-way chart which describes the topics to be covered by a test and the number of items or points which will be associated with each topic PURPOSE to identify the achievement domains being measured and to ensure that a fair and representative sample of questions appear on the test

    TABLE OF SPECIFICATIONS
    Objectives/Content area/Topics # Compre Appli items/ Knowledge hension cation % of test
    x 20% 20%

    1. Know the advantages & disadvantages of the major selection-types of questions.


    2. Be able to differentiate between well and poorly written selection-type questions 3. Be able to construct appropriate selection-type questions using the guidelines and rules that were presented in class.

    40%

    x 40%

    40%

    TABLE OF SPECIFICATIONS
    Steps to follow:

    1. Choose the measurement goals and domain to be covered, 2. Break the domain into fairly independent parts (concepts, terms, procedures, applications), and 3. Construct the table

    TABLE OF SPECIFICATIONS
    Benefits students

    improves the validity of teachermade tests can improve students learning as well ensure that there is a match between what is taught and what is tested

    TABLE OF SPECIFICATIONS
    LINK BETWEEN TEACHING & TESTING OBJECTIVES TEACHING TESTING

    TABLE OF SPECIFICATIONS
    Estimate the time needed Type of ? Sec/Min X ?

    True-False ? Multiple choice Complex multiple choice Multiple choice problems with calculations

    15-30 30-60 60-90


    2-5 min.

    TABLE OF SPECIFICATIONS
    Short answer (one word) 30-60 sec Short answer (two more word) 1-4 min Matching (5 premises, 2-4 min 6 responses) Short essays 15-20 min Data analyses/graphing 15-25 min Drawing models/labeling 20-30 min Extended essays 35-50 min

    TABLE OF SPECIFICATIONS
    Objectives/Content area/Topics
    1. Know the advantages & disadvantages of the major selection-types of questions. 2. Be able to differentiate between well and poorly written selection-type questions 3. Be able to construct appropriate selection-type questions using the guidelines and rules that were presented in class. TOTAL 20 Q 5Q

    Knowledge
    x 20% 10 Q x 1 x 20% 10 Q x 1

    Comprehen Applica sion tion

    # items/ % of test
    20% 10 Q 10 pts

    x 20% 5Qx2 x 40% 4Qx5

    40% 15 Q 20 pts

    40% 4 Q 20 pts

    4Q

    29 Q 50 pts

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