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C H U A S O W A N N

L I N G G A T H A R A N I K E S A V A N

RABIA TUL A D A W I Y A H O T H M A N

N U R L I Y A N A I S H A K

Topic 7 :Assessing Language

Skills and Content

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Objective testing

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Definition

Items that can be objectively scored items on which aperson select a response from the list of options. (W

Wiersma & G Jurs, 1990)

a test, such as one using multiple-choice questions,in which the feelings or opinions of the personmarking it cannot affect the marks given.

(http://www.collinsdictionary.com)

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Types of objective test question

A) Recall type

- Sentence Completion Items

- Fill in the blanks

B) Recognition type

- Multiple choice items

- True-false items- Matching items

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c) Others / problem solving types

- Rearrangement

- Analogy

- Context dependent (Pictorial form,interpretative)

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Sentence completion type

Certain important words or phrases are ommitedand students are expected to fill in missing words.

Eg. Communication is a two way process by whichpeople one another

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Multiple choice items

The stem direct question or incomplete statement.

The options or responses 3 to 5 alternative

response which includes- the key

- distractors

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Advantages

- Extremely versatile

- convenient for various subjects

- provide reliability and validality- reduce the effort of guessing

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Disadvantages

- difficult to construct plausible alternative

responses.

- need more time and effort to prepare- provide cues that are unavailable in practice

- cant test the skills like communication,

psychomotor skills and interpersonal skills

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5 basic types

- best answer type

- right answer type

- multiple true false type- reason-assertion type

- analogy type

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Directions for MCQ

- The stem

clearshould not contain a lot of irrelevant information

appropriate reading level

grammatically correct

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- Correct response

same terms/reading level

avoid too many qualifiers

assigned a random position in the answer sequence.

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Matching type

Consist of two columns

Good for testing knowledge of terminologies,relation of facts.

Directions:- short title for each column

- number of choices exceed number of

statements.- Longer statement in statement column and

shorter in choices column

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Evaluation

It can be done:

Manually

Computer assisted

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Comparison

Objective type Subjective type

High degree ofobjectivity

Lacks objectivity

More reliability Lesser reliability

Higher validity Lesser validity

Economical in readingand scoring whileexpensive in marking

Expensive in readingand scoring whileeconomical in marking

Effective even in large

group

Effective in small group

(max-10)

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Subjective Testing

Method of Evaluation

1. Requires judgment from the markers part.

2. Extended answers.3. Answers will vary from one candidate to another.

4. Higher degree of validity.

5. Takes into consideration: Explanation, alternativeanswers and organization of ideas.

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Example

A. Short-answer essay

B. Long-answer essay

C. Structure Questions

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Discrete Point Tests

o Focus on one linguistic element at a time

o Assumption :

- language can be broken down into separate element

- tend to be indirect

o Example : 1. Phoneme recognition.

2. Yes/No, True/ False answers.

3. Spelling.

4. Word completion.

5. Grammar items.

6. Most multiple choice tests.

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o Example of Question :

Select the correct preposition to complete the following

sentence:

1. We went _______ the store by car.

(A) at

(B) on

(C) for

(D) to

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Integrative Tests

o Requires students to combine many linguistics elements

real

language use situations.

o Assumption :

- unitary trait / competence hypothesis (Oller)

- tend to be direct

o Example : 1. Writing tasks.

2. Dictation.

3. Cloze tests.

4. Oral interviews or conversation

5. Reading

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o Example of Question :

Fill in the blank:

1. When the doorbell _______, I was having a bath.

(A) rang

(B) rings

(C) rung

(D) ringed

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Communicative Tests

A communicative language testing system requires

tests which are devoted to testing not only

learners knowledge of a language and how to use it(competence) but also to what extent

learners apply their knowledge to meaningful

communicative situations (performance)

(Fulcher and Davidson, 2007).

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Communicative ability should encompass thefollowing skills:

Grammatical competence. How grammar

rules are actually applied in written and oral reallife language situations.

Sociolinguistic competence. Knowing the rules oflanguage use, Turn taking during conversation

discourse, etc. or using appropriate language for agiven situation.

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Strategic competence. Being able to useappropriate verbal and non-verbal communicationstrategies.

Test takers ability to demonstrate them in actualsituations.

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How?

replicate real life situations

the importance of context is recognized

should be both authenticity of task and genuine oftexts

tasks ought to be as direct as possible

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reflect the interactive nature of normal speech andalso assess pragmatic skills being used

Communicative tests are both direct andintegrative

focus : expression and understanding of the

functional use of language rather than on the morelimited mastery of language form found in discreetpoint tests

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~THE END~