Test techniques
description
Transcript of Test techniques
Language Assessment for TESOL
DEPARTMENT OF CURRICULUM AND INSTRUCTION
CI 588
KINGDOM O SAUDI ARABIA
KING SAUD UNIVERSITY
COLLEGE OF EDUCATION
Supervised By:D. Hind Al-Fadda
Presented by:Fatimah Al-Kathiri
Know Want Learn
Individual Activity (5 min)
Common Test Techniques
MULTIPLE CHOICE ITEMS
Guidelines for Teachers
The stem presents a clearly stated problem Stems are stated positively wherever
possible Important words are emphasized The stem doesn’t provide grammatical
clues to the answer (e.g., in the use of “a/an” or singular/plural words)
Only officially recognized abbreviations are used
Guidelines for Teachers
Repetition in all the alternatives is avoided Similar wording in stem and alternative is
avoided All the alternatives are parallel in form “All of the above” and “None of the above”
are avoided Alternatives are all about the same length Absolute words such as “never” and
“always” are avoided
Guidelines for Teachers
The answer is the only correct one, or clearly the best
The answer is not obvious because of another question
Avoid pattern of responses All distracters are believable The response choices should not be less
than four Alternatives are listed vertically if possible
TRUE-FALSE ITEMS
Guidelines for Teachers
Statements must be clearly true or false Statements should not be lifted directly
from the text Specific determiners should be avoided Statements must be concise, specific and
direct, not implied Ensure that each statement tests only one
idea
Guidelines for Teachers
Statements are in positive rather than negative terms
Avoid pattern of responses Use approximately the same number of
true and false statements Avoid controversial issues Try to make the lengths of statements
about equal
MATCHING ITEMS
Guidelines for Teachers
Use clear directions Premises and responses are on one page There are more responses than premises Items should contain similar content Avoid clues to the correct response The responses consist of words or short
phrases ,at most The optimum length for matching items is
between five and eight premises per item
1- Give (3) advantages of selected-response items?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2- Give (3) disadvantages of selected-response items?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Group Activity (5 min)
ADVANTAGESThey can sample the domain of content extensivelyThey do not require the test taker to produce languageThey can be reliably and rapidly scoredThey are suitable for testing a large number of candidates
DISADVANTAGESThey tend to measure recognition knowledgeThe impact of guessingCheating may be facilitatedThey are not easy to deviseThey do not measure the pupils’ ability to organize and express thoughts
PART (2)
Constructed-Response Items
Constructed-Response Items
These items require test takers to supply their own responses rather than select them. Such items can be put into two categories:
Restricted-Response Items
Extended-Response Items
Restricted-Response Items
They require test takers to write a word, a phrase or a sentence. They take one of three forms:
Short-Answer Items
The test taker has to provide a short answer e.g.What does it refer to? How old was Amal when she started the job?Why did she enjoy travelling abroad?
Guidelines for Teachers
Use a clear statement or question
Avoid grammatical clues
Give directions that refer clearly to a
graphic if one is used
Ensure that writing spaces are long enough
for the correct answer
Gap - Filling Items
The test taker has to fill a gap with a word e.g.I like to study English abroad because ................ and ………………
Guidelines for Teachers Omit only important words for blanks
Place blanks toward the end of the
statement
Ensure that each blank calls for a single
idea
Ensure that blank lines are the same length
Extended-Response Items
The test taker is required to write a paragraph or more. The organization is the quality of the answer. Directions should be specific. Introductory sentences, guide words or information tables and maps can used for advanced learners. As for beginners, she can use questions with brief answers or picture cues to be more practical.
Composition Items
Guidelines for Teachers Give clear instructions on how to answer the
question Use words that the student can understand Clarify any limits on the required answer (e.g.,
number of pages, word count) Identify the assigned grade value of the question Construct the scoring method before giving the
test Ensure that students understand how their
answers will be scored
1- Give (3) advantages of constructed-response items?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2- Give (3) disadvantages of constructed-response items?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Group Activity (5 min)
ADVANTAGES
Items are easier to construct. Guessing will be reduced.No need to construct distracters.Cheating is likely to be difficult.
DISADVANTAGES
The test taker has to produce language.Scoring may be invalid or unreliable.Scoring may take longer time.
COMMON TESTING MISTAKES
Tests which are too easy or too difficult. They reduce the capacity of the test to discriminate among the students in their abilities. They produce an unreliable evaluation.An insufficient number of items. Too short tests are inadequate means of measurement.Redundancy of test types. Repeated items are inefficient. They carry too much extra baggage.
COMMON TESTING MISTAKES
Lack of confidence measures. Tests which are designed for certain situations and pupils may not be suitable for others.Negative wash back through non–occurant forms. By using incorrect structures of the language it is possible to teach errors to pupils.Divergence cues. It is important not to provide cues to the correct option. Some students may answer the questions without knowledge of the content.
COMMON TESTING MISTAKES
Content matching. Mere matching of a word or a phrase in a test item with the exact counterpart in a comprehension passage doesn’t necessarily entail comprehension. Lack of cheating controls. When students obtain higher scores through cheating, tests are neither reliable nor valid.
COMMON TESTING MISTAKES
Inadequate instructions. Instructions must be clear both to the students and to any administrators using the test. Lack of piloting. It is important to try out the test on a restricted sample before it is put into general use.
COMMON TESTING MISTAKES
ANALYZING TEST SAMPLES
If people did not do silly things, nothing intelligent would ever get
done. Ludwig Wittgenstein
References- Hughes, Arthur. Testing For Language Teachers.
Cambridge University Press, 2003.
-http://www.ontest.com/testing_techniques.html
https://helpdesk.bcit.ca/fsr/teach/teaching/ja_developtests.pdf
http://depts.washington.edu/cidrweb/resources/exams.html#multichoice
- Jones, Sonia, Tanner, Howard. Assessment: A Practical Guide for Secondary Teachers. Viva Continuum Edition, 2008.