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Transcript of THE ASSESSMENT CYCLE, ASSESSMENT DESIGN AND SPECIFICATIONS PROSET - TEMPUS1 Prepared by Maria...
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THE ASSESSMENT CYCLE, ASSESSMENT DESIGN AND SPECIFICATIONS
PROSET - TEMPUS 1
Prepared by Maria Verbitskaya, Angelika Kalinina, Elena Solovova
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PROSET - TEMPUS 2
• Teachers want to know what parts of the course cause difficulties and require special attention.
• Teachers want to know what progress students have made.
• Students want to know their strengths and weaknesses.
• Parents want to know how their children are doing.
What makes assessment necessary?
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What makes assessment necessary?
PROSET - TEMPUS 3
• Universities want to choose the best applicants for enrolment.
• Teachers want to know whether the students are coping with the programme.
• Employers want to choose the best applicant for the job.
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THE ASSESSMENT CYCLE
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The Assessment Cycle Designers
Producers
Organizers
AdministratorsAssessees
Scorers
Users
Validators
Decision
Script
Score report
Report
Guidelines
Form
Specifications
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Components of the assessment cycle:
• designing a test and developing test specifications;• producing and working out the form of the test;• organizing a test and working out the guidelines;• test administration and organising the procedure;• preparing assessees for tests;• scoring the results of the test;• setting pass marks;• reporting outcomes of tests to stakeholders;• validation.
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TYPES OF TEST AND ASSESSMENT
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What forms of assessment do you use with your students?
PROSET - TEMPUS 8
• test• portfolio• project work• observation• case study• interview, oral questions• experimental work, etc.
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Testing & assessment
PROSET - TEMPUS 9
Assessment
Testing
portfolios
observations
projects
exercises
class tests
national exams
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What is a test?
PROSET - TEMPUS 10
Any procedure for measuring:•ability,•knowledge, •or performance. (Longman Dictionary of Language Teaching and Applied Linguistics)
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What is a test?
PROSET - TEMPUS 11
“A test is a measurement instrument designed to elicit a specific sample of individual’s behaviour. … a test necessarily quantifies characteristics of individuals according to explicit procedures.” (L.F. Bachman. Fundamental Considerations in Language Testing, 1990)
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Test as an instrument of assessment (measurement)
PROSET - TEMPUS 12
WHYWHATHOW
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What types of tests do we use?
PROSET - TEMPUS 13
Test Purposes:• proficiency tests• achievement tests• placement tests• diagnostic tests.
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What types of tests do we use?
PROSET - TEMPUS 14
• direct vs indirect;• discrete point vs integrated;• objective vs subjective;• low stakes vs high stakes;• norm-referenced vs criterion-referenced.
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Norm-referenced testing: the bell curve
Numberofstudents
0 25 50 75 100
Score (points)
PROSET - TEMPUS 15
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DESCRIBING TESTS AND ASSESSMENTS
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The Assessment Cycle:
where does a test begin?
PROSET - TEMPUS 17
Designers
Producers
Organizers
AdministratorsAssessees
Scorers
Users
Validators
Decision
Script
Score report
Report
Guidelines
Form
Specifications
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What kinds of information should be available about a test?
PROSET - TEMPUS 18
WHYWHATHOW
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Test specification
PROSET - TEMPUS 19
‘the official statement about what the test tests and how it tests it … to be followed by test and item writers’ALTE Multilingual Glossary of Language Testing Terms.
CUP, 1998 •test design statement •blueprint•task and item specifications.
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Test design statement
PROSET - TEMPUS 20
• the purpose, the knowledge, skills or abilities it is intended to assess;
• the resources available;• the uses of the results, the intended impact
of its use.
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Blueprint
PROSET - TEMPUS 21
• content• methods• scoring.
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Test tasks
PROSET - TEMPUS 22
• prompt (a reading/listening text, an essay question, a picture to describe);
• response (ticking a box, giving a short answer, describing a picture, etc.).
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The building blocks of a test
PROSET - TEMPUS 23
• instructions• item• stem• options• distractors• key.
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Response types
PROSET - TEMPUS 24
• selected response• constructed response– short response–extended response.
• personal response.(Brown & Hudson, 1998)
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Responses: EGE
PROSET - TEMPUS 25
• selected response Выбор ответа(A1-A7, A8-A14, A15-A23)
• short responseКраткий ответ (B1, B2, B3, B4-B10, B11-B16)
• extended response Свободно конструируемый ответ (C1, C2)
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Task & item specifications
PROSET - TEMPUS 26
• How many items are included in each task?• What area of knowledge, skill or ability is
assessed in each task?• What should the test-taker do (instructions)?• How are scores on each item and task
determined?
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One and the same specification for all?
PROSET - TEMPUS 27
• test-takers• item writers• test validators• users of test results.
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The same type of specification for
a classroom test and EGE?
PROSET - TEMPUS 28
EGE specification: •11 pages•12 parts (sections)•4 tables•an appendix.
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Your classroom test specification/ plan
PROSET - TEMPUS 29
• test purpose• number of tasks and items• what these items assess• how they are scored• time limit • can you suggest anything else?