The difference between these 2 lies is their ‘frequency’ and ‘size’. Final achievements tests cannot be administered….
Pi…….(??) tests – are designed to test the ability of SS with different lg training backgrounds.
They are intended for SS not only from different school but also from different countries. ‘having sufficient command of the lg for a particular purpose’.
- etample – English for academic purposes which acts as an entrance exam for further and higher education in the UK
- test of English as a foreign lg
4)
a) direct and indirect testing – testing is DIRECT. When it tests the very skill that is supposed to be tested ( a listening test would improve nothing but listening comprehension. Pronunciation testing would take the form of speaking. Learners should not be punished for making mistakes that are regarded as a side issue
Indirect testing is more flexible. Attempts to measure the abilities which underline the skills in which we are interested. Testing pronunciation by a paper and pencil test in which SS find the words that rhyme with each other
b) discrete point and integrative testing – for basic skills and point testing occurs when 1 element is tested at a time eg. Listening or reading comprehension
Integrative test – invades combining many lg elements in one task. There is clear link between 2 categories, since discrete point tests will almost always be indirect while integrative tests are in most cases associated with direct testing.
c) norm-referenced vs criterial-referenced testing – the difference concerns scoring. If a teacher compares individual SS and the basis of this comparison establishes a……… (??) for scoring, it is reffered to n norm-referenced testing. Teacher is not told direct what the S is capable of doing in the lg – main disadvantage.
Criterial-ref test – purpose is to classify people according to whether or not they are able to perform same tasks satisfactory
Norm-ref test – are more likely to have a negative washback effect on testees
5) subsystems and microskills tested by teachers and examiners
* recognition of the grammatical system and of usage
* lexis
* awareness of socially appropriate lg
* pronunciation (recognition and production)
* listening comprehension (gist and detail)
* reading comprehension (gist and detail)
* oral communication (in general or for specific purposes)
* the ability to write English in general or for specific purposes
6) principles of designing interactive lg tests. The principal of giving SS ADVANCE PREPARATION
* provide information about the general format of a test
* provide information about types of items that will appear
* give SS opportunities to practice certain test types
ADVANCE PREPARATION
- encourage a thorough review of material to be covered
- offer advice on strategies for tests preparation
- offer guidelines concerning strategies to use during the test itself
- give anxiety-lowering assurance
the principle of FACE VALIDITY
- a carefully constructed, well thought out format
- items that are clear and uncomplicated
- directions (rubrics instructions) that are crystal clear
- exemplary solutions
FACE VALIDITY
- tasks that are familiar, that relate to the SS’ course book
- a difficulty level that is appropriate for the learners
- test conditions that are based for best that bring out SS’ best performance
the principle of AUTHENTICITY
- use as natural and authentic lg as possible
- give lg some context so that items are not the unrelated lg samples
AD 6
Principles of designing integrative lg tests – testing and teaching are so closely related that it is virtually impossible to treat them separately. It is a tendency for teachers to employ tests as teaching material. This contributes the negative washback effect on the learners, since a lot of materials is inappropriate for teaching (eg. Multiple-choice tests applied for teaching vocabulary)
Washback:
- when learners take a test, they should be able, within a reasonably short period of time, to utilize the information about their competence that feedback on the test offers
- formal tests must be learning devices through which SS can receive a diagnosis of areas of strength and weakness
- washback implies that learners have already access to the teacher/examiner to discuss the feedback and evaluation that he or she has given
the significance of learners’ errors