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TYPES OF TEST ITEMS/TASKS

TYPES OF TEST ITEMS/TASKS. Direct and indirect test items Discrete-point testing and integrative testing Types of test items: Multiple-choice questions Cloze procedures Transformation and paraphrase Sentence re-ordering Essays Role-plays and other replicas of real-life interaction.

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TYPES OF TEST ITEMS/TASKS

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  1. TYPES OF TEST ITEMS/TASKS • Direct and indirect test items • Discrete-point testing and integrative testing • Types of test items: • Multiple-choice questions • Cloze procedures • Transformation and paraphrase • Sentence re-ordering • Essays • Role-plays and other replicas of real-life interaction

  2. TASKS to assess SPEAKING SKILLS Interviews Information-gap activities Decision-making activities Using pictures Role-play activities

  3. TASKS to assess WRITING SKILLS Compositions Stories Transactional letters Information leaflets Essays Newspaper articles A set of instructions for other common tasks

  4. TASKS to assess READING SKILLS Multiple-choice questions Matching activities Transferring written information to charts, graphs, maps, etc. Summaries Headings Inserting paragraphs

  5. TASKS to assess LISTENING SKILLS Completing charts with facts and figures Identifying objects Identifying speakers Identifying attitudes and opinions Following directions (e.g. on the map)

  6. MARKING A TEST • Training • More than one scorer • Global assessment scales • Analytical profiles • Scoring and interacting during oral tests

  7. GLOBAL ASSESSMENT SCALES (Oral Ability)

  8. ANALYTICAL PROFILES

  9. ANALYTICAL SCALES (Fluency)

  10. PUBLIC (INTERNATIONAL) EXAMS • GENERAL ENGLISH exams • Cambridge ESOL • Pearson PTE • City and Guilds Pitman • ACADEMIC ENGLISH exams • IELTS • PTE Academic • TOEFL and TOEIC • BUSINESS ENGLISH exams • LCCI (London Chamber of Commerce and Industry) • Cambridge ESOL • City and Guilds Pitman

  11. TEACHING FOR TESTS • Backwash, or washback, effect Teaching becomes dominated by the test • A range of activities VS exam-format tasks • A clear sense of purpose VS a less clear focus • Teacher-driven learning VS autonomous learning

  12. “It’s important to build variety and fun into an exam course as it is to drive Ss towards the goal of passing their exam” Burgess and Head 2005

  13. “Hitting the target” STRATEGIES • Train for test types Getting ‘inside the heads’ of the test designers • Discuss general exam skills Building Ss up to an exam • Do practice tests Getting a feel for the experience • Have fun Eliminating boredom and tension • Ignore the test Working on general language issues, taking part in motivating activities from time to time

  14. TIPS FOR TEACHERS • Try to view assessment as a CELEBRATION OF LEARNING Discover where mistakes are made and ways to fix them is as much a celebration as it is an acknowledgment of strengths for use in further growth • Give Ss CHOICE IN THEIR ASSESSMENT TASKS where appropriate When Ss are given choice, they engage more deeply in the assessment activity, and their results are more likely to provide valid inferences • Give Ss the OPPORTUNITY TO MAKE MISTAKES in their assessment Mistakes provide feedback they can use to adjust what they are doing • View formative assessment as a way to give DESCRIPTIVE FEEDBACK to improve learning Have Ss think critically about what they know and can do

  15. THANK YOU

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