SUMMATIVE vs FORMATIVE

• Kind of measurement done at the end of a stage.

• Ongoing feedback given during the course so as to improve performance.

SUMMATIVE vs FORMATIVE

• End of unit tests• End of year tests• Exams

• Diagnostic tests• Asking and answering

questions orally.• Result analysis.

DIFFERENT TYPES OF TESTING

• PLACEMENT TEST

• DIAGNOSTIC TESTS

• PROGRESS OR ACHIEVEMENT TESTS

• PROFICIENCY TESTS

PORTFOLIO ASSESSMENT(FORMATIVE)

• It provides evidence of student’s effort

• It helps students become more autonomous.

• It fosters students’ reflections

• It helps them selfmonitoring

CHARACTERISTICS OF A GOOD TEST

- VALIDITY: it tests awhat it hs to test

- RELIABILITY: it gives consistent results

TYPES OF TEST ITEM• DIRECT• Sts’general or

specialist knowledge.• Create a ‘level-

playing field’.• Replicate real-life

interaction.• eg. “tell me about your last holidays”

• INDIRECT• Multiple choice

questions.• Cloze procedure.• Transformation and

paraphrase.• Sentence re-ordering.• eg. “ Conjugate the verbs into the past

tense”.

WRITING AND MARKING TESTS

BEFORE:

Assess the test situation:

Which context? How much time? When?

Where?

Decide what to test: what to include.items.

Balance the elements:Direct and indirect test

Weight the scores: Give marks for each activity.

Make the test work:

Rehearse/try the test with another teacher

AFTER:Marking tests:

Discuss criteria with colleagues.

Training (for marking).-More than one scorer

(if possible).-Global assessment

scales (rubrics for oral and writing skills planned together).

Analytic profiles: -reliable marking.-practicality-rubrics for oral/writing

skills.Scoring and interacting

during test: with team work done by a pair of teachers (one provokes conversation while the other one marks).

TEACHING FOR TESTS

“WASHBACK OR BACKWASH EFFECT”

The format of the exam is determining the format of the lessons.

WHAT TO DO, STEPS

• TRAIN THE STS. FOR TEST TYPES: SO AS TO

MAKE THEM FAMILIAR WITH THE TEST ITEMS THEY WILL HAVE TO FACE.

• DISCUSS GENERAL EXAM SKILLS: PACE/TIMING.

• DO PRACTICE TESTS: REHEARSALS/MOCKS

• HAVE FUN: PRACTICE GAMES AND ACTIVITIES

• IGNORE THE TEST: USE FREE ACTIVITIES FROM TIME TO TIME.

From “The practice of English Language Teaching” by Jeremy Harmer; chapter 22.

Alicia Pérez and Lorena Fleitas.

Didactics III

2015

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