lesson one introduction: teaching and testing/assessment
TRANSCRIPT
Lesson OneLesson One
Introduction: Teaching and Introduction: Teaching and Testing/AssessmentTesting/Assessment
ContentsContents Why tests?Why tests? Problems of many testsProblems of many tests Quality of a good testQuality of a good test History of different approachesHistory of different approaches Comparison: measurement, test, evComparison: measurement, test, ev
aluation, and assessmentaluation, and assessment Relationship between measuremenRelationship between measuremen
t, test, evaluation, and assessmentt, test, evaluation, and assessment HomeworkHomework
Why tests?Why tests?
Achievement of learnersAchievement of learners Selection among competitionsSelection among competitions Comparison for levels/rankingComparison for levels/ranking Examination/Evaluation on Examination/Evaluation on
teaching methodsteaching methods Betterment of testsBetterment of tests Pressure on professionalsPressure on professionals
Problems of Many Problems of Many TestsTests
Poor ReliabilityPoor Reliability Poor ValidityPoor Validity Not PracticalNot Practical Negative BackwashNegative Backwash
• Backwash: the effect of testing Backwash: the effect of testing on teaching and learningon teaching and learning
A Good Test should …A Good Test should …
be validbe valid be reliablebe reliable be practicalbe practical have beneficial backwashhave beneficial backwash
History of Different History of Different ApproachesApproaches
1.1. The Essay Translation ApproacThe Essay Translation Approachh
2.2. The The StructuralistStructuralist Approach Approach3.3. Integrative ApproachIntegrative Approach4.4. Communicative ApproachCommunicative Approach
The Essay Translation ApproachThe Essay Translation Approach
Also called Grammar-translation Also called Grammar-translation ApproachApproach
Before 1950sBefore 1950s Pre-scientific: required no special Pre-scientific: required no special
expertise in testing; based on T’s expertise in testing; based on T’s intuition & experienceintuition & experience
SubjectiveSubjective Testing = ArtTesting = Art Anyone can make a test.Anyone can make a test. Not reliableNot reliable
The Structuralist ApproachThe Structuralist Approach
Also called Psychometric Structuralist AppAlso called Psychometric Structuralist Approachroach
Early 1950s - late1960sEarly 1950s - late1960s Decontextualized, discrete-point testsDecontextualized, discrete-point tests Tries to include more samples of the test tTries to include more samples of the test t
aker’s ability at the same timeaker’s ability at the same time Testing = Science (objective & reliable)Testing = Science (objective & reliable) Test one single area at a timeTest one single area at a time Emphasis: form & structureEmphasis: form & structure Standard Format—Multiple-ChoiceStandard Format—Multiple-Choice
Integrative ApproachIntegrative Approach 1970s – early 1980s1970s – early 1980s Under the influence of Under the influence of
psycholinguistics and psycholinguistics and sociolinguisticssociolinguistics
Testing of language in contextTesting of language in context May test more than one skill at a May test more than one skill at a
time (e.g., cloze)time (e.g., cloze) Emphasis: meaningEmphasis: meaning
Communicative ApproachCommunicative Approach
1980s – NOW1980s – NOW Emphasis: language use—how Emphasis: language use—how
people use language for different people use language for different purposespurposes
Uses authentic materials from the Uses authentic materials from the real lifereal life
Has to use language both Has to use language both accurately and appropriatelyaccurately and appropriately
MeasurementMeasurement Quantifies the characteristics Quantifies the characteristics
(both physical and mental) of (both physical and mental) of personspersons– Examples: height, motivation, Examples: height, motivation,
aptitudeaptitude Involves both tests and non-testsInvolves both tests and non-tests
TestTest
Reading/writing testsReading/writing tests A procedure designed to get A procedure designed to get
specific samples of a person’s specific samples of a person’s abilityability
A measurement instrumentA measurement instrument
EvaluationEvaluation
QuantitativeQuantitative– Numbers involved; e.g., scoresNumbers involved; e.g., scores
QualitativeQualitative– Analyze data; e.g., letters of Analyze data; e.g., letters of
referencereference Systematic gathering of Systematic gathering of
information for decision makinginformation for decision making Determination of adequacyDetermination of adequacy
AssessmentAssessment
All situation included over timeAll situation included over time An on-going processAn on-going process Includes multiple samples of Includes multiple samples of
behavior, not just one single behavior, not just one single judgment or testjudgment or test
Assessment
Evaluation
Measurement
(test)
Measurement (non-test)
HomeworkHomework Read Chapter OneRead Chapter One Read Handout One:Read Handout One: Brown, J. D. Brown, J. D. Testing in Language Testing in Language
ProgramsPrograms. NJ: Prentice Hall . NJ: Prentice Hall Regents, 1996. (pp. 2-15)Regents, 1996. (pp. 2-15)