testing, assesing and teaching

8/13/2019 Testing, Assesing and Teaching

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Tests make us feelfrustrated

We have no positivethoughts when we are

exposed to a test

But we are tested through all our lives in different aspects.

The vocabulary teston pages 1 and 2 is a

clear example about

the feelings you face

when taking a test .


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BIG QUESTIONS

Can test bepositive

experiences?

Can they built aperson confidence

and become

learningexperiences?

Can they bring outthe best of the

students ?


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Create authentic and motivating assessment

tests shouldnt be anxiety- provokingexperiences


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TEST

Is a method of measuringa persons ability

knowledge orperformance in a given

domain.

- It occurs at identifiabletimes in a curriculum.

- Learners show theirperformance during the

learning process.

ASSESSMENT

Covers a wider domain,whenever a student

RESPOND TO A QUESTION,OFFERS A COMMENT, OT

TRIES NEW STRUCTURES, the

teacher is subconsciouslymaking an assessment of

the students learningprocess.

Is a subset of


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Although the teacher is always

assessing the students performancein the classroom, they must feel freeto experiment, try their hypothesesand answers.


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FORMAL

- Unplanned , incidental

comments andresponses.

- Stimulating thestudents with words,correcting them

politely.

- No judgment in thestudentsperformance.

INFORMAL

- Specifically

designed toevaluate students

skills andknowledge.

- Systematic planned.

*Gives to the teacher ameasure of the

studentsachievements.*


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FORMATIVE

SUMMATIVE

Focus on growing thelearning process,

competences and skills byfeedback, comments,

suggestions.

Summarize what studentshave reached ( at the end of

the course, end of a unit, task,etc.)


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Change the

students attitudetowards final test,

or tests in general

Im glad this isover, now I dont

have to remember

that stuff anymore


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NORM-REFERENCE TEST

- Score of the test taker is interpreted in a relation to amean.

- Predetermined responses are used.

SAT TOEFL

CRITERION- REFERENCE TEST

- Designed to give to the test taker some feedback-grades in courses or lessons.

- It takes much time and effort to the designers:Instructional value Oller (1979,p.52)


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APPROACHES RELATED TO LANGUAGE (STILLPREVAIL) . OLLER (1979)

DISCRETE POINT TEST

- Language can be broken down ( and tested) into its

component parts: Speaking, reading and writing and variousunits of language

Language competence is a unified set ofinteracting abilities that cannot be testedseparately Oller (1979)


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INTEGRATIVE TEST

DICTATION CLOZE TEST

CLOZE TEST

Put words in a text

that fit someblanks properly

DICTATION

Writing of whatthe test taker

hears from theteacher using

correct spelling.


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Bachman & Palmer (1996, p.9)

Task seems artificialat the moment ofusing language inreal life situations.

Language test

performanceand language

use

This kind of testpresents challenges

for the designer.

Closer to real language use:Where? When? How? Withwhom? And why language

is to be used?


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Involves oral production, written production, open-endedresponses, integrated performance, group performance

(INTERACTIVE TASKS)

E.G: AN ORAL INTERVIEW


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TRADITIONALASSESSMENT

One-shot, standardized exams

Timed, multiple-choice formatDecontextualized text itemsScores suffice for feedbackNorm-referenced scoresFocus on the right answerSummative

Oriented to productNon-interactive performanceFosters extrinsic motivation

ALTERNATIVEASSESSMENT

Continuous long-term assessmentUntimed free -response formatContextualized communicativetasksIndividualized feedback andwashbackCriterion referenced scoresOpen-ended, creative answers

FormativeOriented to processInteractive performanceFosters intrinsic motivation


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testing, assesing and teaching

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