Ocenianie fiszki

proficiency test

measures global competence in language

achievement test

is a test of developed skill or knowledge

diagnostic test

A form of pre-assessment that allows a teacher to determine students' individual strengths, weaknesses, knowledge, and skills prior to instruction. It is primarily used to diagnose student difficulties and to guide lesson and curriculum planning.

aptitude test

measures an individual's aptitude for learning a foreign language

placement test

A test to determine a student's current skill level. Is used to determine the most appropriate level of language study for you.

Kinds of tests

proficiency test, achievement test, diagnostic test, aptitude test, placement test

Requirements of a good test

practicality, reliability, validity, accountability

Other features of a good test

- clarity - ‘do-ability’ - marking - interest - heterogeneity +any technique used should be already familiar to SS

practicality

It is economical to deliver. The test is easy to design, easy to administer (within the means of financial limitations, time constraint, ease of administration etc.) and easy to score

Reliability

when it gives the same results to the same group of people under the same conditions on two different occasions (test r.) or when it results in the same marks by the same or different examiners (scorer r.)

validity

The degree to which the test actually measures what it claims to measure.

Accountability

ability to clearly indicate to SS, parents, institutions, what has been achieved and why

Discrete-point tests

Tests which test one element of language at a time. (Objective testing) Examples of discrete-point test items in language testing include: multiple choice, true/false, fill in the blank, and spelling.

Integrative tests

Test more than one point or objective at a time. (Subjective testing)

Techniques of objective testing

- Transformation of sentences - Blank completion - Blank and cue - Joining elements - Replacing elements, e.g. Rewrite a sentence using a word X. - Adding elements - Arranging elements - Matching elements - Multiple choice

Techniques of subjective testing

- Translation of a passage - A written composition - An oral interview - Cloze - Dictation - Listening and reading for general information

Types of knowledge

receptive knowledge & productive knowledge

receptive knowledge

Receptive vocabulary knowledge means the capability to comprehend a word when the learner hear or see it.

productive knowledge

Productive knowledge means the knowledge to produce a word when the learner can use it in their writing or speech.

Key principles of testing vocabulary

-test the most frequent and revised words -choose a selection of the same number of words from 3 categories: basic, more difficult, rare/specialist -dont test all items and all levels at a time -use the techniques the learner is familiar with

Vocabulary testing techniques (Receptive knowledge)

- grouping words into categories - matching synonyms/antonyms - word substitution - multiple choice - elimination (odd-one-out)

Vocabulary testing techniques (Productive knowledge)

- gap filling - providing synonyms/antonyms - word substitution with a more difficult word - situational recall (‘how do you describe your symptoms to the doctor?’)

Grammar skill development

comprehension -> error recognition -> production

Techniques of testing grammar (Receptive knowledge)

- choosing a correct form, e.g. I ........ a letter yesterday. a) wrote b) write etc. - Underline the correct form - twin sentences, e.g. “which two sentences are the closest in meaning?”

Techniques of testing grammar (Productive knowledge)

- elicitation techniques - accuracy - situational/communicative language use

Principles of testing grammar

- Avoid testing terminology (metalinguistic knowledge) - Provide context for appropriate use of a grammar structure (e.g. ‘yesterday’) - Think of a communicative function of a task; do not test pure form

Reading skills

- reading for gist (skimming) - reading for specific information (scanning) - reading for detailed information - understanding discourse patterns and the function of words (coherence & cohesion) - inferring meaning

Reading techniques

- summary - Q&A for numbers/names/facts - making notes - close, scrambled text, matching paragraphs - matching or providing synonymous words/phrases

Intensive reading

(e.g. reading cooking recipe - every word) reading in detail with specific learning aims and tasks

Extensive reading

(E.g. reading books) reading texts for enjoyment and to develop general reading skills

Listening skills

- listening for gist (skimming) - listening for specific information (scanning) - listening for detailed information - understanding discourse patterns and the function of words (coherence & cohesion) - inferring meaning - intensive listening

Listening techniques

- Q/A - T/F statements - multiple choice text completion information transfer (e.g. mark the route...) - ticking off items - filling out the table - making notes - summarising - making conclusions

General requirements of the curriculum

- Knowledge of language (lexis, grammar, phonology, orthography) - Reception (listening/reading comprehension) - Production (speaking, writing) - Interaction (oral and written reacting) - Mediation (oral and written text processing)

impressionistic assessment/evaluation

(subjective) grades are awarded to the composition on the basis of the overall impression of the composition

Split marking

(objective) scores are calculated using fixed criteria and it results in the same marks no matter who is marking it

Coherence

Coherence deals with the semantics (good organisation of discourse, one idea after the other, topic sentences, etc.)

Cohesion

The cohesion properties focus only on the grammatical and lexical structure of sentences (usage of linking words, cohesive devices/discourse markers...)

Criteria of assessing speaking

- Grammar acuracy - Vocabulary (range) - Fluency - Pronunciation - Interaction

washback effect

Is primarily the influence of testing on training and learning.

negative washback effect

Occurs when there may be a mismatch between the stated goals of instruction and the focus of assessment. E.g. - The teaching mirrors the test because teachers want their students to pass.

positive washback effect

When a testing procedure encourages 'good' teaching practice. E.g. - There's no difference between teaching the curriculum and teaching to the test (so teaching techiniques are not adjusted to ONLY teach for the purpose of passing the tests).

Skimming

Skimming is reading rapidly in order to get a general overview of the material.

Scanning

Scanning is reading rapidly in order to find specific facts.

equality

Equality means each individual or group of people is given the same resources or opportunities.

equity

Equity recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.

Assessment vs evaluation

The purpose of assessment is to INCREASE equality (is: formative, diagnostic, process-oriented). The purpose of evaluation is to JUDGE equality (is: summative, judgemental, product-oriented).

Formative assessment

Formative assessments are quizzes and tests that evaluate how someone is learning material throughout a course.

Summative assessment

Summative assessments are quizzes and tests that evaluate how much someone has learned throughout a course.

high-stakes exams

A test with important consequences for the test taker. (E.g. matura exam or college entrance examination)

heterogeneity

The quality or state of consisting of dissimilar or diverse elements.

Assessments OF Learning

Assessments of learning are typically administered at the end of a unit or grading period and evaluate a student’s understanding by comparing his or her achievement against a class.

Assessments FOR Learning

assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process.

diagnostic vs. educational assessment

Diagnostic ass.-assess learner's current knowledge base or current views on a topic/issue to be studied in the course. Educational ass.-the systematic process of documenting the knowledge/skill/attitudes/beliefs to improve programs and student learning

standardized test

(1) requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, (2) is scored in a “standard” or consistent manner, which makes it possible to compare the performance of students

Construct validity

Does the test measure the concept that it’s intended to measure?

Content validity

Is the test fully representative of what it aims to measure?

Face validity

Does the content of the test appear to be suitable to its aims?

Criterion validity

Do the results accurately measure the concrete outcome they are designed to measure?

Assessments AS Learning

occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning