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Slide 1 Issues in language testing Group 7 – K18C Nguyen Thi Bich Ngoc (12 08) Do Thu Phuong Do T Phuong Thanh Tran Thi Thu Trang (30 03) Tran Thi Thu Trang (18 10) Tran Thi Thu Hien Nguyen Thi Nhai Le Thi Nhung Nguyen Thi Thanh Tam Nguyen Thi Thanh Le Huong Thao Ngo Thi Thom AN INTRODUCTION TO LANGUAGE TESTING 1 1 Testing and Teaching 1 2 Why Test? 1 3 Types of Test 1 DIFFERENT APPROACHES TO LANGUAGE TESTING 2 1 The essay translation approach 2 2 The structuralist approach 2 3 The integrative a.
Issues in language testing Group – K18C: Nguyen Thi Bich Ngoc (12.08) Do Thu Phuong Do T Phuong Thanh Tran Thi Thu Trang (30.03) Tran Thi Thu Trang (18.10) Tran Thi Thu Hien Nguyen Thi Nhai Le Thi Nhung Nguyen Thi Thanh Tam Nguyen Thi Thanh Le Huong Thao Ngo Thi Thom AN INTRODUCTION TO LANGUAGE TESTING 1.1 Testing and Teaching 1.2 Why Test? 1.3 Types of Test DIFFERENT APPROACHES TO LANGUAGE TESTING 2.1 The essay-translation approach 2.2 The structuralist approach 2.3 The integrative approach 2.4 The communicative approach PRACTICAL ASPECTS OF DESIGNING A LANGUAGE TEST 3.1 Quality of a good test 3.2 Stages of designing a language test AN INTRODUCTION TO LANGUAGE TESTING 1.1 TESTING AND TEACHING “ A test is a method of measuring a person’s ability or knowledge in a given domain” (Brown, D.H.2001 Teaching by principles Long man) Testing is when you want to know how much someone knows by asking questions (Long man's Active Study Dictionary ) Teaching is when you teach someone something, you give them instructions so they know about it or how to it; You make them think, feel or act in a new or different way; You explain or show students how to something (Collins' COBUILD Dictionary ) 1.1 TESTING AND TEACHING TESTING TEACHING Closely interrelated The teaching may determine the test => Tests = devices to reinforce learning and to motive students The test decides the teaching => Tests = a means of assessing students’ performance 1.1 TESTING AND TEACHING Mechanical test of structure Communicati ve test of language Tests of grammar, translation or language manipulation A focus for purposeful everyday communication Negative and even harmful effect on teaching - Much more positive effects on learning and teaching - Improved learning habits 1.2 WHY TEST? *Evaluate students’ performan ce for purpose of compariso n and selection *Increase *Diagnose teachers’ the own student’s effectivene ss => Students benefit more weaknesse s and difficulties => Render assistance *Evaluate the effectiven ess of the syllabus as well as the methods and materials being used *Motiva te students 1.3 TYPES OF TESTS 1.3.1 Achievement/ Attainment tests 1.3.2 Proficiency tests 1.3.3 Placement tests 1.3.4 Aptitude tests 1.3.1 Achievement/ Attainment test Formal tests designed to show mastery of a particular syllabus or corpus of language kinds CLASS PROGRESS TESTS STANDARDISE D ACHIEVEMENT TESTS CLASS PROGRESS TESTS measure how well learners have mastered the material [or skills] taught in class and [or] how well they have improved in a given area -Constructed by the class’s teacher - Based on the language program which the class has been following -Each test situation is unique -It is as important as an assessment of the teacher’s learning own work as the student’s own CLASS PROGRESS TESTS •A good progress test should: + Encourage sts’s performance and confidence + Aim to stimulate learning and to reinforce what has been taught + Allows the sts show what they have mastered 2.1.1 WHAT ARE TEST SPECIFICATIONS? Provide the official statement about what the test tests and how it tests it Are the blueprint for test writers to follow Should be distinguished from Syllabus 2.1.1 WHAT ARE TEST SPECIFICATIONS? Test specifications vs Syllabus Test Specifications Detailed document Internal purposes only For test developers Syllabus Simplified document Public usage For teachers and to evaluate the students to prepare test’s aims for the test 2.1.2 WHO NEED TEST SPECIFICATIONS? Test constructors People interested in establishing test’s validity Admission officers Publishers of textbooks and practice tests Teachers and Students 2.1.3 CHECK LIST FOR TEST SPECIFICATIONS? Test Specifications should include ALL or MOST of the following: The test purposes Descriptions of test takers Test level Construct (theoretical framework) Description of suitable language course Number of sections/papers Time allocation Weighting for each section Target language situation 2.1.3 CHECK LIST FOR TEST SPECIFICATIONS? 10 Text –types 11 Text length 12 Tested language skills and elements 13 Test task and methods 15 Rubrics 16 Criteria for marking 17 Descriptions of typical performance 18 Sample papers 2.2 WRITING THE TEST 2.2.1 SAMPLING Choose widely from the whole area of content for content validity and for beneficial backwash Should not concentrate on those elements known to be easy to test Succeeding versions of the test should also sample widely and unpredictably 2.2.2 ITEM WRITING AND MODERATION No one can expect to be able consistently to produce perfect items The best way to identify items that have to be improve or abandoned: teamwork requires good personal relations in a test writing team Should administer the test to native speakers of a similar educational background to future test candidates These native speakers should score 100%, or close to it 2.2.2 ITEM WRITING AND MODERATION CRITICAL QUESTIONS THAT MAY BE ASKED: Is the task perfectly clear? Is there more than one possible correct response? Can candidates show the desired behaviour (or arrive at the correct response) without having the skill supposedly being tested? Do candidates have enough time to perform the task(s)? 2.2.3 WRITING AND MODERATION SCORING KEY Where there is intended to be only correct response a perfectly straightforward matter Where there are alternative acceptable responses, or where partial credit may be given for incomplete responses greater care the criticism of colleagues should be sought 2.3 PILOTING THE TEST/ PRETESTING Aim: to identify possible problems before the test is administered to the group for which it is intended What to do: Try the test items out on a few friends or colleagues, of whom at least are native speakers of the language being tested, to see whether the instructions are clear, the language of the items acceptable and the answer key accurate Administer the test to a group as similar as possible to the one for which it is intended Note problems in administration and scoring Calculate the reliability coefficients of the whole test and its components Analyse individual items 3.1 DEFINITION OF WASHBACK According to Buck (1988), there is a natural tendency for both teachers and students to tailor their classroom activities to the demands of the test, especially when the test is very important to the future of the students, and pass rates are used as a measure of teacher success Washback effect refers to the impact that testing has on teaching and learning Washback can be either harmful or beneficial 3.2 HOW TO ACHIEVE BENEFICIAL WASHBACK Test the ability whose development you want to encourage Sample widely and unpredictably Use direct test Make test criterion-referenced Base achievement tests on objectives 3.2 HOW TO ACHIEVE BENEFICIAL WASHBACK Ensure test is known and understood by teachers and students When necessary, provide assistance to teachers Counting the cost REFERENCES Alderson, J., Clapham, C & Wall, D (1995) Language Test Construction and Evaluation Cambridge University Press Bachman, L.F & A.S Palmer (1996) Language Testing in Practice Oxford: OUP Henning, G (1987) A guide to language testing: Development, evaluation and research Cambridge, Mass: Newbury House Hughes, A (1989) Testing for Language Teachers Cambridge: Cambridge University Press To, H & Nguyen, M (2008) ELT Methodology III: Language Assessment & ELT Materials Development Hanoi ... in a new or different way; You explain or show students how to something (Collins' COBUILD Dictionary ) 1.1 TESTING AND TEACHING TESTING TEACHING Closely interrelated The teaching may determine... LANGUAGE TESTING 1.1 TESTING AND TEACHING “ A test is a method of measuring a person’s ability or knowledge in a given domain” (Brown, D.H.2001 Teaching by principles Long man) Testing is when...1 AN INTRODUCTION TO LANGUAGE TESTING 1.1 Testing and Teaching 1.2 Why Test? 1.3 Types of Test DIFFERENT APPROACHES TO LANGUAGE TESTING 2.1 The essay-translation approach