language testing (i bimestre abril agosto 2011)
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LANGUAGE TESTING
Primer o Segundo
ESCUELA DE INGLÉS
Mgs. Orlando Vicente Lizaldes
PRIMER BIMESTRE
ABRIL – AGOSTO 2011
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Guía
Didáctica
Language
Testing
UTPL
How to use the textbook
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Language Testing textbook Language Testing Didactic Guide EVA – UTPL virtual platform - Announcements - ovlizaldes@utpl.edu.ec Tutorials: Monday to Thursday from 1pm to 2pm
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LT MAIN OBTECTIVES:
- Understand the purpose of Language Testing.- Identify the different types of tests.- Familiarize with basic concepts of the theory of evaluation. - Know how to create a Rating Scale or Rubric.
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LANGUAGE TESTING
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TEACHING
TESTING
Don’t confuse the terms !
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TEACHING
TESTING InteractionOn-siteVirtual
Instruction
Know-How transfer
Test method
Data/evidence
Final score
Testing is a matter of using data to establish evidence of learning.
TEST TYPES
Not all language tests are of the same kind. They differ with respect to how they are designed, and what they are for; in other words, the differ in respect to test method and test purpose.
Traditional paper-and-pencil tests
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Performance Test
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Test Validation (in language testing) is the method of measures to investigate the procedures by which test judgments are
reached.
Test validation
PROCESS To measure
the quality of a test12
HISTORICAL DEVELOPMENTS IN LT
Discrete point tests Test construct Skill Performance Tests Integrative and pragmatic tests (Cloze test) Communicative LT (strategic competence)
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HISTORICAL DEVELOPMENTS
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DESIGN STAGE
Designing and introducing a new test is like getting a new car on the road.
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CONSTRUCTION STAGE
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TRY-OUT STAGE
OPERATIONAL STAGE
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Objective and Subjective tests
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Raters
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WHY RUBRICS
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Language Testing Rating Scale
A rating Scale (RUBRIC), in language testing, is or consists of an ordered series of descriptions which explain IN WORDS performances that illustrate each level of competence defined on the scale.
They typically have between 3 and 9 levels (Likert scale)
The first step in developing a scoring rubric or scale is to clearly identify the qualities that need to be displayed in a student's work to demonstrate proficient performance (Brookhart, 1999)
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HUMITAS…. EXCELLENT
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SIZEREAL LARD / BUTTERQUALITY OF THE CORN HUSKSQUALITY OF THE CORNEXTRAS: ONIONS, PEPPER, SUGAR, CHEESE…WARM ENOUGH
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Below expectations 0%
Meets expectations 50%
Exceeds expectations 100%
corn Not enough – too much
Adequate quantity but not well grounded
Adequate quantity and well grounded (texture)
Butter / lard Too little Too much Adequate amount of lard /butter
freshness Too cold Too hot Warm and superior flavor
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Below expectations 0%
Meets expectations 50%
Exceeds expectations 100%
Flavor Too salty Too sweet Unique blends of flavor
Freshness Too cold Too hot Still warm
High quality ingredients
Old corn Not too fresh superior quality grains.
Extras Odd or disturbing ingredients
Just right Extras that work well together and enhance flavor
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CATEGORY 4 3 2 1 Content - Accuracy
All facts in the brochure are accurate.
99-90% of the facts in the brochure are accurate.
89-80% of the facts in the brochure are accurate.
Fewer than 80% of the facts in the brochure are accurate.
Attractiveness & Organization
The brochure has exceptionally attractive formatting and well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has well-organized information.
The brochure's formatting and organization of material are confusing to the reader.
voice and tone Graphics go well with the text and there is a good mix of text and graphics.
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text, but there are too few and the brochure seems "text-heavy".
Graphics do not go with the accompanying text or appear to be randomly chosen.
Scales or Rubrics
The first step in developing a scoring rubric is to clearly identify the qualities that need to be displayed in a student's work to demonstrate proficient performance (Brookhart, 1999)
For holistic scoring rubrics, the collection of criteria is considered throughout the construction of each level of the scoring rubric and the result is a single descriptive scoring scheme.
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Template for Holistic Rubrics RESEARCH
Score Description
5Demonstrates complete understanding of the problem. All requirements of task are included in response.
4Demonstrates considerable understanding of the problem. All requirements of task are included.
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted.
CATEGORY 4 3 2 1
Content - Accuracy
All facts in the brochure are accurate.
99-90% of the facts in the brochure are accurate.
89-80% of the facts in the brochure are accurate.
Fewer than 80% of the facts in the brochure are accurate.
Attractiveness & Organization
The brochure has exceptionally attractive formatting and well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has well-organized information.
The brochure's formatting and organization of material are confusing to the reader.
voice and tone Graphics go well with the text and there is a good mix of text and graphics.
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text, but there are too few and the brochure seems "text-heavy".
Graphics do not go with the accompanying text or appear to be randomly chosen.
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Analytic Rating scale Speaking
Remember:
It is important to note that one type of rubric is not inherently better than the other-you must find a format that works best for your purposes (Montgomery, 2001). ). Other implications include the time requirements, the nature of the task itself, and the specific performance criteria being observed.
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