Session 6

1. Facilitated Discussion2. Online tools for testing/activities3. Quiz4. Break5. Reading and Listening Overview6. Task Writing Workshop

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computer-based = computer assisted

computer-adaptive = computer adapts tasks to level of test-taker (based on answers given)

internet based = web-based

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know and understand TOEFL iBTuse online software to create fun and

authentic activities/tests for studentsuse online resources for authentic

materials

DISCUSSION: how does one distinguish what is “authentic” online?

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free to educators working in publicly funded, non-profit institutions

great for teaching and testinghttp://hotpot.uvic.ca/can create Cloze, Crossword Puzzles,

Matching tasks, etc.

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Other sites: http://www.crosswordpuzzlegames.com/

create.html

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In order to become efficient readers, learners need to master: Bottom-up strategies for processing

separate letters, words, and phrases AND Top-down, conceptually driven strategies

for comprehension▪ PLUS▪ Develop appropriate content and formal

schemata (background information and cultural experience) to carry out interpretations

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1. Academic Reading, e.g. technical reports textbooks

2. Job-related Reading, e.g. interoffice memos job evaluations

3. Personal Reading, e.g. magazines novels

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1. Perceptive – focusing on the components – letters, words, punctuation. Bottom-up processing is implied

2. Selective – to check recognition of lexical, grammatical, or discourse features, within very short stretches of language.

3. Interactive – longer stretches of language where reader must interact (psycholinguistically) with text. Top-down processing required.

4. Extensive – more than 1 page

NOTE: you’ll find varying descriptions of extensive reading

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Reading aloud (caution: since task is to test reading – any recognizable oral approximation of target should be considered correct)

Multiple-choice

EXAMPLE:Circle “S” for same or “D” for Different1.led let S D2.bit bit S D

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Grapheme recognition task

Circle the “odd” item, the one that doesn’t “belong.”

1.piece peace piece2.book book boot

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Picture-cued word ID

In the picture, point to the word you read here:

Lamp Chair PictureTable

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Picture-cued sentence identification

Point to the part of the picture that you read about in the sentence.

1.The woman is holding a cat.

2.It is snowing outside.

3.The man is reading the newspaper.

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Testing for reading knowledge of vocabulary and grammar

Everyone’s favorite: Multiple-choice!

WORKSHOP :Working in pairs:On the following slides, you will see a stem.For each one, decide what you think the Key should be.Then write 2-3 distractors. Make your distractors

effective!After all are done, compare your product with another

pair.

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Standard M-C:1. He’s not married. He’s

_________________.

2. If there’s no doorbell, please _________ on the door.

Contextualized M-C:1. Oscar: Do you like champagne?

Lucy: No, I can’t _____________ it!14

Multiple-Choice Cloze

I’ve lived in the United States (1) _____ three years. I (2) ______ live in Costa Rica. I (3) _____ speak any English. I used to (4) __________ homesick, but now I enjoy (5) __________ here. I have never (6) _________ back home (7) ______ I came to the United States, but I might (8) _______ visit my family soon.

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Matching

WORKSHOP :The test task is for Ss to match words with

definitionsLook at the words being tested – then

think of the definition word(s) you would use for the match. Then compare your ideas with another pair.

1.Exhausted2.Disappointed3.Enthusiastic4.Empathetic

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Editing

Model:The abrasively action of the wind wears

away A

B softer layers of rock. C D

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WORKSHOP:Look at the sentences below (they are

100% correct).Decide which word(s) you will make

“incorrect” (you’ll need to change it.) What grammar point are you testing with this “error”?

Then choose 3 other word(s) as your distractors.

Label the key and distractors as A B C D.Show your ideas to another pair.

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1. There are two ways of making a gas condense: cooling it or putting it under pressure.

2. Researchers have discovered that the application of bright light can sometimes be used to overcome jet lag.

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Cloze tasks – several types:1. fixed-ratio deletion (e.g. every 7th word)2. rational deletion (e.g. prepositions and

conjunctions)3. C-test procedure (2nd half of every word

is erased The recognition th__ one’s feel____ of

happin____...4. Cloze-elide (inserts words that don’t belong;

test-taker must identify interfering words)

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Cloze-elide – EXAMPLE:The recognition that one’s now

feelings of happiness and unhappiness can under coexist much like love and hate…

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Reading plus comprehension multiple-choice questions (typical on proficiency tests)

Reading plus short-answer tasks Editing (like earlier sample, but longer

passage) should be authentic should simulate real proofreading content and domain tasks should reflect

course content and domain22

Scanning

stimuli could be: news article; essay; chapter in a textbook; menu; etc.

objectives could be: date, name, place; setting for a story; principal research in an report; cost of an item; etc.

Ordering tasks (aka sequencing)EXAMPLE: Put the following sentences in orderA it was called “The Last Waltz”B the street was in total darkness C because it was one he and Richard had learnt at schoolD Peter looked outsideE he recognized the tuneF and it seemed desertedG he thought he heard someone whistling

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Ordering tasks (aka sequencing)EXAMPLE: Put the following sentences in

orderAit was called “The Last Waltz”B the street was in total darkness C because it was one he and Richard

had learnt at schoolDPeter looked outsideEhe recognized the tuneF and it seemed desertedGhe thought he heard someone whistling

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Information Transfer: Reading Charts, Maps, Graphs and Diagrams answer simple, direct info questions describe or elaborate on information infer/predict information choose the correct graphic for a written

passage interpret both graphic and passage

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Of course, many of the previously mentioned tasks work with longer reading passages

Additionally, you can test: Skimming (for main idea; purpose;

recognition of genre; recognition of style; etc.)

Summarizing and Responding Note-taking and Outlining

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A quick overview: Predictably, we can test for 4 types of

listening performance:▪ Intensive – for perception of components▪ Responsive – listening to short stretch to

make equally short response▪ Selective – short monologues, scanning for

info, testing ability to comprehend designated info▪ Extensive – listening to develop top-down,

global understanding27

Intensive recognizing phonological and

morphological elements paraphrase recognition

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Responsive Question-and-Answer (multiple-choice

and open-ended)

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Selective Listening Listening cloze Information transfer (matching to

listened-to information to picture, graphic, other text)

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Extensive Listening Dictation Communicative Stimulus-Response Tasks Authentic Listening Tasks▪ note-taking▪ editing (noting difference between written and

spoken versions of text)▪ interpretive tasks (responding to songs,

poetry, etc.)▪ retelling

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http://www.voanews.com/specialenglish

http://www.eslpod.com/http://www.breakingnewsenglish.co

m/other?

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