Testing for the sake of language teaching and learning!

Sake

Noun: “(for the sake of something or for

something's sake) for the purpose of; in the interest of; in order to achieve or

preserve”

http://oxforddictionaries.com/us/definition/english/sake?q=sake

What do you think testing for

teaching and learning means?

Accountability

A language competence

A classroom task

A content from

syllabus/book

A test result(s)

Validity

Construct

linguistic

pragmatic

socio-linguistic

Systemic

Curriculum Philosophy

Content

Syllabus Book

Trustworthiness!

Procedures

strategic

Cases

DEMOCRACY

AssessmentMoment

sTypesProcedures

JUSTICE

Objective

Honest Transparent

TrustworthyConsistent

Trustworthiness!

TEST

Interactiven

ess

Impact

Decisions

- Students-

Teachers- Curriculum

- Institution

- Society- Conception of language

Authenticity

Test Task Performance

TLU Domain

A realistic test task/item responds to a clearly defined communicative language construct.

“un constructo definido en términos funcionales en situaciones comunicativas concretas –con intenciones claramente especificadas–, materializadas en tareas evaluativas que permitan el despliegue del desempeño lingüístico de los estudiantes.” (Arias, Maturana and Restrepo, 2012, p. 104)

BUT!

(Zeronis and Elliot, 2013, p. 23):

“there are broad similarities between Use of English texts and Reading texts as they both require reading comprehension and there are similarities in terms of the manner in which candidates read and process (see Khalifa and Weir 2009). For example, candidates are advised first to read through the Use of English texts quickly and to try to follow a line of argument – as with Reading tasks. In addition, previous research has traditionally shown that tests of language knowledge (vocabulary and grammar) correlate highly with tests of reading comprehension (see Alderson 2000, Read 2000)”

READ

What multiplism (Shohamy, 1998) implies…

Multiple (ways of)

defining language knowledgeprocedures for

assessmentdesigning items and tasks

purposes for assessment

administeringcriteria to define

qualityassessing assessment

interpreting results

ReferencesArias, C. I., Maturana, L, y Restrepo, M. I. (2012). Evaluación de los aprendizajes en lenguas extranjeras: hacia prácticas justas y democráticas. Lenguaje, 40(1), 99-126.

Bachman, L. and Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.

Brindley, G. (2003). Issues in language assessment. In Kaplan, R. (Ed.). The Oxford handbook of applied linguistics. Oxford University Press, pp. 459-469.

Council or Europe (2001). The common European framework of reference for languages. Learning, teaching, and assessment. Cambridge: Cambridge University Press.

Shohamy, E. (1998). Evaluation of learning outcomes in second language acquisition: A multiplism perspective. In H. Byrnes (Ed.). Learning foreign and second languages (pp. 238-261). NY: The Modern Language Association of America.

Purpura, J. (2004). Assessing grammar. Cambridge: Cambridge University Press.

Thank ___!