MPDP 2010

1. MPDP 2010 Session 2: FORMAL ASSESSMENT - TESTING

2. Testing Testing is a form of assessment, where test or exam conditions are established. Useful to assess linguistic factors.

3. Types of Tests / Reasons for Testing Placement tests: to ascertain level. Diagnostic test: to identify particular needs. Progress test: to monitor the learning process, periodic tests (formative). Achievement test: to monitor the learning process, at the end of the course (summative). Proficiency: to evaluate student overall performance.

4. Criteria to judge a Test Validity: a test is valid when it is perfectly clear what is to be assessed and the test assesses that and not something else. Reliability: a test is reliable if it gives consistent results. under the same conditions and with the same performance by students, the assessment produces the same or similar results.

5. Criteria to judge a Test • Practicability: a test must not be too time-consuming (in class or in preparation); must be practical in terms of physical resources (such as tape-recorders, photocopying, etc.). • Accountability: we should be able to provide learners, parents and authorities with clear indications of what progress has been made, and if not, why that is so; to explain the rationale behind the assessment.

6. So what makes a good test? • That it assess exactly what is intended. • That it gives consistent results. • That it is practical. • That it allows the indication of progress. • That it reflects teaching: communicative.

7. Writing a good Test • Think about tests of English you have taken in the past. Which do you think were the best or worse and why? • Activity based on language testing.

8. The Test • Read the memo. • Examples of comprehension checking questions. • Think of one question for the oral test and write it on the worksheet. • Find a partner. Exchange questions. Add two more questions. • Exchange questions with other pairs of students until you have a total of 10.

9. Communicative Testing • We teach “communicatively” but we test “traditionally”. • What IS communicative testing? • Communicative testing means testing in context.

10. Circle the correct answer 1. Do you like __________? a. swimming b. to swum c. swim 2. Where ________ live? a. does she b. she does c. she 3. I _________ speak French. a. no speak b. doesn’t c. don’t 4. What __________? a. does he do b. does he c. he does do Write the correct forms of the words in parentheses. Alice: Where (1)______ you _________ (live)? Bart: Acapulco. Alice: My brother (2)___________ (go) there every summer on vacation, but he (3)_________(not speak) Spanish. Bart: Acapulco (4)_________ (attract) tourists from all over the world. Many people there (5)___________(speak) English very well. What about you, (6)______ you ________(speak) Spanish? Alice: A little. What´s the difference?

11. TRADITIONAL Memorization of grammar rules Recognition of correct answer Limited language knowledge COMMUNICATIVE Ability to use rules in a realistic context Ability to produce accurate language Ability to improvise language to communicate ideas clearly. Traditional VS Communicative Testing

12. Writing a good Test Content Validity Assessment should be based on a content analysis of the text being used. You must test only material students have seen. The only common denominator is the textbook. Analysis of percent of time spent on each topic (grammar structure, vocabulary item, function, etc.).

13. Content Analysis Functions (10 points): Talking about imitation products Talking about food and food festivals Discussing the movie industry Making a business plan Grammar (5 points): Nouns in groups Indefinite Pronouns Vocabulary (10 points): Food Business language 8 10 9 5 25% 2.5 pts ///// /// ///// ///// ///// //// ///// /// ///// ///// /// 31% 28% 16% 3 pts 3 pts 1.5 pts 32 25% X 10 = ___pts 8 / 32 =__% 37% 2 pts 63% 3 pts 3 5 8 53 63% 6 pts 37% 4 pts 8

14. Final Content Analysis

15. Some DONT´S in Testing • DON´T #1 Never take exercise sections from textbooks and use them to test. The purposes behind textbook exercises and examinations are the same as those between “in class practice” and “during exam” activities. The exam sections have different purposes and, therefore, different structures.

16. Practice vs Testing In class practice During exam Goals Content Learner activity Teacher activity Class-room climate learning feedback on learning process oriented product oriented open ended close ended ss know material students might not know success-oriented success/failure oriented peer teaching no peer teaching helps performance gives tasks cooperative competitive relaxed tense intrinsic motivation extrinsic motivation

17. Ideally, an exam will balance... Accuracy and fluency Production and recognition Objective and subjective sections

18. Fluency and Accuracy Fluency The ability to produce written and / or spoken language with ease Communicate ideas effectively The ability to use vocabulary chunks (phrases) to facilitate communication Accuracy Ability to produce grammatically correct sentences

19. Production and Recognition Production Student writes more than one word Can be creative / involves more “mental” work More than one answer may be possible Recognition Student recognizes correct answer Not creative Only one correct answer

20. Objective and Subjective Sections Subjective There is more than one possible answer Corrector must be trained and experienced There can be surprises Students can protest grading Objective There is only one answer Anyone can correct the exam No surprises No argument from students

21. Writing Test Items Multiple choice items 1) What are the primary colors? a) black and white b) purple, green, and orange c) red, yellow, and blue d) khaki and olive stem answer and distractors

22. Writing Test Items Multiple choice items • 1) The primary colors are _______________ . a) black and white b) purple, green, and orange c) red, yellow, and blue d) khaki and olive

23. Writing Test Items Multiple choice items • Scoring is reliable; good for listening tests. • The technique tests only recognition knowledge. • Guessing may have a considerable but unknowable effect on the test scores. • The technique severely restricts what can be tested. It is very difficult to write successful items. • Cheating may be facilitated.

24. Writing Test Items Multiple choice items • How can you improve the following test items?

25. Writing a good Test YES/NO and TRUE/FALSE items Advantages: good to test large amounts of content. Disadvantages: too easy! What should we ideally use them for?

26. Writing a good Test Gap Filling items It has the advantages of short answers but it does not call for significant productive skills Good way of reinforcing new grammar and vocabulary, but ... A: What will he do ? B: I think he _______________resign. A: I wonder who that is . B: It ____________be the doctor A: How can you be so certain.

27. Test Items Can you think of and name some other types of test items? Advantages and disadvantages? Cloze passages / completion Ordering Finding mistake

28. What should have more value? • Give more points to… Production items • Give fewer points to… Recognition items • Give partial credit in… Fluency / Production sections • Use fractions only if your teachers are mathematical

29. Partial Credit? Correct answer: What’s your name? Student writes: What you name? Correct answer: If you invited me, I’d go. Student writes: If you invite me, I go. Correct answer: I went to the movies yesterday. Student writes: I go to the movies yesterday. I go to the movies.

30. Writing a good Test You and only you can decide what a good test is, based on what it is that you want to evaluate and your knowledge of your students´ process. Knowing the theory will certainly help!

31. Thank you! Happy Teaching! Jimena Lizalde jlizalde@grupomacmillan.com

32. Define “testing”.

33. How many types of tests do you know?List them and define them.

34. Define “test validity”.

35. Define “test reliability”.

36. Define “test practicability”.

37. Define “test accountability”.