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2 Developing the Test

RELANG Relating language examinations to the common European reference levels of language proficiency: promoting quality assurance in education and facilitating mobility. 2 Developing the Test

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2 Developing the Test

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  1. RELANGRelating language examinations to the common European reference levels of language proficiency: promoting quality assurance in education and facilitating mobility 2 Developingthe Test European Centre for Modern Languages and European Commission cooperation on INNOVATIVE METHODOLOGIES AND ASSESSMENT IN LANGUAGE LEARNING

  2. The Process of Developing the Test • Aimed at producing test specifications • Test specificationstobeusedto construct live tests • Test developmentprocess

  3. Planning (1) Basic questions to be asked: • What are the characteristics of the test takers to be tested? • What is the purpose of the test? • How does the test relate to an educational context?   • What standard is needed for the proposed purpose? • How will the test results be used?

  4. Planning (2) More questions to be asked: • Who are the stakeholders? • What kind of impact is desired/expected? • How many test takers are expected? • When should the test be ready? • How will the test be financed and what is the budget? • How often will the exam be administered? • Where will the exam be administered?

  5. Planning (3) Yet more questions: • What mode of delivery is required? • Who will be responsible for each stage of test provision? • What implications will this have for test security? • How will the test performance be monitored over the long term? • Will pretesting be possible or feasible? • What implications are there for logistics?

  6. Design The CEFR as a resource to define the characteristics of the test: • What is to be tested, e.g. skills, competences and strategies • Text types and text sources • Topic areas considered suitable for use • Types of real-life situations relevant to the test takers • Level of performance necessary in those situations • Criteria for assessing tasks and tests

  7. Requirementsand practical considerations The proposed test design must be balanced against practical constraints; its usefulness in function of: • Validity • Reliability • Authenticity • Interactivity • Impact • Practicality

  8. Test Specifications The output from the test development is a set of finished test specifications. • Specifications are an important tool to ensure the quality of the test and to show others that the recommended interpretations of the test results are valid (high-stakes). • Specifications help to ensure that test forms have the same basis and that the test correctly relates to a teaching syllabus, or other features of the testing (low-stakes).

  9. Try-out The aim of this phase is to ‘road test’ the draft specifications and make improvements based on practical experience and suggestions from stakeholders through: • Piloting and the analysis of the responses • Consulting colleagues • Consulting other stakeholders

  10. Informing stakeholders Test specifications have many uses. In many contexts different versions should be developed for different audiences. In addition to test specifications, stakeholders will find it very useful to see sample materials. Any materials must be available in advance of the time they are needed.

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