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Testing and Assessment: Practice at Taitung ’ s Schools

Testing and Assessment: Practice at Taitung ’ s Schools. Chao-ming Chen Department of English, NCCU. Teaching, Learning and Testing. Using tests for placement and diagnostic reasons Using tests to assess students ’ proficiency Using tests for achievement check

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Testing and Assessment: Practice at Taitung ’ s Schools

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  1. Testing and Assessment: Practice at Taitung’s Schools Chao-ming Chen Department of English, NCCU

  2. Teaching, Learning and Testing • Using tests for placement and diagnostic reasons • Using tests to assess students’ proficiency • Using tests for achievement check • Using tests to motivate students’ learning • Using tests

  3. A Washback Effect • To change instructional programs and teaching practices • To develop students’ autonomous learning abilities

  4. Types of Tests • Proficiency test • Achievement test • Aptitude test:

  5. Testing Strategies • Norm-referenced Testing: Proficiency • TOEIC, TOEFL, etc. • Classifying students by percentile for measuring either aptitude or proficiency • Criterion-referenced Testing: achievement • GEPT, Monthly or term exams, etc. • A locally produced achievement test, measures absolute performance that is compared only with the learning objective

  6. Steps of developing achievement tests • Setting up learning objectives • Deciding the testing objectives: diagnostics, achievements, or others • Choosing the appropriate testing styles: oral, written, or performative? • Designing the testing formats: multiple choice, matching, blank-filling, writing, or others • Identifying the benchmark (or passing grades) • Pre-testing • Constructing the testing instruments • Anticipating the testing results

  7. Examples: Testing alphabets • http://www.rachelsenglish.com/alphabet_test

  8. Examples: testing alphabets • Order the alphabets • acfgbed: ____________ • becfgad: ____________ • Type the alphabets: A ___ C ____ _____ F • Match and Identify: Aa, Bb, Cc, Dd, Ee, Ff • See and Remember: A b F f e G c • Hear and Remember: Fe Gg • Alphabet games (fun): Group games

  9. From tests to assessment • Tests are given at a single point in time while assessments are continuous, ongoing evaluation. • Tests are more formal while assessments are in free and flexible forms • Tests are usually announced so students can prepare for them; assessments are usually unannounced because the purpose is to informally check on students’ progress • Tests are often achievement checks on a unit of instruction; assessment are typically designed to check students’ progress informally (purpose is to see what students need to have re-taught or need to practice more) • Tests are mainly designed to result in a grade or test score; assessments tend to deemphasize the grade or score score. • Tests employ typical test item formats which include multiple choice, correct answers, and other ways of evaluating students; assessments usually use rubrics to evaluate students’ performance in languages • Tests are not contextualized while assessments are usually contextualized.

  10. Which is more effective in language learning? • Teaching objectives vs. Learning objectives • Diagnostics vs. Achievement • Evaluation vs. motivation • Tests vs. assessments • Assessments vs. worksheets • Questions: Why do we need testing results or scores?

  11. Worksheets as assessments: Lesson One, the third grade • What’s seven plus five? It’s twelve. • Good! What’s seven plus eleven? • I don’t know. • Numbers: six, seven, eight, nine, ten, eleven, twelve, etc. • t, d. • Let’s repeat, let’s sing, let’s write • Teaching objectives: • Numbers, adding numbers, pronunciation, spelling • Learning objectives: • Counting numbers • Recognizing numbers • Spelling the numbers

  12. How to assess? • Teaching practice • Oral practice • Flash cards • Spelling • Counting • Singing • Worksheets as assessments • To design worksheets for different purposes

  13. Worksheets: Theory and Practice • Review and practice • Diagnostic instrument • Learning control (or teaching control) • Achievement tests • Learning by doing • Situated Learning

  14. Worksheets and proficiency • Spiral learning model • A pragmatic tool, not a cognitive one • An overall assessment or a task review • Task-oriented learning • Autonomous and ongoing learning • Proficiency, not achievement testing

  15. Examples: Grammar Focus (Past Tense) • What did you (he, she, they) do yesterday (last Sunday, this morning)? • I (He, She, They) had a picnic (swam) yesterday (last Sunday, this morning). • Worksheet design • Test design • Assessment design

  16. Practice: Did you collect stamps? • Yes, I did. I collected stamps. • No, I didn’t. I didn’t (did not) collect stamps. • Worksheets • Tests • Assessments

  17. Questions and Comments!

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