Language and Literature Assessment.pptx

Language and Literature

Assessment

OAssessent of learning complements teaching. It looks into how the learner utilizes and arranges new information and how she integrates new information to existing knowledge.

Link of Testing to Teaching

O Testing is useful at the beginning of the academic year

O Can encourage students to self-evaluate and promote autonomy in learning

O Can give students a better sense of where their competence has improved

O Can give feedback on how effective you are as a teacher

Purposes of Test for Teachers and Administration

O Can help in promotion and retention of decisions

O Results are important devices to share information withe the board of education, parents and the general public

O Results are useful tools for measuring the effectiveness of the curriculum

Basic ConceptsO Test – an instrument or systematic procedure

for measuring a sample of bbehaviorO Assessment – an on-going process which is

incidental or intendedO Measurement – obtaining numerical

description of how mush an individual possesses a characteristic

O Evaluation – the process of collecting, analyzing, and interpreting information to determine the extent to which learners have achieved the objectives

Kind of TestO Proficiency TestO Diagnostic TestO Placement TestO Achievement TestO Aptitude Test

Language Testing

Characteristics of a good language test

O It should have a positive effect of learning and teaching

O Should improve learning habitsO Should locate areas of difficultiesO Should locate which parts of the

program cause difficultiesO Should provide opportunity for

students to show their ability to perform certain language task

The four major skill areas found in a good test consist of the

following

O Oral testO Written testO Listening testO Reading test

Types of test according to purpose

O Placement testO Diagnostic testO Achievement testO Proficiency test

Types of test according to content

OKnowledge testOPerformance test

Types of test accordingto scoring procedure

OObjective testOSubjective test

Types of test according to the element of language

O Phonology testO Vocabulary or lexicon testO Grammar test

Types of test accordingto language skills

O Listening testO Speaking testO Reading testO Writing test

Types of test according to coverage/ time of test

administration

OFormative testOSummative tets

Types of test accordingto response type

OProductive testOSelective test

Types of test accordingto interpretation of test results

ONorm-refereced testOCriterion reference test

Phases of Language Test Construction

OPhase I PurposeOPhsae II PlanningOPhase III Items/TasksOPhase IV AdministrationOPhase V Scoring/RatingOPhase VII AnalysisOPahse VIII Reporting

Communicative Language Testing

O Measures how test-takers are able to use language in real-life situations

O In testing the productive skills, emphasis is on appropriateness of responses rather than on the ability to form grammatically correct sentences.

O There is subjective element to this test.

Communicative Language Testing

O In testing receptive skills, emphasis is on the communicative intent of the reader rather than picking out specific details.

ORubrics are needed to evaluate results.

Performance-Based Assessment

ORequires actual demonstration of skills or creation of product based on real world situations

Forms of Performance-Based Assessment

OProblem-solvingOOral or Psychomotor Skills with

a productOWritten or Psychomotor Skills

with a product

Alternative Assessment

O Important means of getting a general picture of students’ academic and linguistic development

OProcedures and techniques which can be used in instruction and incorporate it into the daily classroom activities

Criteria of Alternative Asessment

OFocus on individual strudent growth.

OEmphasis on the student’s strengths.

OConsideration is given to learning styles, culture, and capabilities.

Five categories of alternative assessments

ONon-verbal assessment strategies

OKWL chartOOral performances or

presentationsOOral and written productsOportfolio

Computer-Based Testing (CBT)

OTest available on websitesOTest-takers perform or gives

responses on a computer

Computer technology introduced the Computer Adaptive Test (CAT).

Literature Testing

What is the aimof literature testing?

OThe aim of literature testing is to institutionalize certain conceptsand facts which are part of the literary learning to direct attention the the relatively more important literary skills.

Two main categoriesof questions

OQuestions that do not require contact with the text

OQuestions that do require contact withe the text

Two categoriesof literature tests

OTests of literary informationOTest of literary appreciation

Steps in Creatinga Literature Test

O Identify the contextO Write the TOSO Select textsO Group skillsO Match texts to tasksO Write test itemsO Clarify marking criteria

What is a good literatute test?

O ValidO PracticableO Cover a balance and approopriate

sample areas that have been taughtO Meets objectives of teachersO Ensure the learners are familiar to

the text used

Guidelines for selecting texts for the literature testO The text may be seen or unseenO The text may be an excerpt or ful-

lengthO The texts should exemplify different

genreO The text should be representative of

the chosen theme, topic, or issueO The text should match the cognitive

level of the examineesO The text shoul be of meaningful

length

What does a literatute test measure?

Literary information

1. Literary terms2. Literary concepts3. Stylistic devices4. Elements of each literary

genre5. Kinds of short story/novel

Literary interpreatation

1. Interpreting symbols2. Interpreting theme3. Interpreting character4. Interpreting POV5. Interpreting setting6. Interpreting conflicts7. Interpreting style8. Interpreting tone

God Bless!