Designing classroom language test

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  1. 1. LOADING
  2. 2. DESIGNING CLASSROOM LANGUAGE TESTS WEEK 2 EKO MULYONO By:
  3. 3. CRITICAL TEST TYPES WRITINGREADINGLISTENINGSPEAKING DESIGNING CLASSROOM LANGUAGE TESTS BY EKO MULYONO practical steps
  4. 4. WRITINGREADINGLISTENINGSPEAKING PURPOSE OBJECTIVE S REFLECT ITEMS TYPES Critical Questions to Start Designing a Test What is the purpose of the test? What are the objectives of the test? How will the test specifications reflect both the purpose and the objectives? How will the test tasks be selected and the separate items arranged? What kind of scoring, grading, and/or feedback expected?
  5. 5. WRITINGREADINGLISTENINGSPEAKING 1. What is the purpose of the test? Why are you creating this test, or why was it created by a textbook writer? What is its significance relative to your course (for example, to evaluate overall proficiency or place a student in a course)? How important is the test compared to other student performance? What will its impact be on you and your students before and after the assessment? PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
  6. 6. WRITINGREADINGLISTENINGSPEAKING 2. What are the objectives of the test? What exactly are you trying to find out? What language knowledge and/or skills are you assessing? PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
  7. 7. WRITINGREADINGLISTENINGSPEAKING 3. How will the test specifications reflect both the purpose and the objectives? To design or evaluate a test, you must make sure that the test has a structure that logically follows from the unit or lesson it is testing. The class objectives should be present in the test through appropriate task types and weights, a logical sequence, and a variety of tasks. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
  8. 8. WRITINGREADINGLISTENINGSPEAKING 4. Selection & Arrangement of Tasks? The test tasks need to be practical. For the test to be valid, they should also mirror tasks of the course, lesson or segment. They should be authentic (i.e. reflect realworld language use). The tasks must be ones that can be evaluated reliably by the teacher. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
  9. 9. WRITINGREADINGLISTENINGSPEAKING 5. Scoring, Grading, Feedback? The appropriate form of feedback on tests will vary, depending on the purpose. For every test, the way results are reported is an important consideration. Under some circumstances, a letter grade or score may be appropriate. Other circumstances may require that the teacher provide detailed feedback to the students. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
  10. 10. NEXT Tests Types
  11. 11. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH SURAKARTA Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests Aptitude Tests To predict a persons future success in learning a (any) foreign language Taken before actual learning
  12. 12. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH SURAKARTA Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests Proficiency Tests Measure general ability in a language Regardless of previous training
  13. 13. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH SURAKARTA Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Placement Tests To assign students to classes/programs appropriate to their level of proficiency Define characteristics of each level of proficiency Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
  14. 14. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH SURAKARTA Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Diagnostic Tests Identify students strengths and weaknesses To benefit future instruction Difficult to construct. Lack of good ones. Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
  15. 15. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM UNIVERSITAS MUHAMMADIYAH SURAKARTA Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Achievement Tests Measure how successful students are in achieving objectives of a lesson/course/curriculum Closely related to the content of a particular lesson/course/ curriculum Syllabus content approach OR course objectives approach? Final achievement tests / progress achievement tests (formative assessment) Frequency? Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
  16. 16. 1. Assessing Clear, Unambiguous Objectives 2. Drawing up Test Specifications 3. Devising Test Tasks 4. Designing Multiple-Choice Test Items
  17. 17. Look that!!! Assessing Clear, Unambiguous Objectives ?? Eko Mulyono@ ASOEE Assessing Clear, Unambiguous Objectives
  18. 18. Eko Mulyono@ ASOEE Test Specification
  19. 19. Eko Mulyono@ ASOEE Devising Test Task
  20. 20. Eko Mulyono@ ASOEE Multiple-choice Test
  21. 21. Eko Mulyono@ ASOEE Design each item to measure a specific objective
  22. 22. Eko Mulyono@ ASOEE State both stem and options as simply and directly possible
  23. 23. Eko Mulyono@ ASOEE Make certain that the intended answer is clearly the only correct one
  24. 24. THAN K YOU