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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!