Language Specific Test Formats

7/28/2019 Language Specific Test Formats

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Language Specific Test Formats

1. The Cloze Test

2. The Dictation Test3. Tests of Oral Ability


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1. The Cloze Test


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1. The Cloze Test

Introduction-comes from the word closure

-represents the tendency to close anyincomplete object Aim

-to elicit a respondents language competencyby requiring the respondent completing apassage which has been mutilated with blanks


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Types of Cloze Tests

2 common types :(a) Fixed deletion cloze test

(b) Rational deletion cloze test


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Fixed Deletion Cloze Test

Meaning: A cloze passage where every n th word the passage is deleted.

Example: a cloze test where n=5 means every5 th after the first sentence is deleted

Aim: To help assess overall languageproficiency


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Rational Deletion Cloze Test

Meaning: Intentionally deletes a certain kindof word

Example: Involve the deletion of only verbs Characteristics:(a) number of words deleted may not be the

same

(b) Passage has been altered so that certaintypes of words are deleted at consistentintervals


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Structure of Cloze Test Consists of a passage with blanks First sentence is left intact without any blanks.

Reasons:(a) to ensure test takers have some context to

work/understand with(b) Provide information such as the tense of the

passage Long enough to allow for not more than 20 blank

spaces


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What makes a cloze test difficult?

A passage written in English is often alreadydifficult to read.

By deleting some of the words in the passage,the text becomes even more difficult to read.

Teachers Role

-not making the cloze test so difficult that fewstudents can fill in the blanks accurately


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Factors that affect difficulty level of cloze procedure

1. Length of the text-the longer the text, the more difficult the cloze passage2. Length and complexity of the sentences

-the longer and complex the sentences, the more difficultfor students to complete the cloze3. Familiarity with topic and discourse genre-familiarity with topic make it easier

4. Frequency of which blanks are spaced-the closer the blanks, the cloze passage becomes moredifficult


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Grading A Cloze Test 2 types:(a) only one answer is accepted for each blank(b) accepting any suitable answer

1. One answer only accepted-pros: more objective and more reliable-cons: stifles creativity2. Accepting any suitable answer-pros: more subjective, not rigid-cons: less reliable, problem in deciding the wordsthat would be acceptable as answers


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Variants of the Cloze Test (C-Test)

Meaning: Parts of the words are deleted. Pros:

(a) Highly correlated to the cloze test(b) More reliable and objective Cons:

(a) Looks complicated, confuse the students(b) Merely tests on spelling


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Bachmans (1985) 4 Types of Cloze Test

1. Information located within clause2. Information spread across clauses but within

a single sentence3. Information distributed across sentences but

within the text4. Extra-textual information

Type 1 and Type 4 are more often being used.


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2. The Dictation Test


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The Dictation Test Aim:(a) To predict overall language ability(b) To assess ability of listening Procedure1. Teacher selects an appropriate passage.(a short passage no longer than one paragraph)

(appropriate to students ability and culturalbackground)2. Teacher proceeds with dictation


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Structure of Dictation Test Usually read out 3 times1. First time:(a) read out at a normal rate of reading.(b) Students listen and get the gist of the passage2. Second reading:(a) Read out a little slower with pauses, breaking the passage

into meaningful chunks/bursts(b) Students take down what is being read

3. Third reading:(a) Read out(b) Students are expected to check their work, editing it for

errors


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What makes a dictation test difficult?

1. The length of the phrase or burst( the longer the burst, the more difficult)2. The length of the pauses between bursts( the longer the pause, the easier the test)3. The content of the dictation passage( familiar content will make it easier)4. The syntactic and structural properties of the sentences inthe passage

( complex structures make test more difficult)5. Clarity of voice, expression and pace of tempo( clarity of voice is important, facial expressions can give cues)


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Grading A Dictation Test 2 types:(a) Traditional method(b) Pragmatic method Difference between two: treatment of spelling

errors Example:

(a) The boy eats rais everyday (spelling mistake)(b) The boy eats rise everyday (another meaningful

word but not appropriate in context)


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(a) The boy eats rais everyday- Pragmatic method: student will not be penalised(b) The boy eats rise everyday-Pragmatic method: points deducted

Reason:- Rais in sentence A is merely a spelling error which

at least retains phonetic similarity to the original- Rise in sentence B introduces a new meaningful

word which is unacceptable


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Variants of Dictation Test

3 common types(a) Graduated dictation

(b) Partial dictation(c) Dictocomp


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1. Graduated Dictation Meaning: Dictation passage becomes

progressively more difficult How: Gradually increasing the number of words

in a burst Burst: The meaning of words the tester dictates

between pauses and repeats Dictation may begin with a burst consisting of 2

words Number of words slowly increases until 13 or 14

words in a burst


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2. Partial Dictation

Like a listening cloze activity How:

1. Students are provided with the passage withsome words or phrases deleted2. They listen to passage and fill in thewords/phrases It is common to have partial dictations in

which single words/short phrases are deleted


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3. Dictocomp Meaning: Students use the information they hear to

construct a coherent composition instead of takingdown the passage exactly as it was dictated

How:1. Teacher will determine the key elements of passage2. Students has to decide what pieces of information are

important and should be included

Also tests on writingReason: students are expected to write cohesive piecebased on the passage that was dictated to them


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3. Tests of Oral Ability


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Brown and Yule (1983)Principles for Testing Speaking

1. Elicit speech which has purpose2. Elicit extended chunks of speech

3. Elicit structured or organised speech4. Control the input5. Quantify the notion of communicative

effectiveness


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Elaboration of Principles Principle 1: must have a reason to speak. Principle 2: it is impossible to assess speaking

ability if only single word utterances or responsesis given

Principle 3: speech needs to be organized andsystematic (avoid hesitations and repetitions)

Principle 4: A stimulus/prompt must be carefullythought over

Principle 5: notion of communicativeeffectiveness must be clearly quantified


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Issues in Tests of Oral Ability

3 issues by Hughes,2002(a) Interactivity

(b) Authentic conditions for speech(c) Different spoken genres


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1st issue: Interactivity

Interaction involves 2 interlocutors Each interlocutor will have an effect on the

other Reactions and responses of one person

towards the speech and communication of another will determine whether there will begood interaction between the two


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2nd issue: Authentic condition

It provides the test designer with an equallydaunting challenge

Involves micro skills: turn taking, maintainingthe conversation, topic nomination and topicchange

Grading of test must decide whether thesemicro skills will be assessed


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3rd issue: Different spoken genres

Oral test designer must be able to constructtests conditions in which realistic speechgenres can be produced

Test criteria must match more closely to realspeech data


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Test Formats for Testing Speaking

1. Verbal essays2. Oral presentations

3. Free Interview and controlled Interview4. Information Transfer: Description of a picturesequence and Questions on a single picture

5. Interaction tasks6. Role play


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1. Verbal essays

The candidate is asked to speak for 3 minuteson either one or more specified generaltopics


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2. Oral Presentations

Quite similar to verbal essays BUT Candidate is allowed to prepare for the

presentation


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3. Free and controlled interview Involve some form of conversation Examiners elicit spoken responses through question and

answer session Free interview:

(a)conversation unfolds in an unstructured fashion/style/way(b) Not rigid Controlled interview:(a) The content and structures are set beforehand

(b) There is a limit to the conversation(c) Cannot assess ability of control conversation, producetopic initiations, or to assume responsibility forcontinuance of discourse


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4. Information transfer: description of picture sequence and questions on a

single picture

Students are allowed to study the picture

stimulus in advance Picture is helpful as visual stimulus Candidates rely on their own knowledge and

proficiency of language in order tocommunicate


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Issues in Assessing Oral Ability

1. Topic of the interaction2. Level of formality3. Number of participants4. Relative status of the participants5. Familiarity of the participants to each other

6. Gender of the participants

Documents

Language Specific Test Formats