Transcript Language testing and assessment

Language testing and
assessment
Kalbos gebėjimų tikrinimas ir
vertinimas
Spring term 2011
Course outline
• Assessment
• Testing
• What is a good test?
– validity
– reliability
– feasibility/practicality
– washback effect
Course outline
• Test development:
– test specification
– test developers
– item writing, item banks etc.
– trialling and validation
– administration
Course outline
• Tests of different language skills:
– listening and reading
– speaking and writing
– grammar? vocabulary? OR use of language?
• Development of test items
A few basic terms
• Evaluation
• Assessment
• Testing
• It is a broad term and
it does not
necessarily deal with
language proficiency.
• It deals with the
proficiency of the
language user.
• It is a form of
assessment.
A few basic terms
• Evaluation - vertinimas
• Assessment – vertinimas
• Testing – tikrinimas, testavimas
A few basic terms
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Competences and subcompetences
Skills and subskills
Performance (Lith. atliktis)
Knowledge
Traditional assessment
• Traditional assessment cast the teacher
as the assessor who set summative
examinations, marked them in private and
wrote a report about the student's success
or failure in private, to be delivered to the
student's parents or guardian. The student
was largely kept out of the assessment.
(Cohen et al. 1996: 424-5).
Traditional assessment:
some critique
• Individual marks for formal exercises undertaken
summatively (end-of-unit tests or homeworks) is
unhelpful. Such feedback is already delayed as
research suggests that learners benefit most
from rapid feedback. Timing is crucial. The
longer the time lag between performance and
feedback, the less efficacious the feedback is
likely to be in correcting errors and enhancing
future performance. Though summative ass
certainly has its own place in a teacher's
repertoire.
Types of assessment
Achievement assessment Proficiency assessment
Norm-referencing
Criterion-referencing
Subjective assessment
Objective assessment
Continuous assessment Fixed assessment points
Formative assessment
Summative assessment
Performance assessment Knowledge assessment
Holistic assessment
Analytic assessment
Assessment by others
Self-assessment
Types of assessment
• Week’s/term’s work – achievement a.
• Assessment of ability to apply the
knowledge in the real world – proficiency
• Students in rank order – norm-referencing
• Ability irrespective of peers – criterionreferencing
Types of assessment
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Multiple choice – objective
Judgement by an assessor – subjective
Throughout a course – continuous
What happened earlier is irrelevant; what
a person does now is decisive – fixed
points
Types of assessment
• Ongoing process feeding the course
planning – formative
• Attainment at the end of the course with a
grade – summative
• A learner provides a sample of language in
speech or writing – performance
• A learner answers questions about sth. knowledge
Types of assessment
• Global synthetic judgement done intuitively
- holistic a.
• Considering different aspects – analytic a.
• Judgements by the teacher or examiner
• Judgements about your own proficiency
Types of assessments in AFK
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Achievement and proficiency
Criterion-referencing
Continuous and fixed assessment points
Knowledge rather than performance
Subjective rather than objective
Analytic rather than holistic
Assessment by other rather than selfassessment