APPROACHES to language testing 3. The Integrative approach 2. The Structuralist approach 1. The Essay Translation approach 4. The Communicative approach. The Integrative approach involves the testing of language in context - meaning and communicative effectiveness.
APPROACHES to language testing 3. The Integrative approach 2. The Structuralist approach 1. The Essay Translation approach 4. The Communicative approach. The Integrative approach involves the testing of language in context - meaning and communicative effectiveness.
APPROACHES to language testing 3. The Integrative approach 2. The Structuralist approach 1. The Essay Translation approach 4. The Communicative approach. The Integrative approach involves the testing of language in context - meaning and communicative effectiveness.
Phm Thi Bo Ngc Nguyn Thanh Bnh Nguyn Qunh Thy Nguyn L B Tng Lecturer: Assoc. Prof. Dr. Tung Thanh Nguyen APPROACHES TO LANGUAGE TESTING
3. The Integrative approach 2. The Structuralist approach 1. The Essay Translation approach 4. The Communicative approach The content 1. The Essay-Translation approach Pre-scientific stage of language testing. No special skill or expertise in testing is required.
Teachers judgement is considered important Types of test: essay writing, translation, and grammatical analysis Heavy literary and cultural bias 2. The Structuralist approach Language learning is concerned with the systematic acquisition of a set of habits. Focus on structural linguistics
- Contrastive Analysis - The need to identify and measure the learners mastery of separate elements of the target language. 04 language skills are tested separately.
Psychometric approach: an integral part of structuralist testing. reliability and objectivity Type of test: multiple choice items Statistical measure 3. The Integrative approach Involve the testing of language in context meaning and communicative effectiveness. Assess learners ability to use two or more skills simultaneously. Concern with a global view of proficiency.
Types of test: - Cloze test - Dictation - Others: Oral interviews, translation, and essay writing.
Cloze test Base on Gesalt theory of closure Measure the readers ability to decode interrupted or mutilated messages
40-50 blanks 02 methods of scoring: - Acceptable answer - Exact answer Measure familiarity with grammar Reliable More closely to the real-life tasks Advantageous to provide lead-in A measure of reading difficulty and reading comprehension. Requirements for successful performance: - Linguistic knowledge - Textual knowledge - Knowledge of the world Cloze test are used in general achievement test, proficiency test, classroom placement test, and diagnostic test. Dictation Measure students skills of listening comprehension Integrated skills in tests: auditory discrimination, auditory memory span, spelling, and so on. Good predicators of global language ability.
Disadvantage: No reliable way of assessing Errors are penalised in the same way
Procedure of dictation: Read through the whole dictation passage Dictate in meaningful units to challenge students short term memory span. Read the whole passage once at slightly slower than normal speed. Translation - Oral Interviews - Writing Complex nature of skills and methods of scoring. Unreliable 4. The Communicative approach Concern with how language is used in communication.
Measure different language skills in communicative tests based on divisibility hypothesis. The scores of the test will result in several measures of proficiency.
6 5 4 3 2 1 Listening Reading Listening and speaking Writing The requirements for the test: Reflect the culture of a particular country. Relate to real-life situations. Base on precise and detailed specifications of the needs of the learners Focus on qualitative modes of assessment
Advantage: Humanistic attitude to language testing - Evaluate based on each students performance - Focus on qualitative assessment. TECHINIQUES OF LANGUAGE TESTING Selection item types Candidate - supplied response item types ITEM TYPES NON-ITEM-BASED TASK TYPES Mostly used in tests of reading, listening & structural competence Mostly used in tests of reading, listening, structural competence & writing Mostly used in tests of speaking & writing SELECTION ITEM TYPES Discrete point & text based multiple choice items True/false item Gap-filling (cloze passage) with multiple choice options Gap-filling with selection from bank Gap-filling at paragraph level Matching Multiple matching Extra word error detection Discrete point & text based multiple choice items The singer ended the concert........................her most popular song. A. by B. as C. in D. with Discrete point multiple choice item STEM OPTIONS Distractors Key / Answer Text-based multiple choice item Then he saw a violin in a shop. It was of such high quality that even top professional players are rarely able to afford one like it. Id never felt money was important until then, Colin explained. Even with the money Id won, I wasnt sure I could afford to buy the violin, so I started to leave the shop. When Colin first found the violin, what did he think? A. He might not have enough money to buy it. B. He should not spend all of his money on it. C. He was not a good enough player to own it. D. He could not leave the shop without it. RULES FOR WRITING DISCRETE / TEXT BASED MULTIPLE CHOICE ITEMS 1. Test only a single idea in each item 2. Base each item on a specific problem stated clearly in the stem 3. Keep the alternatives mutually exclusive 4. Use only one correct (or best) option 5. Keep option lengths similar 6. Avoid clues to the correct answer - Be grammatically correct - Use plausible distractors 7. Avoid unnecessary length & irrelevant difficulty - Include as much of the item as possible in the stem - Keep the stem and options brief, concise and clear - Put options in a logical order 8. Avoid Negative Questions 9. Avoid All of the above / None of the above 10. Present the answer in each item approximately an equal number of times 2 important points tested in a single item Original Revised 1. Peter arrived ______ the airport ______ noon. A. at in B. in in C. in at D. at at
1. Peter arrived ___ the airport at noon. A. at B. in C. on D. to 2. We often have lunch _____ noon. A. for B. in C. at D. on
The stem failure to present the problem adequately Original Revised 1. World War II was: A. The result of the failure of the League of Nations. B. Horrible. C. Fought in Europe, Asia, and Africa. D. Fought during the period of 1939- 1945.
1. In which of these time period was World War II fought? A. 1914-1917 B. 1929-1934 C. 1939-1945 D. 1951-1955 E. 1961-1969 Overlapping options Original Revised 1. During what age period is thumb- sucking likely to produce the greatest psychological trauma?
A. Infancy B. Preschool period C. Before adolescence D. During adolescence E. After adolescence
1. During what age period is thumb- sucking likely to produce the greatest psychological trauma?
A. From birth to 2 years old B. From 2 years to 5 years old C. From 5 years to 12 years old D. From 12 years to 20 years old E. 20 years of age or older
Grammatical clues to the correct answer Original Revised 1. Albert Eisenstein was a _____. A. anthropologist B. astronomer C. chemist D. mathematician 1. Albert Eisenstein was a(n) _____. A. anthropologist B. astronomer C. chemist D. mathematician Implausible distractors Original Revised Which of the following artists is known for painting the ceiling of the Sistine Chapel? a. Warhol. b. George Washington. c. Michelangelo. d. Santa Claus.
a. Botticelli. b. Leonardo da Vinci. c. Michelangelo. d. Raphael. Unnecessary length Original Revised 1. If the pressure of a certain amount of gas is held constant, what will happen if its volume is increased? A. The temperature of the gas will decrease. B. The temperature of the gas will increase. C. The temperature of the gas will remain the same.
1. If you increase the volume of a certain amount of gas while holding its pressure constant, its temperature will: A. decrease. B. increase. C. remain the same. Wordy options Original Revised 1. The term hypothesis, as used in research, as defined as: A. A conception or proposition formed by speculation or deduction or by abstraction and generalization from facts, explaining or relating an observed set of facts, given probability by experimental evidence or by factual or conceptual analysis but not conclusively established or accepted. B. A statement of an order or relation of phenomena that so far as is known is invariable under the given conditions, formulated on the basis of conclusive evidence or tests and universally accepted, that has been tested and proven to conform to facts. C. A proposition tentatively assumed in order to draw out its logical or empirical consequences and so test its accord with facts that are known or may be determined, of such a nature as to be either proved or disproved by comparison with observed facts. 1. The term hypothesis, as used in research, is defined as: A. An assertion explaining an observed set of facts that has not been conclusively established. B. A universally accepted assertion explaining an observed set of facts. C. A tentative assertion that is either proved or disproved by comparison with an observed set of facts. Illogical order Original Revised According to the 1991 census, approximately what percent of the United States population is of Spanish or Hispanic descent? a. 25% b. 39% c. 2% d. 9% a. 2% b. 9% c. 25% d. 39% Logical order Logical order Example Numerical a. 1939 b. 1940 c. 1941 d. 1942 Alphabetical a. Changing a from .01 to .05. b. Decreasing the degrees of freedom. c. Increasing the spread of the exam scores. d. Reducing the size of the treatment effect. Sequential a. Heating ice from -100C to 0C. b. Melting ice at 0C. c. Heating water from 0C to 100C. d. Evaporating water at 100C. e. Heating steam from 100C to 200C. Negative questions & answers Original Revised 1. All of the following are correct procedures for putting out a fire in a pan on the stove except: A. Do not move the pan. B. Pour water into the pan. C. Slide a fitted lid onto the pan. D. Turn off the burner controls. 1. All of the following are correct procedures for putting out a fire in a pan on the stove except: A. Leave the pan where it is. B. Pour water into the pan. C. Slide a fitted lid onto the pan. D. Turn off the burner controls. SELECTION ITEM TYPES Discrete point & text based multiple choice items True/false item Gap-filling (cloze passage) with multiple choice options Gap-filling with selection from bank Gap-filling at paragraph level Matching Multiple matching Extra word error detection Gap-filling (cloze passage) with multiple choice options 2 methods: - Mechanical deletion - Selective deletion Range of skills tested is very limited, restricted to sentence level. Rules: First gap should not be placed too near the beginning of the passage. There should be between 7 and 12 words between gaps. Words which leave an acceptable sentence when omitted should not be deleted. Thousands of languages are spoken in the world today. Populations that .........(1)....... similar cultures and live only a short distance ..........(2)...... may still speak languages that are quite distinct and not ........(3)........ understood by neighbouring populations. 1. A share B belong C keep D own 2. A far B apart C divided D separated Gap-filling with selection from bank
Gap-filling at paragraph level
Ten Days Under the Sea 1. My team and I had gone through a lot to get to where we were. There had been a year of planning, four days of intensive training and, in my case, a lifetime of ambition to work underwater as a marine biologist. 2. My team-mates, pensive and quiet, seemed to be ruminating on much the same theme as we arrived at the barge, moored, and exchanged our dry shirts and sandals for damp wet-suits and ungainly fins. After years of use, the scuba gear I donned had the comfort of well-used tools, except for one crucial omission. 3. The Aquarius habitat would be our only refuge and the surface a dangerous place, where we could die in minutes. Within 24 hours of submerging, our bodies would become saturated with nitrogen gas. In this state, a rapid return to the surface would induce a severe and possibly crippling or even fatal case of decompression sickness, better known as the bends.
A My familiar red face mask no longer had a snorkel attached to the strap. The most basic component of my regular equipment was conspicuous in its absence, reminding me that, where I was going, the surface would no longer provide a safe haven from trouble. B Still, I couldnt help thinking about the things I would miss while living underneath the sea: sunshine, fresh air, open spaces, even the squadrons of pelicans that soared silently over the boat. C For the next ten days, in fact, we would be aquanauts, living every marine researchers fantasy: we would spend as many as six hours a day working in the water and then retire to a warm, dry, comfortable shelter for meals, discussions, relaxation and sleep. Matching Silvia likes reading true stories which people have written about themselves. Shes particularly interested in people who have had unusual or difficult lives. Ali enjoys reading crime stories which are carefully written so that they hold his interest right to the end. He enjoys trying to guess who the criminal really is while hes reading. A. The Last Journey John Reynolds final trip to the African Congo two years ago unfortunately ended in his death. For the first time since then, we hear about where he went and what happened to him from journalist Tim Holden, who has followed Reynolds route. B. The Missing Photograph Another story about the well-known policeman, Inspector Manning. It is written in the same simple but successful way as the other Manning stories I found it a bit disappointing as I guessed who the criminal was halfway through! C. Free at Last! Matthew Hunt, who spent half his life in jail for a crime he did not do, has written the moving story of his lengthy fight to be set free. Now out of prison, he has taken the advice of a judge to describe his experiences in a book. D. London Alive This author of many famous novels has now turned to writing short stories with great success. The stories tell of Londoners daily lives and happen in eighteen different places for example, one story takes place at a table in a caf, another in the back of a taxi and another in a hospital. Multiple matching Extra word error detection
SELECTION ITEM TYPES ADVANTAGES Wide coverage of the content area No spelling & handwriting problem Marking objectivity Marking convenience & rapidity DISADVANTAGES Testing: recognition >> production Few chances to test different abilities Guesswork Difficulty & long time in test-designing stage Poor classroom practice Objectivity Reliability Validity Efficiency CANDIDATE-SUPPLIED RESPONSE ITEM TYPES Short answer item Sentence completion Open gap-filling (cloze) Transformation Word formation Transformation cloze Note expansion Error correction / proof reading Information transfer Short answer item
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There is only one unambiguous correct answer or a very limited number of acceptable answers Transformation Maria missed the ferry because her car broke down. If............................................................................................... . OR Mark scheme Transformation cloze In Holland, people were so desperate to own tulip bulbs that their became quite extraordinary. It was not for people to sell all their in order to buy a single tulip bulb. The situation became so serious that laws were passed with the of controlling this trade in tulips.
BEHAVE COMMON POSSESS INTEND There is a word missing in each line. Find the location of missing words and supply them in their correct form. Note expansion I / very pleased / meet you / teachers conference / London / last year. Mark scheme: I was very pleased (1 mark) to meet you (1 mark) during/(while we were) at (1 mark) the (1 mark) teachers' conference (which was held) in London last year (1 mark). rather complicated Difficult to mark CANDIDATE-SUPPLIED RESPONSE ITEM TYPES
ADVANTAGES (compared with selection types) Difficulty & long time in marking stage examiner marking Issue s of spelling & accuracy subjective assessment DISADVANTA GES items written easier wider sample of content guessing minimized creativity in language use measure of higher & lower order skills more positive effect on classroom practice similar degree of marking objectivity NON-ITEM-BASED TASK TYPES Writing tasks with detailed input Writing tasks with titles only Presentation Use of picture prompts Written prompts Information gap tasks WRITING extended writing questions WRITING TASKS ADVANTAGES DISADVANTAGES Writing tasks with detailed input More uniform set of responses Quicker, easier, more reliable marking Requiring input comprehension Testing reading + writing Valid? Writing tasks with titles only Easy to produce Valid in testing writing Varied responses More difficult to mark fairly Depending on the candidate's background, culture & education Writing tasks with detailed input Writing tasks with titles only Elementary level Elementary level You must see your friend, David, before tomorrow evening. Write a note to David. Say: Why you want to see him. Where and when to meet you. Others. Speaking tasks SPEAKING TASKS ADVANTAGES DISADVANTAGES Presentation Topics of real concern & interest Memorization of mainstream topics Picture prompt Interest to candidates Varied responses Written prompt Easy preparation Very demanding task for candidates Information gap Suitability even for elementary level Simple & repetitive language production REFERENCES ALTE (2005). ALTE Materials for the Guidance of Test Item Writers. Retrieved March 10, 2014 from http://www.alte.org/attachments/files/item_writer_guidelines.pdf Burton, S.J.; Sudweeks, R.R.; Merrill, P. F. & Wood, B. (1991). How to Prepare Better Multiple-Choice Test Items: Guidelines for University Faculty. Brigham Young University Testing Services and The Department of Instructional Science. Retrieved March 10, 2014 from http://testing.byu.edu/info/handbooks/betteritems.pdf Cambridge IELTS 9. Cambridge: Cambridge University Press. Zimmaro, D. M. (2004). Writing Good Multiple-Choice Exams. Austin: University of Texas. Retrieved March 10, 2014 from http://www6.cityu.edu.hk/edge/workshop/seminarseries/2010- 11/Seminar03-WritingGoodMultipleChoiceExams.pdf