Participants Evaluation D.

Zlateva
Knowledge, skills and competencies
Language Test Construction and
Evaluation skills
know and be able to describe fundamental
aspects of test quality such as reliability and
validity
develop the skills to operationally define
testing purposes
be able to develop a variety of item formats
including multiple-choice and constructedresponse items
be able to develop answer keys and scoring
rubrics for different item formats
be able to evaluate tests and items using
statistical and qualitative methods
be able to incorporate meaning into test
score scales using both norm-referenced and
criterion-referenced procedures
become better equipped to use standard
setting techniques to set passing scores
and other performance standards on tests
be able to develop appropriate
documentation to properly communicate the
quality of an assessment
understand the utility of educational
assessments within the broader context of
educational policy and decision making
Language Test Item development
Understand the test item specifications for
assessing reading skills
Understand the test item specifications for
assessing listening skills
Understand the test item specifications for
assessing writing skills
Understand the test item specifications for
assessing speaking skills
Understand the test item specifications for
assessing vocabulary & SMCP
Create different types of test items and use
them according to the desired learning
outcomes assessment
Create an item bank with consistent, reliable,
and valid test items

Before

After

S. Toncheva
Before

Be able to ensure the tests are varied, and

have different items (questions)
Be able to ensure they match the
requirements set out for each item, as per
the test specifications.
Be able to select from the bank items which
are of suitable level for the test population
Be able to assemble together and combine
test items to form a test which is equivalent
in difficulty and discrimination to previous
tests in the series
Be able to moderate each test item for the
design of match with the test specifications,
likely level of difficulty, possible unforeseen
problems, ambiguities in the wording of items
and of instructions, problems of layout, match
between texts and questions, and overall
balance of the test

2. Linguistic knowledge and skills

Improve Spanish/English communication and
listening skills
Improve the ability to use English and
Spanish sectorial language
3. Country culture knowledge and skills
Get to know the culture and tradition of the
region
4. Intercultural skills
Seeing, understanding and embracing
cultural differences
Recognizing and adjusting when being
motivated by different cultural values
Being respectful and showing empathy for
people from culturally-different backgrounds
Working effectively in diverse teams
Listening and observing different modes of
interaction
Communicating effectively in a multilingual
environment
Being able to establish rapport quickly
Adapting to new conditions without judgment
Tolerating ambiguity and coping with
adversity
6. Personal development

Improve their confidence

Be aware of ones own cultural values (selfawareness)
Boost their morale
Become more open minded
Consider working abroad as a realistic option

. Toncheva
After

A. Noble
Before

After

J. Kallergi
Before

After

H. Lahiry
Before

H. Lahiry
After

F. Mundy
Before

After

Learning Activities
Tasks of the trainee:

Day 1

ASSESSING READING SKILLS

Day 2

ASSESING LISTENING SKILLS

Day 3

ASSESSING SPEAKING SKILLS

Day 4

ASSESSING WRITING SKILLS

Day 5

ASSESSING VOCABULARY &

SMCP

Input: Assessment literacy and assessing reading

Analysis: reading test items
Analysis and construction of new items
Input: Assessing listening
Analysis: listening test items
Analysis and construction of new items
Input: Assessing speaking and integrated testing
Analysis: speaking test items
Analysis and construction of new items
Input: Assessing writing
Analysis: writing test items
Analysis and construction of new items
Input: Assessing vocabulary
Analysis: SMCP test items
Analysis and construction of new items

use a tick to mark the accomplished

and assessing reading

s
of new items

ms
of new items
and integrated testing
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of new items

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of new items

of new items

the accomplished ta

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Learning Outcomes
Learning outcomes acquired by the trainee:

competencies for describing fundamental aspects of test quality such as reliability and validity
competencies operationally defining testing purposes
competencies for developing a variety of item formats including multiple-choice and constructed-re

competencies for developing answer keys and scoring rubrics for different item formats
competencies for incorporating meaning into test score scales using both norm-referenced and crit
referenced procedures

competences for using standard setting techniques to set passing scores and other performance
tests

competencies for developing appropriate documentation to properly communicate the quality of an

competencies for understanding the utility of educational assessments within the broader context
policy and decision making

competencies for the test item specifications for assessing reading skills
competencies for the test item specifications for assessing listening skills
competencies for the test item specifications for assessing writing skills
competencies for the test item specifications for assessing speaking skills
competencies for the test item specifications for assessing vocabulary & SMCP
competencies for the creation of different types of test items and use them according to the desire
outcomes assessment

competencies for the creation of an item bank with consistent, reliable, and valid test items
competencies for ensuring the tests are varied, and have different items (questions)
competencies for ensuring tmatching the requirements set out for each item, as per the test specifi

competencies for selecting from the bank items which are of suitable level for the test population
competencies for assembling together and combine test items to form a test which is equivalent in
discrimination to previous tests in the series
competencies
competencies
competencies
competencies
competencies
competencies

for test items moderarion

for improving the quality of training and activities for the benefit of students
for strengthening social cohesion in Europe
for the exchange of best practices
for personal development by managing their own learning
for achieving changes through modernization and international openness in the sch

contributing to the creation of a new open-minded and all-inclusive school

increased motivation for professional development
be able to effectively support for students development process
competencies for keeping abreast of the times

use a tick to mark the accomplished learning outcomes during the m

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Not satisfactory
Poor
Satisfactory
Good
Very good
Excellent