English Asssment: Theory and Practice 1. Define the following terms in your own words 1) Testing Testing which is often ud for pedagogical purpos, is a procedure designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual. 2) Asssment Asssment collects information of students’ learning for various purpos and using various techniques. 3) Evaluation Evaluation applies the systematic ways to gather information for the purpo of making decisions. 4) Measurement Measurement is the process of quantifying the characteristics of persons according to explicit procedures and rules. 5) Reliability Reliability is a quality of test scores, and a perfectly reliable score would be one which is free from errors of measurement. 6) Validity Validity is an important quality of test interpretation, which concerns the extent to which the inferences or decisions we make on the basis of test scores are meaningful, appropriate and uful. 7) Norm-referenced tests Norm-referenced tests are designed to enable the test ur to make the interpretations of test results with reference to the performance of a given group or norm. 8）criterion-referenced tests Criterion-referenced tests are designed to enable the test ur to interpret a test score with reference to a criterion level of ability or domain of content. 9） formative test Formative test is the test teachers u to check on the progress of their students , to e how far they have mastered what they should have learned and u this information to modify their future teaching plans, such as informal tests or quizzes. 10) Summative test Summative test is ud at the end of the term, mester or year in order to measure what has been achieved both by groups and by individuals. 2．Discussion questions (Answer each question in no less than 200 words.) 1) How can we improve the test reliability In order to develop the test reliability, we have to minimize the effects of measurement errors and to maximize the effects of the language abilities we want to measure. There are two kinds of reliability: test reliability and scorer reliability. And three categories affect test and score reliability: 1) test method facets;2) attributes of the test taker that are not considered part of the language abilities we want to measure;3) random factors that are largely unpredictable and temporary. The result of the effects of all the factors is that whenever individuals take a language test, they are not all likely to perform equally well, and so their scores vary. Becau different factors affect different individual, the testers should u different methods of testing according to the different individuals. And we should u different approached to estimating the reliability of the tests. We can also apply the test-retest and split-half test to investigate the reliability in order to further improve it. 2) How can we improve the test validity Reliability is a necessary condition for validity. A perfectly valid measure must also be reliable. For a test score to be valid, it must be reliable. So to increa the test validity, we must first increa the reliability. There are four kinds of test validity: 1)content validity; 2) criterion-related validity; 3）construct validity; 4) face validity. In order to improve test validity, we must make sure the theoretical framework ud to generate the empirical predictions is correct; cond, the method or procedure ud to test is appropriate; third, the relationship among multiple indicators designed should reprent a given theoretical concept and theoretically relevant external variables should be similar in terms of direction, strength, and consistency. For example, two indicators, both of which are designed to measure social statue, should have similar correlations with political interest. 3) Is communicative language testing applicable in Chine context Why and why not Communicative language testing is applicable in Chine context. Communicative language testing is intended to provide the tester with information about the testee’s ability to perform in the target language in certain context-specific tasks. The tests measure how the testees are able to u language in real life situations. As has been said, the communicative language testing is just a promid land in china as there is no real-life situation in Chine context. So we lo both the reliability and validity. However, the aim of this test is to measure the testees’ communicative skills , so we can t up a real-life like situation and sample situations in performance tests to test the students’ communicative competence. In such a way, this test could be matched to abilities. So in Chine context, we still can create a real-life situation to let students to finish the communicative tasks. 4） How can we promote the positive washback of language testing There are negative and positive washback of language testing. To promote the positive washback, we should inhibit the former and encourage the later. The negative washback includes that teachers may ignore subjects and activities that did not contribute directly to passing the exam, and students may be practicing exam techniques rather than language learning activities. According to the problems, the tests should be designed to reflect the learning principles and the cour objectives to which they are suppodly related. Test program shouldn’t take too much of time or el it will reduce the time available for instruction and narrow curricular offerings. What’s more, test should be properly designed to motivate the students and teacher, and to give them correct feedbacks. 5) How would you apply performance asssment in your language teaching classroom In applying the performance asssment in my language teaching classroom, I will design a task for the students to accomplish and measure their language ability according to the task performance. That is the “task-bad” approach. I will first focus on the construct of interest and then develop tasks bad on the performance attributes of the construct, score us, scoring constraints, and so forth. Then I will begin the task-centered test by deciding which performances are the desired ones. Then, score us, scoring criteria, and so forth become part of the performance test itlf. So in applying task-bad asssment, I can measure the students’ performance in the language teaching classroom and the scores are made according to the students’ performance. Specifications for the Oral Test Test purpo This oral test is an achievement test designed to asss students’ progress on the oral cour at the end of the term. Test domain Theoretical Construct: Students’ ability to process verbal or non-verbal information in oral texts as required in the teaching syllabus. Operations: a) be able to narrate or describe the information on everyday topics and common experiences or situations. b) be able to explain the specific information to the listener in the given context. c) be able to explain the specific information with an appropriate level of explicitness, including the explicit using of the grammar, words and accurate pronunciation. d) be able to speak at a length on a given topic, using appropriate language and organizing his/her ideas coherently. e) be able to recognize the right moment to get a turn. f) be able to express and justify opinions, analyze, discuss and speculate about issues. Test taker The cond-year English major students who have been taking this cour. Test content Text types: Interviews, dialogue, conversations at parties, speech, etc. Topic: College life, hobby, culture, sports, language, part-time job, ect. Focus Test tasks or items should focus on checking students’ knowledge, oral skills and communication competence, with more emphasis on speaking and communication. Test length There will be three texts with no more than 200 words each. Test method Direct oral test is ud in combination with emphasis on the latter. Test tasks and item types Answering questions: oral Speech: oral Pair discussion: oral Test organization and weighting
Time duration The test should be completed within 100 minutes with 20 students. Scoring Criteria For this test, scoring criteria are provided as follows: Excellent: has fully operational command of the language appropriate, accurate and fluent, with only occasional unsystematic in accuracies and inappropriacies. Modest: has effective command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. Intermittent: No real communication is possible except for the most basic information using isolated words or short formulae in familiar situation and to meet immediate needs. Test administration It is advid that students be informed of the procedures of test administration beforehand. Test instructions should be read to the students before the test begins. Test instructions can be delivered either in English or in Chine as is en appropriate to the occasion. Supervisors are expected to administer the test strictly in accordance with the stated procedures. Measures should be taken to maintain a supportive testing environment throughout the test. | ||||||||||||||||||||
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