Karteikarten
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- 1Practicalityrefers to the logisstical, down-to-earth, administrative issues incolced in making, giving and socring an assessment instrument --includes cost, the amount of time it takes to construct and to administer, ease of scoring and ease of interpretin/reporting reuslts); if test fails to meet such criteria, it is impracitcal
- 2A practical test-stays within budgetary limits
-can be completed by the test-taker within the appropriate time constraints
-has clear directions for administration
-appropriately utilizes available human resources
-does not exceed available material resources
-considers the time and effort involved for both desing and scoring - 3Reliabilitya reliable test is consistent and dependable; if you give the same test to the same student or matched students on two different occasions, the test should qield similar results
- 4A reliable test..-is consistent in its conditions across two or more administrations
-gives clear directions for scoring/evaluation
-has uniform rubrics for scoring/evaluation
-lends itself to consistent application of those rubrics by the scorer
-contains items/tasks that are unambiguous to the test-taker - 5unreliablity? 4 factors-the student
-the scoring
-the test administration
-the test itself - 6Student-related reliabilitytemporary illness, fatiue, a bad day, anxiety, other physical or psychological factors, which may make an observed score deviate from one'ts 'true' score.
also included: test-wiseness - 7Rater Reliablityhuman error, subjectivity, bias;
inter-rater-reliability occurs when two or more scorers yield consistent scores of the same test
can occur because of unclear socing criteria, fatigue, bias towards particular students, too many tests to correct - 8Test Administration Reliabilityunreliability may also result from the conditions in which the test is administered. eg. audio player, but street noise outside too liud; bad photocopies, amount of light, variations in temperature
- 9Test Reliabilityeg. multiple choice tests: items need to be evenly difficult, distractors need to be well designed and items need to be ell distrivuted to make test reliable
in classroom-based assessment, test unreliability can be caused by eg. subejctive test (open ended responses tha reuire judgement), also poorly written test items (ambiogous items, or items that have more than one correct answer; or too many items).. - 10Reliabilits TipsProvide clear and explicit instructions
Ensure that tests are well laid out and perfectly legible
Make candidates familiar with format and testing techniwues
Provide uniform and non-distracting conditions of administration
Use items that permit scoring which is as objective as possible
Make comparisons between candidates as direct as possible
Provide a detailed scoring key
Train scores
Agree acceptable responses and appropriate scores at outset of scoring
identify candidates by number, not name
Employ multiple, independent scoring - 11Validitymost important principle!
the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment
'an integrated evaluative judgment of the degree to which empirical evidence and theoretical rationales support the adequacy and appropriateness of inferences and actions based on test corses - 12A valid test..-measures exactly what it proposes to measure
-doe not measure irrelevenant or contaminating variables
-relies as much as possible on empircial evidence (performance)
-involves performance that samples the test's criterion (objective)
-offers useful, meaningful information about a test-taker's ability
-is supported by a theoretical rationale or argument - 13examplea valid test of reading ability actually measures reading ability
- 144 types of evidence for validitycontent-related evidence
criterion-related evidence
construct-related evidence
face validity - 15Content related Evidencea test has content validity if its content constitutes a representative sample of of the language skills, structure, etc. with which it is meant to be concerned.
we need a specification of the skills or structures. important because the greater a test's content validity, the more likely it is to be an accurate measure of what it is supposed to measure
the extent to which the assessment requires students to perform tasks that were inclued in the previous classroom lessons and that directly represent the objectives of the unit on which the assessment is based - 16Criterion-related evidencethe extent to which the criterion of the test has actually been reached
criterion related evidence is best demonstrated through a comparison of results of an assessment with results of some other measure of the same criterion
concurrent validity: if results are supported by other concurrent performance beyond the assessment itself
predictive validity important in case of placement tests, admission assessment, achievement tests designed to determine student's readiness to move on to another unit (assessment criterion in such cases is not to measure concurrent ability but to assess and predict a test-taker's likelinhood of future success - 17Construct related evidenceconstruct validity
construct eg: proficiency, communicative competence, and fluency; psychological constructs: self-esteem and motivation
eg. assessing oral fluency: to possess construct valiity, your test should account fo the various components of fluency: speed, rhythm, juncture, hesitaitons, .. - 18Consequential validity (impact)encompasses all the consequences of a test, including such considerations as its accuracy in measuring intended criteria, its effect on the preparation of test-takers, and the intended and unintended social consequences of a test's interpretation and use.
consequences before and after test
one consequence after: wahsback - 19Face validityextent to which student view assessment as fair, relevant, and useful for imporving learning
face validity refer to the degree to which a test looks right, and appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of the examinees who take it.
cannot be empirically measured
factor of the eye of the beholder - 20validity for low-stakes tests-explicit specificaitons for the test
-use direct testing
-scoring of repsonses relates directly to what is being tested
do everything possible to make the test reliable (if test is not reliable, it cannot be valid)
(a reliable test may not be valid at all eg. writing test translation of equivalents of 500 words in their own language - 21Authenticitythe degree of correspondence of the charactersitics of a given language test task to the features of a target language task and then suggested an agenda for identifying those target language tasks and for tranforming them into valid test items
problem: often tasks contrvied or artificial - 22An authentic test-contains language that is as natural as possible
-has items that are contextualized rather than isolated
-includes meaningful, relevant, interesting topics
-provides some thematic organization to items, such as through a story line or episode
-offers tasks that replicate real-world tasks - 23Washbackthe effect of testing on teaching and learning
eg. extent to which assessment affects a student's future language development
benefit of preparing and reviwing for a test, learning that comes form feedback on one' performance, .. - 24a test that provides beneficial washback ..-positively influences what and how teachers teach
-positively influences what and how learners learn
-offers learners a chance to adequately prepare
-gives learners feedback that enhances their language development
-is more formative in nature than summative
-provides conditions for peak performance by the learner - 25biased for the bestconsequential validity: to encourage students to bring out the best in their performance
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- Testing and Assessment Karteikarten am Text 2, erstellt von Lisza Neumeier am 16/05/2019.
- Erstellt von
- Lisza Neumeier
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