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Text 1b
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- 1Proficiency testto measure people's ability in a a language (egarless of any training they might have had before)
based on what candidates have to be able to do in a language in order to be considered proficient (= having sufficient command of the language for a particular purpose)
(or show whether candidates have reached a certain standard with respect to a set of specified abilitties) - 2Achievement testdirectly related to language courses, how succeddful individual students or group have been achieving objectives
- 3two kinds (first one)final achievement test: at end of course of study; written and administered by ministried of education, examining boads, etc. - content should be based directly on a detailed course syllabus (syllabus-content approach)
or: basing test content directly on objectives of course - 4second oneProgress achievement test: measure the progress that students are making; contribute to formative assessment: series of well-defined short-term objectives
-better to base content of achievement tests on course objectives rather than on the detailed content of a course - 5Diagnostic testsused to identify learner's strengths and weaknesses
often proficiency tests may prove adequate for this purpose
comprehensice diagnostic tests of English grammar would be vast (way to much to test)
could be extremely useful for individualized instruction or self-instruction: computer programs coan sometimes help , - 6Placement Testsintended to provide information that will help to place students at the stage of the teaching programme mot approprite to their abilities; eg. assignin students to classes at different levels for languag schools; depend on identification of the key features at different levels of teaching in the instituion
- 7direct testingwhen it requires the candidae to perform precisely the skill that we wish to measure
(speaking, writing easier thatn with listening and reading because we nee dto see if they have done it successfully (eliciting evidence) - 8indirect testingattempts to measure the abilities that underlie the skills in which we are interested
eg. testing pronunciation with paper and pencil that to find pairs that rhyme - 9which better?indirect testing good, but takes a lot of time and not that relible; direct testing more backwash
- 10discrete point testingtesting of one element at a time
almost always indirect, integrative tests will tend to be direct - 11integrative testingto combine many language elements in the completion of a task
- 12norm-referenced testingrelated one candidate's performance to that of other candidates
we are not told directly what the student is capable of doing in the language - 13criterion-referenced testingwe learn something about what he or she can actually do in the language
purpose: classify people according to whether or not they are able to perform some task or set of task satifactoriy
progress measures in relation to meanngful criteria - and motivate students to attain those standards - 14objective testingif no judgement is required on the part of the scorer: objective t.
- 15subjective testingif judgement is called for
different degrees
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- Testing and Assessment Fichas sobre Text 1b, creado por Lisza Neumeier el 15/05/2019.
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- Lisza Neumeier
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