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REVISION : TSL 3112 LANGUAGE ASSESSMENT SEM : 6

SECTION A:
1. i) Define: a) Tests : b) Measurements :
ii) State TWO (2) differences between tests and measurements .
2. In examining tests ,there are some important factors/characteristics that need to
be considered.
Briefly explain TWO (2) of these factors .
{ Validity, Reliabilty , …etc}
3. What is the relationship between Reliability and Validity ?
-Define Reliability and Validity
-Can a test be reliable if it is not valid ?
-Can a test be valid but not reliable ?
4. What are the different ways of computing reliability ?
5. What are the different types of validity ?
6. (i) Define “washback” ,a;so known as backwash.
(ii) Washback effet is addressed based on three factors- what are they ?
{ participants,processes and products involved}
( iii) How do we promote positive/beneficial washback (Hughes: 1989)?
Give examples.
7.What is “alternative assessment” as compared to “ traditional assessment” ?
-Why are alternative assessments suggested or have found a place in language
assessment?
8. What are some of the characteristics of alternative assessments?
9.What are some forms of alternative assessments for assessing language ?
10. Briefly explain why it is important to develop a test specifications or blue
print before constructing test items ?

11. Ms Lim wants to test her students‟ speaking skills.She asks her students to do a
written test of filling in the blanks of a dialogue between two participants at a
supermarket.
a) What type of validity is she not addressing ?
b) Provide reasons and explain.
12. a) In what way is the normal curve or normal distribution helpful to teachers in
the interpretation of students‟ scores on tests ?
b) Is it appropriate to interpret test scores of a small group of students in a your
class using the normal curve?Give a reason to support yr answer ?

13. a) Name the TWO(2) types of evaluation used in Malaysian schools or education
System.
b) Provide an example of a test/examination for each type of the above evaluation

14. a) Besides grading students performance using „letters‟ for summative
assessments, what other alternative assessments that can be used to assess
students‟ language proficiency ?
b) Define and explain i) Absolute grading ii) Relative grading

15.State and explain the steps involved in constructing “Scoring Rubrics”


16.Briefly explain achievement test and proficiency test with appropriate examples.

17.-What are the different levels (cognitive) in the Bloom‟s taxonomy?
- What does the Solo taxonomy stand for and how many levels does it consist?
-

18. Compare and contrast Blooms Taxonomy against Barrett‟s taxonomy and against
the Solo taxonomy.What is the main purpose of each of these taxonomies ?


SRN/8thNOV/2013