You are on page 1of 3

Zabor testing – notatki [sources: Wikipedia.

en on testing /assessment / statistics +Penny Ur +moje notatki z zajęć]

1. Assessment / evaluation / testing. Assessment vs teaching – washback effect (positive or negative influence the testing process may have on the teaching and learning that precede it) Validity / reliability (pojęcia teorii pomiaru) • A valid test measures exactly what we want to measure. Types of validity: VALIDITY Criterion Construct - concurrent - similar to (similar results of content validity, tests at the same whether particular time) test items - predicative represent what is (potential future intended to be ability) measured - reflects the success of measures used for prediction and estimation Face - test has to look good:D - has to appear as a good measure even for an amateur (everyone will know that a vocab test doesn’t show your knowledge of grammar)

Content -samples of relevant structures

A reliable test produces similar results when administered multiple times on different occasions.

2. Types of tests. • Placement (what material can be acquired and learned) / Achievement (hw much material in a given course has been learned). I tu fikuśny schemacik: Placement PreTREATMENT • • • Proficiency - overall language proficiency, without reference to any particular course. Diagnostic – reveals strong and weak points of learners knowledge. Prognostic (=placement) – predicts how well one will do in a given course. Achievement Post-

Aptitude – measures general language learning skills (not the actual knowledge)

3. Few important definitions: • • • Discrete-point test – consists of separate items measuring a single skill (e.g. a vocabulary test) Integrative test – includes whole pieces and chunks of language and requires a relatively broad command of language (e.g. an essay) Objective / Subjective test – single correct answer (true-false questions, multiple choice) / more than one answer – or more forms of expressing it (essay, cloze) Norm / Criterion referenced assessment: Criterion -tests knowledge -no comparison to others -pre-determined performance level or set of goals

Norm -classifies students -highlights differences -discriminates

4. Skill testing techniques (z Ur, bo hendałt od dr Lecha gdzieś posiałem). • • • • • • • Open questions (appropriate almost for everything, but mostly reading and listening) True / False (reading and listening) Multiple choice (our favorites, can test pretty much everything) Gap – filling / Completion (mostly grammar and vocab) Matching (almost only vocab) Dictation (spelling / listening comprehension) Cloze (regular intervals between the gaps, requires a bit more effort than simple gap-filling – relevant for testing reading, spelling, vocabulary, grammar and to some extent writing) Transformation / rewriting (grammar / vocabulary) Translation / essay / monologue (not very popular, test a lot of skills at once but often hard to check and evaluate)

• •

5. Alternative evaluation methods. (sometimes inaccurate – problems with reliability)

Language data

Alternative methods: Tests • • • Observation Tasks / Projects Surveys