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1. Testing
A test, in simple terms, is a method of measuring a persons ability;
knowledge, or performance in a given domain. Lets look at the components of
this definition. A test is first a method. It is an instrument- a set of techniques,
procedures, or items that requires performance on the part of test-taker.
( require desempeo por parte del tomador de la prueba.) Second, a test must
measure. Some tests measure general ability, while others determine a general
ability level; a quiz on recognizing correct use of definite articles measure
specific knowledge.
Next, a test measures an individuals ability; knowledge, or performance.
Testers need to understand who the test-takers are. What their previous
experience and background? Is the test appropriately matched to their
abilities? How should test-takers interpret their scores? Finally, a test measures
in given domain. In the case of proficiency test, even though the actual
performance on the test involves only a sampling of skills, that domain is
overall proficiency in a language-general competence in all skill of a language.
A well-constructed test is an instrument that provides an accurate measure of
the test-takers ability within a particular domain.
TEACHING:
Teaching: It provides the opportunities for learners to listen, think, takes risks,
set goals, and process feedback from the coach to improve in their learning
process. It also provides observation in students performance.
OBSERVATION=TEACHER INSTRUCTION.
What is teaching? teaching is a transferred process about the lessons like the
knowledge, to someone or some people, in order that they are able to get and
to understand the lessons.
Who involves in teaching activities?
Answer: teacher, students, materials
What sequences in teaching activities?
Answer: the sequences in teaching activities are: (1) Before teaching activities
phase (pre-active) arrange annual curriculum program, semester program,
teaching planning program; (2) teaching phase (inter-active). Here it is
interacting between teacher and students, student to student, group student or
student as individual: (3) post-active teaching : evaluating the students work,
make a planning for next meeting, re-evaluating teaching learning process that
has directed.
It is designed to elicit performance without recording results and making a fixed judgments
about a students competence.
Example: At the end of continuum are marginal comments on paper, responding to draft of
an essay, advice of how to better pronounce a word, suggestion for strategy, showing how to
modify a better note-taking to better remember of the lecture contents.
On the other hand, formal assessments are exercises or procedures specifically designed to tap into
a storehouse of skills and knowledge. They are systematic, planned sampling techniques
constructed to give teacher and students an appraisal of students achievement.
it is systematic, it means that there are exercises or procedures designed to be focused on Ss
achievements in terms of skills and knowledge.
examples:
a midterm exam, a final project, a paper, a senior recital
Criterion-referenced test, on the other hand, are designed to give test-takers feedback, usually
in the form of grades, on specific course or lesson objectives. Classroom tests involving the students
in only one class, and connected to a curriculum, are typical of criterion-referenced testing. In a
criterion-referenced test, the distribution of students score across a continuum may be of little
concern as long as the instrument assesses appropriate objectives.
Teachers spend more time and effort but they show interest in giving useful feedback to the
Ss.
QUESTIONS
1. What is teaching?
Answer: teaching is a transferred process about the lessons like the knowledge,
to someone or some people, in order that they are able to get and to
understand the lessons.
13. What types of test do you know? Mention and give the examples!
Answer:
There are five types of a test, at least:
14. There are some steps in preparing a test, what are they?
Answer:
I have not experience yet in taking a test. But, I have seen my teacher gave my
friends and I a test. He gave us some tests that include multiple-choice, free
response, performance or simulation and true or false. There is no "best"
format to use; the applicability depends on the purpose and content of the test.
For example, a test on a complex psychomotor task would be better served by
a performance or simulation item than a true/false item.