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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 testtakers. 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 is their previous experience and background? Is the test appropriately
matched to their abilities? How should test-takers interpret their scores? Finally, a test measures a
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.
same learning community? In the ideal classroom, all these observations feed into the way the
teacher provides instruction to each student.
150 to 300 words) in which roughly every sixth or seventh word has been deleted the test-taker is
required to supply words that fit into those blanks. Dictation is familiar language-teaching technique
that evolved into a testing technique. Essentially, learners listen to passage of 100 to 150 words
read aloud by an administrator (or audiotape) and write what they hear, using correct spelling.
Supporters argue that dictation is an integrative test because it taps into grammatical and discourse
competencies required careful listening, reproduction in writing of what is heard, efficient short-term
memory; and to an extent.
8. Performance-Based Assessment
Performance-based assessment of language typically involves oral production, written production,
open-ended responses, integrated performance, group performance and other interactive tasks. To
be sure, such assessment is time-consuming and therefore expensive, but those extra efforts are
paying off in the form of more direct testing because students are assessed as they perform actual
or stimulated real-world tasks. In technical terms, higher content validity is achieved because
learners are measures in the process of performing the targeted linguistic acts.
ALTERNATIVE
Norm-referenced scores
Criterion-referenced scores
Summative
Formative
Oriented to product
Oriented to process
Non-interactive performance
Interactive performance
Two caveats need to be stated here. First, the concepts in the table 1.1 represent some
overgeneralizations and should therefore be considered with caution. It is difficult, in fact, to draw a
clear line of distinction between what Armstrong (1994) and Bailey (1998) have called traditional and
alternative assessment.
Second, it is obvious that the table shows a bias toward alternative assessment, and one should
not be misled into thinking that everything on the left-hand side is tainted while the list right-hand
side offers salvation to the field of language assessment! As Brown and Hudson (1998) aptly
pointed out, the assessment traditions available to us should be valued and utilized for the functions
that they provide. At the same time, we might all be stimulated to look at the right-hand list and
ask ourselves if, among those concepts, there are alternatives to assessment that we can
constructively use in our classroom.
It should be noted here that considerably more time and higher institutional budgets are required to
administer and score assessments that presuppose more subjective evaluation, more
individualization, and more interaction in the process of offering feedback.
Lack of security and the possibility of cheating are inherent in classroom based unsupervised
computerized tests.
Occasional home-grown quizzes that appear on unofficial websites may be mistaken for validated
assessments.
The multiple-choice format preferred for most computer-based tests contains the usual potential for
flawed item design
Open-ended responses are less likely to appear because of the need for human scores. With all
the attendant, issue of cost, reliability, and turn-around time.
The human interactive element (especially in oral production) is absent.