Designing classroom language test
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Transcript of Designing classroom language test
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DESIGNING CLASSROOM LANGUAGE TESTS
WEEK2
EKO MULYONO
By:
EKO MULYONO
CRITICAL
TEST TYPES
WRITINGREADINGLISTENINGSPEAKING
DESIGNING CLASSROOM
LANGUAGE TESTS
BY
EKO MULYONO
practical steps
@echo
WRITINGREADINGLISTENINGSPEAKING
EKO MULYONO
PURPOSE
OBJECTIVES
REFLECT
ITEMS
TYPES
Critical Questions to Start Designing a Test
• What is the purpose of the test?• What are the objectives of the
test?• How will the test specifications
reflect both the purpose and the objectives?
• How will the test tasks be selected and the separate items arranged?
• What kind of scoring, grading, and/or feedback expected?
@echo
WRITINGREADINGLISTENINGSPEAKING
EKO MULYONO 1. What is the purpose of the test?
• Why are you creating this test, or why was it created by a textbook writer?• What is its significance relative to your course (for example, to evaluate overall proficiency or place a student in a course)?• How important is the test compared to other student performance?• What will its impact be on you and your students before and after the assessment?
PURPOSE
OBJECTIVES
REFLECT
ITEMS
TYPES
@echo
WRITINGREADINGLISTENINGSPEAKING
EKO MULYONO 2. What are the objectives of the test?
• What exactly are you trying to find out?
• What language knowledge and/or skills are you assessing?
PURPOSE
OBJECTIVES
REFLECT
ITEMS
TYPES
@echo
WRITINGREADINGLISTENINGSPEAKING
EKO MULYONO
3. How will the test specifications reflect both the purpose and the objectives?
• To design or evaluate a test, you must make sure that the test has a structure that logically follows from the unit or lesson it is testing.
• The class objectives should be present in the test through appropriate task types and weights, a logical sequence, and a variety of tasks.
PURPOSE
OBJECTIVES
REFLECT
ITEMS
TYPES
@echo
WRITINGREADINGLISTENINGSPEAKING
EKO MULYONO 4. Selection & Arrangement of Tasks?
• The test tasks need to be practical.• For the test to be valid, they
should also mirror tasks of the course, lesson or segment.
• They should be authentic (i.e. reflect real world language use).‐
• The tasks must be ones that can be evaluated reliably by the teacher.
PURPOSE
OBJECTIVES
REFLECT
ITEMS
TYPES
@echo
WRITINGREADINGLISTENINGSPEAKING
EKO MULYONO 5. Scoring, Grading, Feedback?
• The appropriate form of feedback on tests will vary, depending on the purpose.
• For every test, the way results are reported is an important consideration.
• Under some circumstances, a letter grade or score may be appropriate.
• Other circumstances may require that the teacher provide detailed feedback to the
students.
PURPOSE
OBJECTIVES
REFLECT
ITEMS
TYPES
@echo
NEXT
CHOOSE YOUR LEVEL !!!
1 2 3
54
Welcome toMy PH Level
Tests Types
ENGLISH EDUCATION OF POSTGRADUATE PROGRAM“UNIVERSITAS MUHAMMADIYAH SURAKARTA”
Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417
Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Level1
Orang cerdas = “Orang yang selalu ingat mati ”
Aptitude Tests
• To predict a person’s future success in learning a (any) foreign language
• Taken before actual learning
ENGLISH EDUCATION OF POSTGRADUATE PROGRAM“UNIVERSITAS MUHAMMADIYAH SURAKARTA”
Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417
Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Level2
Proficiency Tests
• Measure general ability in a language
• Regardless of previous training
Orang cerdas = “Orang yang selalu ingat mati ”
ENGLISH EDUCATION OF POSTGRADUATE PROGRAM“UNIVERSITAS MUHAMMADIYAH SURAKARTA”
Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417
Level3
Placement Tests
• To assign students to classes/programs appropriate to their level of proficiency
• Define characteristics of each level of proficiency
Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Orang cerdas = “Orang yang selalu ingat mati ”
ENGLISH EDUCATION OF POSTGRADUATE PROGRAM“UNIVERSITAS MUHAMMADIYAH SURAKARTA”
Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417
Level4
Diagnostic Tests
• Identify students’ strengths and weaknesses
• To benefit future instruction
• Difficult to construct. Lack of good ones.
Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Orang cerdas = “Orang yang selalu ingat mati ”
ENGLISH EDUCATION OF POSTGRADUATE PROGRAM“UNIVERSITAS MUHAMMADIYAH SURAKARTA”
Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417
Level5
Achievement Tests• Measure how successful students are in
achieving objectives of a lesson/course/curriculum
• Closely related to the content of a particular lesson/course/ curriculum
• Syllabus content approach OR course objectives approach?
• Final achievement tests / progress achievement tests (formative assessment)
• Frequency?
Aptitude Tests
Proficiency Tests
Placement Tests
Diagnostic Tests
Achievement Tests
Orang cerdas = “Orang yang selalu ingat mati ”
Practical Steps To Test Construction1. Assessing Clear,
Unambiguous Objectives
2. Drawing up Test Specifications
3. Devising Test Tasks
4. Designing Multiple-Choice Test Items
Look that!!!
Assessing Clear, Unambiguous Objectives ??
Lainnya
Eko Mulyono@ ASOEEAssessing Clear, Unambiguous Objectives
Lainnya
Eko Mulyono@ ASOEETest Specification
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Eko Mulyono@ ASOEEDevising Test Task
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Eko Mulyono@ ASOEEMultiple-choice Test
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Eko Mulyono@ ASOEEDesign each item to measure a specific objective
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Eko Mulyono@ ASOEEState both stem and options as simply and directly possible
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Eko Mulyono@ ASOEEMake certain that the intended answer is clearly the only correct one
THANK
YOU