PPT w.Z topic 7 2013 sem6
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Transcript of PPT w.Z topic 7 2013 sem6
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C H U A S O W A N N
L I N G G A T H A R A N I K E S A V A N
RABIA TUL A D A W I Y A H O T H M A N
N U R L I Y A N A I S H A K
Topic 7 :Assessing Language
Skills and Content
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Objective testing
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Definition
Items that can be objectively scored items on which aperson select a response from the list of options. (W
Wiersma & G Jurs, 1990)
a test, such as one using multiple-choice questions,in which the feelings or opinions of the personmarking it cannot affect the marks given.
(http://www.collinsdictionary.com)
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Types of objective test question
A) Recall type
- Sentence Completion Items
- Fill in the blanks
B) Recognition type
- Multiple choice items
- True-false items- Matching items
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c) Others / problem solving types
- Rearrangement
- Analogy
- Context dependent (Pictorial form,interpretative)
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Sentence completion type
Certain important words or phrases are ommitedand students are expected to fill in missing words.
Eg. Communication is a two way process by whichpeople one another
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Multiple choice items
The stem direct question or incomplete statement.
The options or responses 3 to 5 alternative
response which includes- the key
- distractors
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Advantages
- Extremely versatile
- convenient for various subjects
- provide reliability and validality- reduce the effort of guessing
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Disadvantages
- difficult to construct plausible alternative
responses.
- need more time and effort to prepare- provide cues that are unavailable in practice
- cant test the skills like communication,
psychomotor skills and interpersonal skills
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5 basic types
- best answer type
- right answer type
- multiple true false type- reason-assertion type
- analogy type
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Directions for MCQ
- The stem
clearshould not contain a lot of irrelevant information
appropriate reading level
grammatically correct
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- Correct response
same terms/reading level
avoid too many qualifiers
assigned a random position in the answer sequence.
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Matching type
Consist of two columns
Good for testing knowledge of terminologies,relation of facts.
Directions:- short title for each column
- number of choices exceed number of
statements.- Longer statement in statement column and
shorter in choices column
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Evaluation
It can be done:
Manually
Computer assisted
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Comparison
Objective type Subjective type
High degree ofobjectivity
Lacks objectivity
More reliability Lesser reliability
Higher validity Lesser validity
Economical in readingand scoring whileexpensive in marking
Expensive in readingand scoring whileeconomical in marking
Effective even in large
group
Effective in small group
(max-10)
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Subjective Testing
Method of Evaluation
1. Requires judgment from the markers part.
2. Extended answers.3. Answers will vary from one candidate to another.
4. Higher degree of validity.
5. Takes into consideration: Explanation, alternativeanswers and organization of ideas.
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Example
A. Short-answer essay
B. Long-answer essay
C. Structure Questions
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Discrete Point Tests
o Focus on one linguistic element at a time
o Assumption :
- language can be broken down into separate element
- tend to be indirect
o Example : 1. Phoneme recognition.
2. Yes/No, True/ False answers.
3. Spelling.
4. Word completion.
5. Grammar items.
6. Most multiple choice tests.
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o Example of Question :
Select the correct preposition to complete the following
sentence:
1. We went _______ the store by car.
(A) at
(B) on
(C) for
(D) to
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Integrative Tests
o Requires students to combine many linguistics elements
real
language use situations.
o Assumption :
- unitary trait / competence hypothesis (Oller)
- tend to be direct
o Example : 1. Writing tasks.
2. Dictation.
3. Cloze tests.
4. Oral interviews or conversation
5. Reading
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o Example of Question :
Fill in the blank:
1. When the doorbell _______, I was having a bath.
(A) rang
(B) rings
(C) rung
(D) ringed
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Communicative Tests
A communicative language testing system requires
tests which are devoted to testing not only
learners knowledge of a language and how to use it(competence) but also to what extent
learners apply their knowledge to meaningful
communicative situations (performance)
(Fulcher and Davidson, 2007).
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Communicative ability should encompass thefollowing skills:
Grammatical competence. How grammar
rules are actually applied in written and oral reallife language situations.
Sociolinguistic competence. Knowing the rules oflanguage use, Turn taking during conversation
discourse, etc. or using appropriate language for agiven situation.
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Strategic competence. Being able to useappropriate verbal and non-verbal communicationstrategies.
Test takers ability to demonstrate them in actualsituations.
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How?
replicate real life situations
the importance of context is recognized
should be both authenticity of task and genuine oftexts
tasks ought to be as direct as possible
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reflect the interactive nature of normal speech andalso assess pragmatic skills being used
Communicative tests are both direct andintegrative
focus : expression and understanding of the
functional use of language rather than on the morelimited mastery of language form found in discreetpoint tests
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~THE END~