TESTING Meeting& Workshop January 2016

7/25/2019 TESTING Meeting& Workshop January 2016

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Testingby

Mr.Samir [email protected] 19th216

Sidi !aamane Medea 2
mailto:[email protected]:[email protected]


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time Tas"s

9# $%ening session

9#& ' 9# 2 (uic" re)iew about the last meeting *+eed bac" about T, lesson %lans +or allle)els

9#2 - 1# /ntroducing the to%ic o+ the day

1# ' 1#0

ofee %ause

1# 0 ' 11#

eed bac" about the %resentation o+ theday

11# ' 11 #

3or"sho%s

11# ' 11#&&

eedbac" o+ the wor"sho%

12# losure o+ the training

4lanning o+ the day


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1-Why are teachers ofEnglish blamed fo rbad

results?

2- What are the causesof such weak results?

3- What solutions doyou suggest to getbetter results?

Test an5iety

Timeman

agement

Standartied tests


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It is the thing or

%roduct

that measuresa

articular

beha!ior or set of

ob"ecti!es#htt$%%www#seechandlanguage#com

3hatis

testing7

&8 reection


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&esting 's(ssessment?

)* re+ection


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Teachers )s Testing

Many teachers disli"e %re%aringand grading e5ams: and moststudents dread ta"ing them. ;ettests are %ower+ul educationaltools that ser)e at least +our+unctions.


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Whytesting?

)*

re+ection

,et tests are owerful educational toolsthat ser!e at least +our +unctions #

irst tests hel you e!aluate

students and assess whether theyare learning what you are e.ectingthem to learn#

/econd well-designed tests ser!e to

moti!ate students

&hird tests can hel you understandhow successfully you are resentingthe material#

0inally tests can reinforce learningby ro!iding students with indicatorsof what toics or skills they ha!e notyet mastered and should concentrateon


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rinci%les o+ Testing


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18- (re these acti!ities reetiti!e ?creati!e?-11'o they reuire the learner to nd answers in the te.t or to deducethem from the conte.t?12'o the !ocabulary- related acti!ities aear in a meaningfulconte.t?

1'o the grammar 9related acti!ities aear in a meaningful conte.t?10'o the ronunciation acti!ities aear in a meaningful conte.t?1&'o the acti!ities allow for the use of critical thinking or are theymerely referential ?16'(re the acti!ities assessing the writing skill in accordance with thee.it role? (re they meaningful for the student?

1='oes the task at hand corresond to his le!el of rociency or is itbeyond his cogniti!e abilities?1>'(re the tasks communication- oriented ?19'o the :E; uestions co!er an imortant art of the curriculum?2'(re the targeted cometencies assessed ob"ecti!ely?21'(re the assessors aware of the rubrics used by the designers of

e.ams?22'o they use assessment criteria 4rele!ance correct use oflanguage coherence andde!eloment5 and indicators to measure students < roduction?2'(re they aware of the four le!els of mastery of cometencies4ma.imum minimum artial or lack of mastery5

20 'o they use these criteria when they assess the work of learners?


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when designing national e5aminations +or themiddle school: it is im%ortant to#

atarget the learner*s e.act le!el of erformance#bE.aminations must re+ect the di7culty le!elsdescribed by the descritors in the curriculum#

cInsectors should suer!ise and assist teacherswhile designing assessment tools which are conform to

the :E; e.amination materials#

dIt is e!ident that the assessment of learning shouldfocus on what was taught in class and based one.licit descritors #

eIn addition the situations should be close to whatwas done in class in order not to confuse the learnerand must be !aried= they should test listening andreading comrehensionseaking and written e.ression as well as thelanguage skills 4grammar !ocabulary ronunciation

/nconclusion


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/o you as teachers and test >e.am designers$

What recommendations willyou take into account?

2* re+ection

1' all the 20 recommendations 7

3hy 7

2' some o+ them7

3hy7

' !one o+ them7

3hy7

Bl t d t ti


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To measure "nowledge Acommon terms facts rincilesrocedures5 ask these kindsof uestions$ ,ene: ,escribe:/denti+y: Cabel: Cist: Match: !ame: $utline:


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Iow to %lan tests ande5ams7

&8 reection

t ti + ?f ti ?


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onstruction o+ ?fecti)e ?5ams

Prepare new exams each time you teach a course.&hough it is time-consuming to de!elo tests a aste.am may not re+ect changes in how you ha!e resented the material or which toics you ha!e emhasi6edin the course# If you do write a new e.am you can make coies of the old e.am a!ailable to students#

Make up test items throughout the term. onAt wait until a week or so before the e.am# Bne way tomake sure the e.am re+ects the toics emhasi6ed in the course is to write test uestions at the end of eachclass session and lace them on inde. cards or comuter les for later sorting# /oftware that allows you tocreate test banks of items and generate e.ams from the ool is now a!ailable#Cull items from colleagues' exams. (sk colleagues at other institutions for coies of their e.ams# :ecareful though about using items from tests gi!en by colleagues on your own camus# /ome of yourstudents may ha!e re!iously seen those tests#Consider making your tests cumulative. Cumulati!e tests reuire students to re!iew material they ha!ealready studied thus reinforcing what they ha!e learned# Cumulati!e tests also gi!e students a chance tointegrate and synthesi6e course content

Prepare clear instructions.&est your instructions by asking a colleague 4or one of your graduate studentinstructors5 to read them#

Include a few words of advice and encouragement on the exam. 0or e.amle gi!e students ad!ice onhow much time to send on each section or o@er a hint at the beginning of an essay uestion or wishstudents good luck

Put some easy items rst. Dlace se!eral uestions all your students can answer near the beginning of thee.am# (nswering easier uestions hels students o!ercome their ner!ousness and may hel them feelcondent that they can succeed on the e.am# ,ou can also use the rst few uestions to identify students inserious academic di7culty#

Challenge your est students. /ome instructors like to include at least one !ery di7cult uestion9thoughnot a trick uestion or a tri!ial one9to challenge the interest of the best students# &hey lace that uestionat or near the end of the e.am#!ry out the timing. o urose is ser!ed by creating a test too long for e!en well-reared students tonish and re!iew before turning it in# (s a rule of thumb allow about one-half minute er item for true-falsetests one minute er item for multile-choice tests two minutes er short-answer reuiring a few sentencesten or fteen minutes for a limited essay uestion and about thirty minutes for a broader essay uestion#(llow another !e or ten minutes for students to re!iew their work and factor in time to distribute and collectthe tests# (nother rule of thumb is to allow students about four times as long as it takes you 4or a graduatestudent instructor5 to comlete the test#

M lti%le choice tests ;ultile choice items can be used to measure both simle


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%es o+ Tests

Multi%le'choice tests. ;ultile-choice items can be used to measure both simleknowledge and comle. concets# /ince multile-choice uestions can be answered uicklyyou can assess studentsA mastery of many toics on an hour e.am# In addition the itemscan be easily and reliably scored# Food multile-choice uestions are di7cult to write-see;ultile-Choice and ;atching &ests for guidance on how to de!elo and administer thistye of test#True'+alse tests. :ecause random guessing will roduce the correct answer half the time

true-false tests are less reliable than other tyes of e.ams# Gowe!er these items arearoriate for occasional use# /ome faculty who use true-false uestions add an e.laincolumn in which students write one or two sentences "ustifying their resonse#Matching tests.&he matching format is an e@ecti!e way to test studentsA

recognition of the relationshis between words and denitions e!ents anddates categories and e.amles and so on# /ee ;ultile-Choice and;atching &ests for suggestions about de!eloing this tye of test#

?ssay tests. Essay tests enable you to "udge studentsA abilities to organi6e integrateinterret material and e.ress themsel!es in their own words# Hesearch indicates that

students study more e7ciently for essay-tye e.aminations than for selection 4multile-choice5 tests$ students rearing for essay tests focus on broad issues general concets andinterrelationshis rather than on secic detailsShort'answer tests. eending on your ob"ecti!es short-answer uestions can call forone or two sentences or a long aragrah# /hort-answer tests are easier to write thoughthey take longer to score than multile-choice tests# &hey also gi!e you some oortunityto see how well students can e.ress their thoughts though they are not as useful as longeressay resonses for this urose# /ee /hort-(nswer and Essay &ests for detailed guidelines4roblem sets. In courses in mathematics and the sciences your tests can include roblem

sets# (s a rule of thumb allow students ten minutes to sol!e a roblem you can do in twominutes# /ee Gomework$ Droblem /ets for ad!ice on creating and grading roblem sets#

$ral e5ams.&hough common at the graduate le!el oral e.ams are rarely used forundergraduates e.cet in foreign language classes# In other classes they are usually time-consuming too an.iety ro!oking for students and di7cult to score unless the instructortae-records the answers#


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(ll test and e.amsmust be lannedaccording to$


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ormat o+#

tests * e5ams


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4art $ne # 10%ointsK

GL


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4art Two # 3ritten

?5%ression whichcould be#

/ntegratedSituation K

4roblem Sol)ingK

6 oints


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The te5t


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The acti)ites


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C i


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Ce5is 0 wordsin all the text

The words s%read all o)erthe whole te5tJ#

The words gi)en must

ha)e at least E0 %ossibleanswers +or each word#

The words gi)en in le5isshould be re'in)estedEli"ely in the written

?5%ression


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GT/N/T; 1


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GT/N/T; 1#MechanicLMor%hology

tas"sAword +ormation L%unctuationOT/N/T; 2$ Synta5

$BS # !ot +orbidden to gi)e2 synta5 acti)ities

GT/N/T; #4ronunciation


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ow to %lan a situationo+

integration

4art Two# 3ritten ?5%ression


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%Asituation o+ /ntegration L %roblem sol)ing

situation/t must be#o


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Situation o+ integration

ATarget situation

authenticdocuments

a set o+

instructionsada%ted to thele)el

o+ the %u%il

in accordance withthe %edagogical

obQecti)es

in accordancewith the conte5to+ wor"

integrates the

"nows :s"illsRattitudes

con)eys

%ositi)e)alues

in accordancewith the targetcom%etence

signicant

should be withinreach

readable+ormulation

moti)ating

+ormulationrather than aPuestion

illustrations

realistic %racticeta"es into accountthe local means

should be withina situation o+

communication

TI? F


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?4


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!ote # /+ a candidate is out o+ the

to%ic : ,o not ta"e intoconsideration Ado notmar" V organisationW

andV linguistic

resourcesW Mar" Qust ormat3rite down the +ull

correction o+ the test or t $ < di h i


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5aminer guide21 ty%ology

t $ne #


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e5is


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Mas

tery

o+

lang

uage


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%ro

nun

ciatio

n


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3hat should

teachersdo a+ter deli)ering

a test

or

e5am7

&8 reection

section

Ty%icalcorrectio

scoring

Ta"e intoaccount all th%ossible :logicalanswers


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st


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Sam%le o+ e5am%a%er con+orm

to he abo)e

instructions#

T


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Te5t$

:ill and /imone :utler left ;iami one summer weekend intheir boat# &hey wanted to sail round the Caribbean /ea for twoweeks#

uring their holiday they saw a large grou of whales#:ill and /imone were !ery e.cited# unfortunately while theywere watching them the whales began to hit the side of theboat# /uddenly water started getting in and they reali6ed thatthey were in trouble# &hey uickly "umed into the lifeboat while

the boat was sinking and watched it disaear under the sea# 0ortunately they had enough food and water for twentydays# &hey also had a shing line and a machine which madesalt water into drinking water# &hese heled them to sur!i!eduring their terrible e.erience #0or the ne.t fty days whenthere was no food they caught ten sh a day and ate them raw# &he butlers saw about twenty shis but although theywa!ed and shouted while they were assing nobody saw them#

&hey were becoming weaker and weaker# &hen"ust as they werebeginning to lose hoe a shing boat rescued them#t heirdisastrous holiday was o!er#

Gda%ted +rom EIeadway


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4art $ne# ' 10 %ts'

G -


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Gcti)ity one# A 2%ts@Match each title with its corres%onding %aragra%h .

Daragrah oneDaragrah two

Daragrah threeDaragrah four

M

&he Gard 3ays at /eaM &he rescue

M

( sailing holidayM

&he accident


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Gcti)ity two# A %ts


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Gcti)ity three # A 2%ts

ind in the te5t words or %hrasesthat are closest in meaning to the+ollowing#

a5 had roblems O b5

horrible O c5 cried O d5sa!ed O


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4art $ne #B'Mastery o+

Canguage# A=

%ts

G ti it A2 t


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Gcti)ity one # A2%ts

ombine the +ollowingsentences using the

a%%ro%riate words#

E but - so - howe)er -

while

1' 3e were cam%ing near a ri)er. 3e

saw a crocodile.

Gcti)ity Two # A%ts


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Gcti)ity Two # A%ts3rite the correct +orm

o+ the )erbs inbrac"ets.

Bouchaoui (to be) a very

nice forest. Last weekend I( to go) there with myparents.As we (to have)

Gcti)itythree#


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Gcti)ity three#

2ind in the te5t +our words that ha)e the +ollowing sounds.% e% !ery % P$% water

1M

2M

1M

2M

4art Two# 3ritten ?5%ression A 6%ts


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4art Two# 3ritten ?5%ression A 6%ts (s you were caming with somefriends class or schoolmates something bad

haened# /o you decided to go back home#Write an email to your en-friend %or friendli!ing in another city 4town5#&ell him%her whathaened#

[ 3rite about #

- ,ate Awhen $ sring %summer

holidaysQQ# - 4lace A where5 $ forest % woods%beachQQQ## - The rst three days$ good % great %

lo!ely timeQQ


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ByMr.Samir Bounab

Gtll d f dil66@ il
mailto:[email protected]:[email protected]

TESTING Meeting& Workshop January 2016

Documents

Transcript of TESTING Meeting& Workshop January 2016