TLBD-TESTING & ASSESSMENT
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TESTING
Presented by
TESTING & ASSESSMENT
Questions for discussion
1.State what you know about innovation/change in
testing and assessment.
2.List some test types you usually give your 12-grade
students.
3.Suggest what should be done to make fair tests.
Follow-up activity
In groups, choose one point to be tested (either
language skills or vocabulary or grammar or
pronunciation). Design a 45-minute test with key
answers.
Innovation/Change in Testing
In traditional language teaching, formal and informal tests are
given to students by their teachers.
Nowadays, based on student-centered approach, language
testing includes tests, continuous/continual assessments.
- Formal tests are given to students at the end of a semester/
school year, marked, and assessed by teachers.
- Continuous/continual assessments are informal tests given
regularly to students during the course. They are assessed by
teachers( teacher assessment), or classmates (peer
assessment), or the student himself/ herself (self-assessment
or individual assessment).
CHARACTERISTICS OF A GOOD TEST
VALIDITY & RELIABILITY
Validity
A test is valid
- if it tests what is supposed to test (e.g. test writing
ability with essay question that requires specialist
knowledge of history or biology)
- if it produces similar results to some other measure (i.e.
Test A gives the same kind of resuts as Test B).
- when there is validity in the way it is marked(e.g. test
listening ability but scoring the answers for spelling
and grammar
not a valid test of listening)
VALIDITY & RELIABILITY
Reliability
A good test should give consistent results (i.e. same
test same results on each occasion).
Reliability depends on
-
making the test instructions clear;
-
restricting the scope for variety in the answers;
-
ensuring test conditions remain constant;
-
the scorers in particular (i.e. a test is unreliable if the
result depends to any large extent on who is marking
it.)
Testing and Assessment
“…Testing is one kind of assessment. One which is typically
used at the end of a stage of instruction to measure student
achievement. Assessment is a broader concept: it is part of the
whole educational process of teaching and learning…”
“…Whilst tests can be used as a ‘bolt-on’ procedure at end-
points in a learning program, assessment is integral to the
whole process of teaching and learning…”
Assessment is undertaken and for different purposes. The first
purpose is pedagogically motivated, i.e. formative
assessment. The second one is to measure learner
achievement, i.e. summative assessment.
Source: Hedge, T. (2000). Teaching and Learning in the
Language Classroom, OUP .(pp 336-337)
Formative versus Summative Assessment
Source: Hedge, T. (2000). Teaching and Learning in the Language
Classroom, OUP .(pp 336-337)
Formative assessment
is prepared and carried out by
the class teacher as a routine
part of teaching and learning.
is specifically related to what
has been taught, i.e. content is
in harmony with what has been
taught.
the information from the
assessment is used
diagnostically; it focuses on the
individual learner’s specific
strengths and weaknesses,
needs, etc.
Summative assessment
is not necessarily prepared and
carried out by the class teacher.
does not necessarily relate
immediately to what has been
taught.
the judgement about a learner’s
performance is likely to feed
into record-keeping and be
used for administrative
purposes, e.g. checking
standards and targets.
is frequently externally
imposed, e.g. by institution or a
ministry of education.
