Before start:

a)What is the purpose of the test?

b)What are the objectives of the test?

c)How will the test specifications reflect the purpose and the objectives?

d)How will the test tasks be selected and the seperate items arranged?

e)What kind of scoring, grading and/or feedback is expected? Criteria for Judging Testing Procedures

-Test determines the extent to which each pupil has attained the important objectives.

-The consistency with which a given testing procedure reports a pupils performance i)longer tests are more reliable than short tests. ii)essay questions are less reliable than objective procedure -possible sources of unreliability: i)fluctuations of judgments of the quality of a pupils work

Objectivity: -A test procedure is said to be objective if two or more observers of pupils performance can agree on the report of the performance.

-The extent to which a test can be a representative sample of behaviours from the objectives of instruction contribute much to the success of a test. -taxonomy with a content outline and a test blueprint help to ensure that the behaviours are tested. Ease of construction and scoring: -How easy it will be to devise the test tasks and to score them.

-Some procedures such as interviews and individual observations of pupil performances require longer time to complete.

-essay tests, term papers, projects and written work require much teacher time to grade and evaluate.

A test is a method of measuring a persons ability or knowledge in a given domain. Broden, D.H. (2010)

What should we test? We can test language (to find out what students have learnt) We can test skills (to find out what students can do)

Reasons for Testing

Tests may be used as a means to: 1. give the teacher information about where the students are at the moment, to help decide what to teach next; 2. give the students information about what they know, so that they also have an awareness of what they need to learn or review; 3. assess for some purpose external to current teaching (a final grade for the course, selection); 4. motivate students to learn or review specific material; 5. get noisy class to keep quiet and concentrate; 6. provide a clear indication that the class has reached a station in learning, such as the end of a unit, thus contributing to a sense of structure in the course as a whole; 7. get students to make an effort (in doing the test itself0, which is likely to lead to better results and a feeling of satisfaction 8. give students tasks which themselves may actually provide useful review or practice, as well as testing; 9. provide students with a sense of achievement and progress in their learning EvaluationCollect data and places a judgment on the collection of data before making decisions Assessmentthe integration of both quantitative and qualitative data collected to provide information on the nature of the learner, what is learned, and how it is learned Assessment=Measurement + Evaluation

Assessment Allows meaningful interpretation of information obtained Eg. Mary obtained 45 marks

If passing mark is 40, then Mary obtained a pass If passing mark is 50, then Mary failed the test (value judgment)

Why do teachers need to know about assessment? To diagnose student strength and weaknesses To monitor student progress To assign grades To determine instructional effectiveness To influence public perceptions of educational effectiveness To evaluate teachers To clarify instructional intentions

Interpreting test scores Teachers High scores = good instruction Low scores = poor students Students High scores = smart, well-prepared Low scores = poor teaching, bad test

Interpreting test scores High scores too easy, only measured simple educational objectives, biased scoring, cheating, unintentional clues to right answers Low scores too hard, tricky questions, content not covered in class, grader bias, insufficient time to complete test

NAME : ..

DATE:

Look at the picture carefully. Match the sentence parts to describe the activities in the picture. Rewrite the sentences in the blanks.

B. Write a or an in the blanks. 1. _____________ egg 2. _____________ igloo 3. _____________ uniform 4. _____________ shirt 5. _____________ umbrella 6. ______________ whale 7. ______________ octopus 8. ______________ temple 9. ______________ ant 10. ______________ mosque

C. Rearrange these words to form correct sentences. 1. flowers. Mother likes

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2. a teacher. Miss Jenny is

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3. newspaper. is Father reading the

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4. to like eat I papaya.

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5. twelve year. months are There a in

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