This document discusses different methods of assessing language skills, including objective and subjective testing. Objective tests include multiple choice, true/false, and matching questions, which can test recall and recognition but not skills like communication. Subjective tests require judgment and consider explanation, but are more time-consuming. The document also discusses discrete point tests, integrative tests, and communicative tests. Communicative tests aim to directly assess language use in real-life situations and examine both competence and performance.
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This document discusses different methods of assessing language skills, including objective and subjective testing. Objective tests include multiple choice, true/false, and matching questions, which can test recall and recognition but not skills like communication. Subjective tests require judgment and consider explanation, but are more time-consuming. The document also discusses discrete point tests, integrative tests, and communicative tests. Communicative tests aim to directly assess language use in real-life situations and examine both competence and performance.
This document discusses different methods of assessing language skills, including objective and subjective testing. Objective tests include multiple choice, true/false, and matching questions, which can test recall and recognition but not skills like communication. Subjective tests require judgment and consider explanation, but are more time-consuming. The document also discusses discrete point tests, integrative tests, and communicative tests. Communicative tests aim to directly assess language use in real-life situations and examine both competence and performance.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online from Scribd
This document discusses different methods of assessing language skills, including objective and subjective testing. Objective tests include multiple choice, true/false, and matching questions, which can test recall and recognition but not skills like communication. Subjective tests require judgment and consider explanation, but are more time-consuming. The document also discusses discrete point tests, integrative tests, and communicative tests. Communicative tests aim to directly assess language use in real-life situations and examine both competence and performance.
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Topic 7 :Assessing Language Skills and Content
CHUA SOW ANN LINGGATHARANI KESAVAN RABIATUL ADAWIYAH OTHMAN NUR LIYANA ISHAK
Objective testing
Definition Items that can be objectively scored items on which a
person 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 person marking it cannot affect the marks given. (http://www.collinsdictionary.com)
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
c) Others / problem solving types - Rearrangement - Analogy - Context dependent (Pictorial form, interpretative)
Sentence completion type
Certain important words or phrases are ommited
and students are expected to fill in missing words.
Eg. Communication is a two way process by which
people one another
Multiple choice items
The stem direct question or incomplete statement. The options or responses 3 to 5 alternative
response which includes - the key - distractors
Advantages
- Extremely versatile - convenient for various subjects - provide reliability and validality - reduce the effort of guessing
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
5 basic types
- best answer type - right answer type - multiple true false type - reason-assertion type - analogy type
Directions for MCQ - The stem clear
should not contain a lot of irrelevant information
appropriate reading level grammatically correct
- Correct response
same terms/reading level
avoid too many qualifiers assigned a random position in the answer sequence.
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
Evaluation It can be done:
Manually Computer assisted
Comparison Objective type High degree of objectivity More reliability Higher validity Economical in reading and scoring while expensive in marking Effective even in large group Subjective type Lacks objectivity Lesser reliability Lesser validity Expensive in reading and scoring while economical in marking Effective in small group (max-10)
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, alternative answers and organization of ideas.
Example A. Short-answer essay B. Long-answer essay
C. Structure Questions
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. Yes/No, True/ False answers. Spelling. Word completion. Grammar items. Most multiple choice tests.
2. 3. 4. 5. 6.
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
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. 3. 4. 5.
Dictation. Cloze tests. Oral interviews or conversation Reading
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
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).
Communicative ability should encompass the following skills: Grammatical competence. How grammar rules are actually applied in written and oral real life language situations. Sociolinguistic competence. Knowing the rules of language use, Turn taking during conversation discourse, etc. or using appropriate language for a given situation.
Strategic competence. Being able to use appropriate verbal and non-verbal communication strategies.
Test takers ability to demonstrate them in actual
situations.
How? replicate real life situations the importance of context is recognized
should be both authenticity of task and genuine of
texts tasks ought to be as direct as possible
reflect the interactive nature of normal speech and
also assess pragmatic skills being used
Communicative tests are both direct and
integrative
focus : expression and understanding of the
functional use of language rather than on the more limited mastery of language form found in discreet point tests
