Assessment and Evaluation Zinabi

CRMEF
Mouhamed V
SAFI
AsseSsment and Evaluation
supervisor : Prof. BENHADDOUCHE

Teacher Trainee : ZINABI Abdelkarim
Academic year:2012-2013
The Outline
Test , assessment and evaluation.
 formative vs summative assessment
 Approaches to language testing.
 Test types
How to test
Stages in test design
Practical CONSIDERATION FOR CONSTRUCTING/evaluating tests
Test faults
Conclusion
“ Tests seem as unavoidable as tomorrow's sunrise ”
A test is : « a method of measuring a person’s ability,
knowledge or performance in a given domain. »(Brown,
2004)
Assessment -- The process of measuring something with
the purpose of assigning a numerical value.
Evaluation -- The process of determining the worth of
something in relation to established benchmarks using
assessment information.
Formative vs Summative
assessment:
Formative assessment aims to evaluate students in the
process of “forming” their competencies and skills with
the goal of helping them to continue that growth process.
Summative assessment aims to measure, or summarize,

what students has grasped, and typically occurs at the
end of a course or unit of instruction.
Formative assessment Summative assessment
Anecdotal records Final exams
Quizzes and essays National tests
Diagnostic tests Entrance exams
Approaches to lge assessment:
Hot debate in 1970s and 1980s

Starting point: discrete-point tests
Assumption: language can be broken down into
components and test skills (e.g. reading) and
units (e.g. morphology, phonology, etc,)
Oller (1979) argued that language is a unified set of

interacting abilities that cannot be separated.
The Goal should be integrative test: e.g. cloze
test and dictation
Cloze test- a sample:
For example, a cloze passage looks like this:
A passage used in ________ cloze test is a ________ of
written material in________ words have been regularly
________. The subjects must then________ to
reconstruct the passage ________ filling in the
missing________.
Here, the test taker has to guess a, passage, which,
removed, try, by,words. The cloze procedure can also be
used to judge the difficulty of reading materials (i.e.
READABILITY).
Types of tests (purposes):
Proficiency tests:Measure general ability in a language
Diagnostic tests:Identify students’ strengths and
weaknesses
Placement tests:To assign students to classes/programs
appropriate to their level of proficiency
Achievement tests:
-Measure how successful students are in achieving objectives
of a lesson/course/curriculum
-Closely related to the content of a particular lesson/course/
curriculum.
Aptitude tests:To predict a person’s future success in
learning a (foreign language)
Progress tests:tests—to assess students’ mastery of the
course material (during the course)
A—Principles of test design:
How to test ?
1. Reliability :the capacity of a test to produce consistant
results.The majority of the class should get a good mark
by:increasing the number of items.and by ensuring
sufficient number of the same kind of items.
2. Validity: the degree to which a test measures what it
claims to measure.
 :Predictive validity:test results predict future behaviours
 Concurrent validity: test predict results on another test
 Content validity: the test adequately samples the field of
knowledge skills
 Construct validity:reflects a theoritical pattern of abilities
 Face validity:the first impression, just from the look.
3-Economy: be economical, produce adequate
results with the least expenditure of time,efforts
and materials. “recources”.It shouldn’t take a long
time.
4-Practicability : the test should fit into the actual
circumstances proposed for its use .for example
it should be introduced in handouts not on the
BB.
B.Stages in test design
1. Construct specification: what theoritical model
skills ,structures ,functions are to be tested
2. Format selection: types of exercises .what types
of exercises are available for testing
3. Item writing : Instruction should be short clear
and focused
C-Practical considerations for constructing/evaluating tests
1. Validity: the test should
 Correspond to the goals of ELT in Morocco.
 Test samples of skills/language the student are supposed
to have learnt
 Test the ability to use rather than to analyse the language
 Mainly test language skills rather than intellegence or
imagination or cultural background knowledge.
 The level of difficulty /the length of the test should be
appropriate for the time available.
 The questions should be mutually independent;so that
failure in one will not lead to failure in another.
2.Setability : the test should
 within the copetence of most teachers,easy
construction.
 Lend itself to easy construction;taking into account
the texts in the national textbooks.
3.Back-wash :the test should
 Encourage useful learning activities consistent with
the goals of ELT in Morocco.
 From year to year ,sample a wide range of language
functions/structures.
 From year to year , contain enough variety of item-
types to prevent the exam from fossilizing.
4.Security : the test should
 avoid item-types that lend themselves to cheating.
 Mainly use item-types where similarity of answers
will reveal,during correction,when there has been a
case of copying.
5.Markability :
 Some parts of the test should be fairly objective.
 Where correction is more subjective,guidelines
should be given and the objectives of the parts in
question should be made clear to the corrector .
 Vary in difficulty to descreminate between ss’.
D-Test Faults
A-- General faults :
 too long /short /easy/ difficult..
 unclear instructions.
 Examples not given when needed.
 multiple-choise(write the letter only to answer-
cheating).
 You should test both langauge and
knowledge :background knowledge required.
B-- Faults in text:
 key lexis :neither guessable nor glossed.
 Cultural knowledge required .
C-- Faults in comprehension questions:
 tricks or traps in question (overlooked even by a teacher)
 Questions more difficult to understand than
corresponding parts of text.
 one question gives the answer to another.
 Particular insight or intelligence required:testing
intelegence rather than normal readers inference.
 multiple-choice items:poor destractors-
rediculous or improbable-right answers longer and more
detailed than distractors-two or three distractors each
sharing something different with the right answer(all
pointing to it).
 True or false items:write true or false in answer (cheating)
.
D-- Faults in language questions:
mixed content,You testing vocabulary or collocation
as well as tense,or subject-verb agreement as well as
tense.
E– faults in writing tasks: failure to:
Specify the adressee and social relationship.
Specify the communicative purpose.
Other faults: ……………………………………………….
………………………………………………..
Conclusion:
for an assessment to yield effective outcomes the tester should

take into account three questions:
What? Should be specific .
Why? Do not punish them with it
How? Procedure
T han k yo u!
&
Good luck

Assessment and Evaluation Zinabi

Uploaded by

Copyright:

Available Formats

Assessment and Evaluation Zinabi

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment and Evaluation Zinabi

Uploaded by

Copyright:

Available Formats

CRMEF

AsseSsment and Evaluation

supervisor : Prof. BENHADDOUCHE

Summative assessment aims to measure, or summarize,

Hot debate in 1970s and 1980s

Oller (1979) argued that language is a unified set of

for an assessment to yield effective outcomes the tester should

You might also like