How to Teach TOEFL® TOEIC® IELTS® and Other Standardized Examinations ppt

  HowtoTeachTOEFLTOEICIELTSandMore    HowtoTeachTOEFLTOEICIELTSandMore 2   HowtoTeach TOEFL®TOEIC®IELTS® andOtherStandardizedExaminations  SecondEdition Copyright©TEFLeBooksdotcom Allrightsreserved. Permissiongrantedtoreproducepartsofthis publicationaslongasattributionisnoted.  ThisebookwasdevelopedincooperationwithTEFLBootCamp   Tohelpusdoabetterjobofhelpingyou,wewouldappreciate youropinionaboutthisebook.Pleasetakeourfast,easyand confidentialsurveyhere:CLICKHERE    HowtoTeachTOEFLTOEICIELTSandMore 3 I.Introduction‐page9 Reasonsfortakingthiscourse Goalsofthecourse  II.StandardizedTesting‐page10 A.Whatisit? Whyisitdone? Whatdothetestspredict? B.BasicIntroductiontoTestDevelopment Validity‐Face,Contentandmore Reliability‐howmeasured Internalconsistencyoftestsanditems Howitems(questions)aredeveloped C.BasicStatisticalConcepts NormalCurve "Norming"ate st‐andstat isticalcurvesmoothing StandardDeviationandStandardErrorofTests **Beforeyoubegin** Downloadyourcoursenotesat: www.TEFLeBooks.com/TOEFLnotes.doc   HowtoTeachTOEFLTOEICIELTSandMore 4 III.TOEFL‐Page21 [significantlymoretimeisspentherethanwiththeother testsasmanybasicswillbecoveredthatwillthentakemuch lesstimewhenstudyingtheothertests] A.Overviewofthetest‐whatitisusedfor Differentformsofthetest:paper,cBT,iBT B.Howtoselectastudybookforyo urstudents Thingstolookfor Currency Baselines Scoring ProgressTests C.Howtouseastudybook Baseline Strategybuilding BuildSkills PracticeSkills ProgressTesting    HowtoTeachTOEFLTOEICIELTSandMore 5 D.Whattakingthetestislike E.Skillstested TypesofQuestions: Reading Listening Writing Speaking F.PracticeTestingandrecalibratinggoals  IV.IELTS‐Page30 A.Overviewofthetestandwhatitisusedfor B.Whattakingthetestislike C.Skillstesting TypeofQuestions Listening Reading Writing Speaking   HowtoTeachTOEFLTOEICIELTSandMore 6 V.TOEIC‐Page31 A.Overviewofthetestandwhatitisusedfor B.Whattakingthetestislike C.Skillstestingandhow Typesofquestionsandstrategies Listening Reading Speaking Writing D.Progresstestingandrecalibrationofgoals  VI.TeachingGrammar‐Page37 StructureandAnalysis FastTrackGrammarReview Instructionalmethodsfortutorialstudents   HowtoTeachTOEFLTOEICIELTSandMore 7 VII.TeachingStudyandExaminationSkills—Page51 PlanningandRealisticGoalSetting Settingtheenvironment Gatheringmaterials Distributedpractice SQ3R Homeworkandassignments(forstudents)  VIII.TeachingReadingSkills‐Page68  Selectingtextsandmaterials Survey Skimming Scanning Comprehension DiscriminationTraining Buildingreadingspeed Buildingvocabulary    HowtoTeachTOEFLTOEICIELTSandMore 8 IX.TeachingWritingSkills‐Page82 Selectingtextsandmaterials Organizationofwriting   X.TeachingListeningSkills‐Page84 Selectingtextsandmaterials Reductions Linking Soundchanges Contentandfunctionwordsandstress Contractions Wordendingsandbeginnings Grammarchallengesinlistening Outlining  XI.RelatedResources‐Page97   HowtoTeachTOEFLTOEICIELTSandMore 9 WhyTakeThisCourse? Thiscourseisdesignedtohelpnewly‐trainedandexperiencedEFL teachersfurtherimprovetheirskillsandcareeroptions.Teaching specializedskillscoursesinwriting,reading,andlistening;andtest preparationcoursesforTOEFL,TOEIC,IELTS,etc.isnaturalprogression asyoumoveupinyourteachingcareer. GoalsoftheCourse Thegoalsofthiscoursearetoprovideadditionalskillsthatwillallow you,withconfidence,toseekmorevariedanddemandingcoursework. Itisalsointendedthatincreasedskillswillleadtoincreasedjob satisfaction. BottomLine ManyEFLteachershavenoideahowtoteachthemoredemanding coursessuchasTOEFLorIELTSPreparation,orevenadvancedwriting. Thiscoursewillshowyouhow.   HowtoTeachTOEFLTOEICIELTSandMore 10 II.StandardizedTesting  A. Whatisstandardizedtesting? Testsare“standardized”whentheyaredeveloped,administered,and scoredusingestablishedproceduresandguidelines.Theseprocedures andguidelinesensurethatallstudentsaretestedunderthesamecon‐ ditions,thattheyareallgivenequalopportunitytodeterminethe correctanswers,andthatallscoresareestablishedandinterpreted usingappropriatecriteria.Twotypesofstandardizedtestsare: 1. norm‐referencedtests,usedtocomparestudentperformanceto thatofotherstudents;and 2. criterion‐referencedtests,usedtomeasurestudentperformance againstadefinedsetoflearningrequirementsorexpectations. Indevelopingstandardizedtests,testdevelopersfollowestablished procedurestocreatequestionsthatreflectthecurriculaorthelearning requirements.Theyalsoanalyzethetesttoensurethatitmeasures studentperformanceaccuratelyandreliably.Whenstandardizedtests aregiventostudents,thereareprescribeddirectionsforhowthetestis tobeadministeredandeverytestgivenineverysettingmustbegiven underthesameconditionstoensurethatnoonehasanadvantage. Themoreyouknowaboutthetypeoftest beinggiven,howitisdeveloped,administered, scored,andinterpreted,themoreinsightyou willhaveinunderstandingthetestingprocess, itsoutcomes,and,ultimately,inmaking decisionsregardingastudent’seducation. (PearsonEducationalMeasurement) [...]... predict the gross income of the subject’s parents, or even the number  of books in her parents’ house.   Thus the test sometimes possibly  better measures wealth or resources available to the student than   native ability.  How to Teach TOEFL TOEIC IELTS and More    11    B. Introduction to Test Development  Validity  How do we know whether a test measures the ability in which we are  interested? Even if a test is perfectly reliable and virtually error‐free, ... People who develop tests analyze them in several ways to determine  the appropriate (i.e., valid) use of test scores. Let's review some of the  issues considered in determining the valid use of test scores:  How to Teach TOEFL TOEIC IELTS and More    12     Do the questions on the test represent the entire subject matter  about which conclusions are to be drawn? For instance, if a test is  designed to measure general arithmetic ability, there should be ... on writing assignments in class should not do as well on the test.  The validity of using that test score as an indication of the person's  ability is questionable if there is inconsistency between the test  score and classroom performance.  How to Teach TOEFL TOEIC IELTS and More    13    Reliability   The consistency of scores across different administrations or scorers is  known as reliability. It is crucial that test scores be adequately reliable ... likely that each person will give the essay a slightly different score.  However, if the two scores given by the two scorers, or "raters," are  very different, then the score on that essay is not very consistent and  thus not very reliable.  How to Teach TOEFL TOEIC IELTS and More    14    The measure of consistency between scorers is called inter‐rater   reliability.  The closer the scores assigned to an essay by different   raters, the higher the inter‐rater reliability of that test. While it might ... for people's typical consumption probably will turn out to be normally  distributed. That is, for most people, their consumption will be close to  the mean, while fewer people eat a lot more or a lot less than the  mean.  How to Teach TOEFL TOEIC IELTS and More    15    The Standard Deviation  The standard deviation is a statistic that tells you how tightly all the  various examples are clustered around the mean in a set of data. When ... If this curve were flatter and more spread out, the standard deviation  would have to be larger in order to account for those 68 percent or so  of the people. So that's why the standard deviation can tell you how  spread out the examples in a set are from the mean.  How to Teach TOEFL TOEIC IELTS and More    16    When you think about it, that's just common sense. Not that many   people are getting by on a single serving of kelp and rice. Or on eight  meals of steak and milkshakes. Most people lie somewhere in  ... will have relatively flat curves, others will be pretty steep. Sometimes  the mean will lean a little bit to one side or the other. But all “normally  distributed” data will have something like this same "bell curve" shape.  How to Teach TOEFL TOEIC IELTS and More    17    Why is this useful? Here's an example: If you are comparing test scores  for different schools, the standard deviation will tell you how diverse  the test scores are for each school. ... everyday. A large standard deviation in a study that claims to show a  relationship between eating Twinkies and killing politicians, for   example, might tip you off that the study's claims aren't all that   trustworthy.  How to Teach TOEFL TOEIC IELTS and More    18    "Norming" a test ‐ and statistical curve smoothing  Tests that don’t naturally fit into a “normal” curve can be forced or  adapted to a normal curve via the use of statistical methods. ... worse on the test than if the circumstances were different.   A test might have questions that seem tricky or confusing. If a   student is not clear about the meaning of a question, he or she will  have trouble finding the correct answer.  How to Teach TOEFL TOEIC IELTS and More    19    Standard error of measurement        Testing specialists can calculate the   standard error of measurement, which can  be thought of as the range of scores  ... "best guess" about how close the test is to  measuring a person's knowledge or skill  with 100%   accuracy.   The standard error of measurement is a  statistical estimate of how far off the true  score the test score is likely to be.  How to Teach TOEFL TOEIC IELTS and More   The score a person gets on the test is meant to indicate how well  that person knows the information being tested. One way of   looking at a test score is to think of it as consisting of two parts.