Tai lieu tap huan thiet ke de tieng anh assessment

Assessment Barbara Thompson Teaching Oral English Communicatively Barbara Thompson A Holistic Approach to Assessing Levels of Spoken English Barbara Thompson Purpose of Oral Assessment Tests Types: • Diagnostic Tests • Placement Tests Placement Tests Purpose: • For program entry/exit or placement within a course of study • Proficiency threshold or cutoff - students can pass or fail • Tests can be quantifiable or holistic Administrative Challenges • Time consuming to design and administer • Scheduling constraints • Expensive • Can be subjective • Rater training and turnover Designing Assessment Tools Must have: • Purpose: Oral assessment must be tailor-made for a particular purpose and population • Reliability: Accuracy and consistency of measurement • Validity: Justification or interpretation of test results Designing Assessment Tools (cont.) Must have: Instructional authenticity: Engagement of test taker’s communicative language ability Practicality: Constraints imposed by time, money, personnel, equipment, institutional or governmental policies Face validity: Assessment tests what was taught Rating of Performance Tests Rating scales generally have features: Each aspect of language to be rated is listed (oral grammar, phrasal stress, etc.) Definition of each level in terms of mastery of language features Designing an Assessment What tasks will the test takers perform? • Sentence repetition or completion: lower levels • Oral interview: face to face, telephone, skype • Role play: situations relevant to test takers Designing an Assessment (cont.) What tasks will the test takers perform? • Small group discussions • Answer questions or give opinions • Describe a picture, graph, or tell a story • Oral presentation – more formal Developing Test Questions • List your objectives or content area • Develop items that meet these objectives • Pilot with groups of students to see if they elicit the expected language, and are scoreable Developing Test Questions (cont.) • Decide on the number of test items • Avoid yes/no questions • To raise difficulty level, create questions that test multiple things Standardize Test Administration • Will the test be live, taped, or on computer? (test should be administered the same way each time) • Is repetition or rephrasing by the tester allowed? Standardize Rater Training Testers must administer tests in a standard way, and be able to score reliably • Training must always cover the same points • Trainers and trainees must have a thorough understanding of the rubric Standardize Test Administration (cont.) • What should the tester if the student asks a question or doesn’t respond? • Is there a time limit for each item? • Can students read the questions during the test? Test Security • Test items are never practiced in class • Do not discuss items with students before, during, or after the test • If possible have several versions of tests (pilot to standardize versions) • Video or audio tape each test Standardize Rater Training (cont.) • Trainees should many practice exercises • Trainees should certification exercises • Inter-rater reliability • Periodic re-norming [...]...Designing an Assessment (cont.) What tasks will the test takers perform? • Small group discussions • Answer questions or give opinions • Describe a picture, graph, or tell a story • Oral presentation – more formal Developing Test Questions • List your objectives or content area • Develop items that meet these objectives • Pilot with groups of students to see if they elicit... Pilot with groups of students to see if they elicit the expected language, and are scoreable Developing Test Questions (cont.) • Decide on the number of test items • Avoid yes/no questions • To raise difficulty level, create questions that test multiple things Standardize Test Administration • Will the test be live, taped, or on computer? (test should be administered the same way each time) • Is repetition... Trainers and trainees must have a thorough understanding of the rubric Standardize Test Administration (cont.) • What should the tester do if the student asks a question or doesn’t respond? • Is there a time limit for each item? • Can students read the questions during the test? Test Security • Test items are never practiced in class • Do not discuss items with students before, during, or after the test... • Test items are never practiced in class • Do not discuss items with students before, during, or after the test • If possible have several versions of tests (pilot to standardize versions) • Video or audio tape each test Standardize Rater Training (cont.) • Trainees should do many practice exercises • Trainees should do certification exercises • Inter-rater reliability • Periodic re-norming