Designing classroom language test
- 1. LOADING
- 3. DESIGNING CLASSROOM LANGUAGE TESTS WEEK 2 EKO MULYONO By:
- 4. CRITICAL TEST TYPES WRITINGREADINGLISTENINGSPEAKING DESIGNING CLASSROOM LANGUAGE TESTS BY EKO MULYONO practical steps
- 5. WRITINGREADINGLISTENINGSPEAKING PURPOSE OBJECTIVE S REFLECT ITEMS TYPES Critical Questions to Start Designing a Test • What is the purpose of the test? • What are the objectives of the test? • How will the test specifications reflect both the purpose and the objectives? • How will the test tasks be selected and the separate items arranged? • What kind of scoring, grading, and/or feedback expected?
- 6. WRITINGREADINGLISTENINGSPEAKING 1. What is the purpose of the test? • Why are you creating this test, or why was it created by a textbook writer? • What is its significance relative to your course (for example, to evaluate overall proficiency or place a student in a course)? • How important is the test compared to other student performance? • What will its impact be on you and your students before and after the assessment? PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 7. WRITINGREADINGLISTENINGSPEAKING 2. What are the objectives of the test? • What exactly are you trying to find out? • What language knowledge and/or skills are you assessing? PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 8. WRITINGREADINGLISTENINGSPEAKING 3. How will the test specifications reflect both the purpose and the objectives? • To design or evaluate a test, you must make sure that the test has a structure that logically follows from the unit or lesson it is testing. • The class objectives should be present in the test through appropriate task types and weights, a logical sequence, and a variety of tasks. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 9. WRITINGREADINGLISTENINGSPEAKING 4. Selection & Arrangement of Tasks? • The test tasks need to be practical. • For the test to be valid, they should also mirror tasks of the course, lesson or segment. • They should be authentic (i.e. reflect real‐world language use). • The tasks must be ones that can be evaluated reliably by the teacher. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 10. WRITINGREADINGLISTENINGSPEAKING 5. Scoring, Grading, Feedback? • The appropriate form of feedback on tests will vary, depending on the purpose. • For every test, the way results are reported is an important consideration. • Under some circumstances, a letter grade or score may be appropriate. • Other circumstances may require that the teacher provide detailed feedback to the students. PURPOSE OBJECTIVE S REFLECT ITEMS TYPES
- 11. NEXT Tests Types
- 12. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests Aptitude Tests • To predict a person’s future success in learning a (any) foreign language • Taken before actual learning
- 13. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests Proficiency Tests • Measure general ability in a language • Regardless of previous training
- 14. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Placement Tests • To assign students to classes/programs appropriate to their level of proficiency • Define characteristics of each level of proficiency Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
- 15. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 Diagnostic Tests • Identify students’ strengths and weaknesses • To benefit future instruction • Difficult to construct. Lack of good ones. Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
- 16. ENGLISH EDUCATION OF POSTGRADUATE PROGRAM “UNIVERSITAS MUHAMMADIYAH SURAKARTA” Jl. A. Yani Tromol 1 Pabelan Surakarta 57102 telp/fax (0271) 730772, 717417 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 • Syllabus content approach OR course objectives approach? • Final achievement tests / progress achievement tests (formative assessment) • Frequency? Aptitude Tests Proficiency Tests Placement Tests Diagnostic Tests Achievement Tests
- 17. 1. Assessing Clear, Unambiguous Objectives 2. Drawing up Test Specifications 3. Devising Test Tasks 4. Designing Multiple-Choice Test Items
- 18. Look that!!! Assessing Clear, Unambiguous Objectives ?? Eko Mulyono@ ASOEE Assessing Clear, Unambiguous Objectives
- 19. Eko Mulyono@ ASOEE Test Specification
- 20. Eko Mulyono@ ASOEE Devising Test Task
- 21. Eko Mulyono@ ASOEE Multiple-choice Test
- 22. Eko Mulyono@ ASOEE Design each item to measure a specific objective
- 23. Eko Mulyono@ ASOEE State both stem and options as simply and directly possible
- 24. Eko Mulyono@ ASOEE Make certain that the intended answer is clearly the only correct one
- 25. THAN K YOU
Editor's Notes
- #4: Ganti teks sesuai selera