Giáo trình Criteria and Test Types

Nội dung text: Giáo trình Criteria and Test Types

1. Chapter 10: Criteria and Test Types
2. A. Criteria 1. Validity 2. Reliability 3. Discrimination 4. Administration 5. Test instructions to candidates 6. Backwash effects
3. 1. Validity Validity the extent to which it measures what it is supposed to measure & nothing else (content) Face validity Content validity Construct validity Empirical validity
4.  Face validity  If a test item looks right to other testers, teachers, moderators & testees described as having face validity  In the past, regarded by test writers simply as a public relations exercise  Now, designers of communicative tests: face validity- the most important of all types of validity
5.  Content validity  Depending on a careful analysis of the language being tested & of the particular course objective  When constructing tests, writers should first draw up a table of test specifications (language skills, areas included )
6.  Construct validity  A test having construct validity is capable of measuring specific characteristics in accordance with a theory of language behavior and learning  For example, a test consisting of multiple choice items will lack construct validity if the communicative approach is adopted during the language course
7.  Empirical /statistical validity This kind of validity obtained as a result of comparing the results of the test with the results of some criterion measure such as: . An existing test, known to be valid and given at the same time . The teacher’s ratings or any other such form of independent assessment given at the same time
8.  Empirical /statistical validity . The subsequent (later) performance of the testees on a certain task measured by some valid test . The teacher’s ratings or any other such form of independent assessment given later
9. Summary (Validity)  The test situation  The technique used important factor in determining the overall validity of any test
10. 2. Reliability (definitions)  A test administrated to the same candidates on different occasions produces the same results reliable  Reliability denotes the extent to which the same marks /grades awarded if the same test papers marked by (i) 2 or more ≠ examiners (ii) the same examiner on ≠ occasions
11. 2. Reliability (affecting factors)  Reliability affected by the size of the sample & the administration of the test  Other factors: (1) test instructions (rubrics) (2) personal factors like motivation & illness (3) scoring of the test (the most important factor- objective tests overcome this problem of marker reliability)
12. 2. Reliability (measuring methods) (1) Re-administering the same test (the same group of candidates) after a lapse time (2) Administering parallel forms of the test to the same group (tests must be identical in the nature of sampling, difficulty, length & rubrics). If the correlation between 2 tests is high, the test can be termed reliable.
13. 3. Reliability versus Validity  2 chief criteria for evaluating any test ( an ideal test should be valid & reliable)  The greater the reliability of a test, the less validity it usually has.
14. 4. Discrimination  An important feature of a test is its capacity: (1) To discriminate among ≠ candidates (2) To reflect the differences in the performances of individuals in a group  The extent of the need to discriminate will vary depending on the purpose of the test
15. 5. Administration/Practicality  A test must be practicable, i.e. fairly straight forward to administrate or able to administrate (the length of time for administrating, collecting answer sheets, reading instructions).  Another practical consideration concerns the answer sheets and the stationery used.
16. 6. Test instructions to the candidates  All instructions are clearly written.  Samples are given.  Grammatical terminology should be avoided.
17. 7. Backwash effects  Def.: the influences of testing on teaching & learning  Positive backwash effect (reading tests development of reading skills)  Negative backwash effect (objective tests reducing learners’ motivation  Implications: influences of tests on the compilation of syllabus & language teaching programmes
18. B. Types of tests 1. Achievement /attainment tests 2. Proficiency tests 3. Aptitude tests 4. Diagnostic tests
19. 1. Achievement /attainment tests  Class progress tests, the most widely used types of tests  Achievement tests, formal tests
20.  Class progress tests  Designed to measure the extent to which Ss have mastered the material taught in the classroom, allowing Ss to show what they have mastered  Used as a teaching device: backwash effects on teaching & motivation  Good tests encouraging Ss to perform well & gain confidence
21.  Achievement tests  Intended to measure achievement on a large scale, to show mastery of a particular syllabus  Standardized tests: pre-tested, items are analysed & revised where necessary  A good achievement test should reflect the particular approach to learning & teaching adopted
22. 2. Proficiency tests  Defining a student’s language proficiency with reference to a particular task which he/she will be required to perform (TOEFL, TOEIC)  In no way related to any syllabus or teaching programme
23. 3. Aptitude tests  Designed to measure the Ss’ probable performance in a foreign language which he/she has not started to learn  Generally, seeking to predict Ss’ probable strengths & weaknesses in learning a foreign language by measuring performance in an artificial language
24. 4. Diagnostic tests  Achievement & proficiency tests: frequently used for diagnostic purposes such as diagnosing areas of difficulty Ss may have so that appropriate remedial action can be taken later.  Diagnostic testing: frequently carried out for groups of Ss rather than for individuals