Assessment Design and Specifications MODULE 1 Unit 4

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Assessment Design and Specifications MODULE 1 Unit 4 1 PROSET - TEMPUS Assessment Design and Specifications MODULE 1 Unit 4 1 PROSET — TEMPUS

What makes assessment necessary? Teachers want to know what parts of the course cause difficulties andWhat makes assessment necessary? Teachers want to know what parts of the course cause difficulties and require special attention Teachers want to know what progress students have made Students want to know their strengths and weaknesses Parents want to know how their children are doing 2 PROSET — TEMPUS

What makes assessment necessary? Universities want to choose the best applicants for enrollment Teachers want toWhat makes assessment necessary? Universities want to choose the best applicants for enrollment Teachers want to know whether the students are coping with the programme Employers want to choose the best applicant for the job 3 PROSET — TEMPUS

  What forms of assessment   do you use with your students?  Test What forms of assessment do you use with your students? Test Portfolio Project work Observation Case study Interview, oral questions Experimental work, etc 4 PROSET — TEMPUS

  Testing & assessment       5 PROSET - TEMPUSEVALUATON TESTING Testing & assessment 5 PROSET — TEMPUSEVALUATON TESTING

What is a test? Any procedure for measuring ability knowledge, or performance.  (Longman Dictionary ofWhat is a test? Any procedure for measuring ability knowledge, or performance. (Longman Dictionary of Language Teaching and Applied Linguistics) 6 PROSET — TEMPUS

What is a test? A test is a measurement instrument designed to elicit a specific sampleWhat is a test? A test is a measurement instrument designed to elicit a specific sample of individual’s behaviour. … a test necessarily quantifies characteri-stics of individuals according to explicit procedures. (L. F. Bachman. Fundamental Considerations in Language Testing, 1990) 7 PROSET — TEMPUS

Test as an instrument of  assessment (measurement) WHY WHAT HOW 8 PROSET - TEMPUS Test as an instrument of assessment (measurement) WHY WHAT HOW 8 PROSET — TEMPUS

 What types of tests do we use? Test Purposes  Proficiency tests Achievement tests Placement What types of tests do we use? Test Purposes Proficiency tests Achievement tests Placement tests Diagnostic tests 9 PROSET — TEMPUS

 What types of tests do we use? Direct vs Indirect Discrete Point  vs What types of tests do we use? Direct vs Indirect Discrete Point vs Integrated Objective VS Subjective Low stakes vs High stakes Norm-referenced vs Criterion-referenced 10 PROSET — TEMPUS

  Norm-referenced testing:      the bell curve Number of students Norm-referenced testing: the bell curve Number of students 0 25 50 75 100 Score (points) 11 PROSET — TEMPUS

   The Assessment Cycle:   where does a test begin?  12 PROSET The Assessment Cycle: where does a test begin? 12 PROSET — TEMPUS

 What kinds of information should be available about a test? WHY WHAT HOW  13 What kinds of information should be available about a test? WHY WHAT HOW 13 PROSET — TEMPUS

  Test specification – the official statement about what the tests and how it tests Test specification – the official statement about what the tests and how it tests it … to be followed by test and item writers Multilingual Glossary of Language Testing Terms. CUP, 1998 Test design statement Blueprint Task and item specifications 14 PROSET — TEMPUS

   Test design statement the purpose, the knowledge, skills or abilities it is intended Test design statement the purpose, the knowledge, skills or abilities it is intended to assess the resources available the uses of the results, the intended impact of its use 15 PROSET — TEMPUS

    Blueprint content methods scoring  16 PROSET - TEMPUS Blueprint content methods scoring 16 PROSET — TEMPUS

    Test tasks Prompt (a reading/listening text, an essay question, a picture to Test tasks Prompt (a reading/listening text, an essay question, a picture to describe) Response (ticking a box, giving a short answer, describing a picture, etc) 17 PROSET — TEMPUS

 The building blocks of a test Instructions Item Stem Options Distractors Key  18 PROSET The building blocks of a test Instructions Item Stem Options Distractors Key 18 PROSET — TEMPUS

 Responses      Brown & Hudson,  1998 Selected response Constructed response Responses Brown & Hudson, 1998 Selected response Constructed response Personal response 19 PROSET — TEMPUS

 Responses: EGE      Selected response Выбор ответа (A 1 -A 7, Responses: EGE Selected response Выбор ответа (A 1 -A 7, A 8 -A 14, A 15 -A 23) Short response Краткий ответ (B 1, B 2, B 3, B 4 -B 10, B 11 -B 16) Constructed response Свободно конструируемый ответ (C 1, C 2) 20 PROSET — TEMPUS

 Task & item specifications How many items are included in each task?  What area Task & item specifications How many items are included in each task? What area of knowledge, skill or ability is assessed in each task? What should the test-taker do (instructions)? How are scores on each item and task determined? 21 PROSET — TEMPUS

 One and the same     specification for all?  Test-takers Item writers One and the same specification for all? Test-takers Item writers Test validators Users of test results 22 PROSET — TEMPUS

The same type of specification for   a classroom test and EGE? EGE specification :The same type of specification for a classroom test and EGE? EGE specification : 11 pages 12 parts (sections) 4 tables an appendix 23 PROSET — TEMPUS

   Your classroom test      specification/plan purpose number of tasks Your classroom test specification/plan purpose number of tasks and items what these items assess how they are scored time limit ? ? ? 24 PROSET — TEMPUS