Testing Times Emma Cresswell Please replace the IHWO logo in the bottom left corner with your school’s if you can .

Why do we assess our students’ learning? Check if the teaching program is doing its job Compare students with eachother Why do we assess our students’ learning? See if students meet a particular standard We need to decide what we are going to assess… (next slide) Help the students’ learning

What to test? Fill the gap with an appropriate verb in the correct form. Mr Smith normally ____________________ a red Mercedes What is being tested? What problems could be caused. Then give the other ex, with 7 different exes – what are they testing?

What makes a test a good test? No negative backwash Valid What makes a test a good test? Practical Reliable

Test Validity Content Validity Construct Validity Face Validity Does the test test what it’s supposed to? Content Validity Construct Validity Face Validity Does the test only test what it’s supposed to? Does the test appear to test what it’s trying to? Mix and match the definitions and then check on the ppt

Construct Validity Fill the gap with an appropriate verb in the correct form. Mr Smith normally ____________________ a red Mercedes In order to answer this question, the students must: Elicit some answers, and then give Baxter’s ideas (p20)

Construct Validity Fill the gap with an appropriate verb in the correct form. Mr Smith normally __puts______ a red Mercedes How correct is this answer? How many marks should we give it? Elicit some answers, and then give Baxter’s ideas (p20) To make a test construct: Clear instructions (with the marks available – ss then are in charge of their own timekeeping Are you testing more than one thing? How could we make sure that with the above example we’re only testing grammar (not vocab)?

Content Validity Imagine we want to test whether a class of beginners can produce examples of the present simple for describing routines. We need to ensure that: The questions are on the present simple for routines (not present simple for future) The verbs tested are ones beginners are likely to know We ask students to produce the answers, and not just recognise them Elicit, and then show the 3 answers Before writing a test: recognise/produce Remember one form may have more than one meaning Different forms (sing, pl, neg / 1st 2nd 3rd person etc) Get other people to check it!

Reliability Test Scorer If it was possible to give the same person the same test at the same time, would the result be the same? Scorer If you gave the same test to two different people to mark, would they give the same score?

Test Reliability Use varied testing techniques Use familiar techniques Don’t give the answer to question 2 in question 7 Use familiar techniques Students should have seen all the techniques during the course of the year Use clear instructions Use appropriate level of language Baxter p34 – match the examples to the 5 techniques given What are the pros and cons of each type?

Scorer Reliability It’s important to negotiate and agree on the criteria that will be used to mark the test: Break down the answers to their component parts If half marks are to be given, include them in the key.

1a 2b 3d 4a 5d He go to the cinema John get up and open de eyes. The sun is shining and de brids are sinning. He tink “Is a beautiful day. Today I no go to work, but I go to the beach.” But when he is driving in her car, he see Mr Smith, his boss, who say him, “Why you not it work?” What kind of test is each example from? Wht problems will you have when marking for your own class & another class?

Resources Evaluating your students Baxter, A (Richmond, 1997) If time at end, show some examples of pretty bad tests and get Ts to analyse