Writing and Correcting Communicative Exams JoAnn Miller Editorial Macmillan

Overview Introduction –Alternative testing –What to test –Types of tests Communicative testing Content Analysis Written tests –Balance –Formats –Correction

Alternative Testing o Not paper and pencil o Constant not punctual Definition: “the ongoing process involving the student and teacher in making judgments about the student’s progress in language using non- conventional strategies “techniques that can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom.” The Reflective Portfolio: Two Case Studies from the United Arab Emirates, Christine Coombe and Lisa Barlow, Forum Online,

Portfolios a collection of student production over time shows the stages in the learning process and the stages of the student’s growth. The Reflective Portfolio: Two Case Studies from the United Arab Emirates, Christine Coombe and Lisa Barlow, Forum Online,

Portfolios in Mexico? omore subjective oacceptance ophysical limits

Why written tests? Not the only way and maybe not the fairest. But easiest with large numbers of students More objective Accepted by institutions, parents, students

Exam Banks A collection of exams for classroom use maintained by the institution itself. Written by the teachers themselves or a special committee Following institutional guidelines Could be various “cycles” covering the same material

The benefits of an exam bank Less work for teachers More standardization in large one- campus schools and in multi-campus schools –Criteria, instructions and grading Face validity –Format Uniform length

What are your exams going to be like? Many variables: –Institution –Students –Teachers –Text –Time

Teachers Level of English Lack of mathematical skills Time factor Ease of grading Answer key

Students Younger students –More images –Shorter exams –Humor Older students –Professionalism –Humor

How many points for each skill? If institution tells you, just follow through If not, base exam on the textbook (the common denominator) –General text analysis –How much time is spent on each skill –Count exercises in a few units, determine percent Keep institutional goals in mind

Reasons for Testing Placement tests –student’s suitability to take a specific course –based on specific textbook Proficiency tests –check students’ progress in general –TOEFL, First Certificate, etc. Achievement tests –check how much a student has learned –based on what a student has studied in a specific course

Communicative testing We teach “communicatively” but we test “traditionally”. What IS communicative testing? Communicative testing means testing in context.

Grammar? What will you test?

Which version? Why? Circle the correct answer 1. Do you like __________? a.swimming b. to swumc. swim 2. Where ________ live? a.does she b. she does c. she 3. I _________ speak French. a.no speak b. doesn’tc. don’t 4. What __________? a. does he do b. does he c. he does do Write the correct forms of the words in parentheses. Alice: Where (1)______ you _________ (live)? Bart: Acapulco. Alice: My brother (2)___________ (go) there every summer on vacation, but he (3)_________(not speak) Spanish. Bart: Acapulco (4)_________ (attract) tourists from all over the world. Many people there (5)___________(speak) English very well. What about you, (6)______ you ________(speak) Spanish? Alice: A little.

What are you testing? Memorization of grammar rules? Recognition of correct answer? Limited language knowledge? Traditional testing Ability to use rules in a realistic context? Ability to produce accurate language? Ability to improvise language to communicate ideas clearly? Communicative testing

Vocabulary? What will you test?

Which version? Why? Match the letters (a to e) with the numbers (1 to 5). 1. Your mother’s husband is your___. 2. Your mother’s father is your___. 3. Your mother’s brother is your___. 4. Your uncle’s son is your___. 5. Your father’s sister is your ___. (a)uncle (b)cousin (c)aunt (d)father (e)grandfather Underline the word in each pair that completes the conversation correctly. My (1)[ uncle / aunt ] likes (2) [ playing / going to ] movies. He is my father’s (3)[ sister / brother]. He’s (4)[ heavy / average ] and he has (5)[ blue / brown ] hair. His birthday is on October (6)[twelve / twelfth ].

Functions? What will you test?

What is a function? The communicative purpose of the users of the language. How language is used. Usually expressed as gerunds: introducing, apologizing, asking directions, requesting

Examples of a Functional Cycle Function: Requesting (1) Open the window, please. (2) Would you open the window? (3) Could you please open the window? (4) Would you mind opening the window? (5) I was wondering if you would mind opening the window. (6) I’d be grateful if you opened the window. Each time the difference in register is emphasized.

Where can you find them in your textbook?

How to test? Complete the conversation. Complete the conversation logically. Use the words in parentheses. Miriam: Tell me about your new apartment. Mary: (1)____________________(big / living room). Miriam: (2)___________________(how / bedrooms)? Mary: There are two, but (3)________(any furniture) in one of them. Or: Miriam: Tell me about your new apartment. Mary: (1)_______________________(living room). Or: Miriam: Tell me about your new apartment. Mary: (1)________________________________.

Content Validity Assessment should be based on a content-analysis of the text being used

Content Analysis You must test only material students have seen The only common denominator is the textbook Analysis of percent of time spent on each topic (grammar structure, vocabulary item, function, etc.)

Content Analysis: Information from the contents Functions (10 points): Talking about imitation products Talking about food and food festivals Discussing the movie industry Making a business plan Grammar (5 points): Nouns in groups Indefinite Pronouns Vocabulary (10 points): Food Business language ///// /// ///// ///// ///// //// ///// /// ///// ///// /// / 32 =__% 25% 31% 28% 16% 25% X 10 = ___pts 2.5 pts 3 pts 1.5 pts 37% 2 pts 63% 3 pts 63% 6 pts 37% 4 pts

Formats

Practice vs Testing In class practiceDuring exam Goals Content Learner activity Teacher activity Class- room climate learning feedback on learning process oriented product oriented open ended close ended ss know material students might not know success-oriented success/failure oriented peer teaching no peer teaching helps performance gives tasks cooperative competitive relaxed tense intrinsic motivation extrinsic motivation

Balance Ideally an exam will balance: –Accuracy and fluency –Production and recognition –Objective and subjective sections

Accuracy and Fluency Fluency –The ability to produce written and / or spoken language with ease –Communicate ideas effectively –The ability to use vocabulary chunks (phrases) to facilitate communication Accuracy –Ability to produce grammatically correct sentences

Production and Recognition Production –Student writes more than one word –Can be creative / involves more “mental” work –More than one answer may be possible Recognition –Student recognizes correct answer –Not creative –Only one correct answer

Objective and Subjective Sections Subjective –There is more than one possible answer –Corrector must be trained and experienced –There can be surprises –Students can protest grading Objective –There is only one answer –Anyone can correct the exam –No surprises –No argument from students

Grammar / Vocabulary / Functions? Accuracy or fluency? Production or recognition? Subjective or objective?

Grammar / Vocabulary / Functions? Accuracy or fluency? Production or recognition? Subjective or objective?

Grammar / Vocabulary / Functions? Accuracy or fluency? Production or recognition? Subjective or objective?

Grammar / Vocabulary / Functions? Accuracy or fluency? Production or recognition? Subjective or objective?

Grammar / Vocabulary / Functions? Accuracy or fluency? Production or recognition? Subjective or objective?

Grammar / Vocabulary / Functions? Accuracy or fluency? Production or recognition? Subjective or objective?

What is an exam section? A certain number of items testing the same skill / aspect To be communicative, they should be written as a conversation, note, letter, or some “real” type of discourse All items in a section should be worth the same number of points and test a similar skill (all grammar, all vocabulary, all functions, etc.)

Determining sections You can combine point values within the same aspect. –Put two grammar structures in the same section You can divide point values between two sections –Divide the points from one structure and put them in two sections

Combining point values within the same aspect. Vocabulary (8 points) Family relationships 2.5 Describing people 0.5 say tell ask 1 Phrasal verbs 2 Every day expressions 2 Dividing point values between two sections Vocabulary (8 points) Family relationships 2.5 Describing people 0.5 say tell ask 1 Phrasal verbs 2 Every day expressions

Formats

Multiple Choice Parts of question –Stem –Options –Distractors 1.XXXXXXXXXXXXXXXXXX? a.YYYYYYYYY b.ZZZZZZZZ c.AAAAAAAA { { Correct answer

Stems 1. Before writing, identify the one point to be tested by that item. 2. The stem should either be an incomplete statement or a direct question 3. Don’t include words that do not contribute to the basis for choosing among the options. For example, The American flag has three colors. One of them is (1) red (2) green (3) black vs. One of the colors of the American flag is (1) red (2) green (3) black Kehoe, Jerard. Writing Multiple-Choice Test Items. ERIC/AE Digest Series EDO-TM-95-3, October

4. Include as much information in the stem and as little in the options as possible. 5. Restrict the use of negatives in the stem. Negatives in the stem usually require that the answer be a false statement. 6. Avoid irrelevant clues to the correct option. Grammatical construction

Options (Kehoe) 1. Use three or four options. 2. Construct distractors that are comparable in length complexity grammatical form 3. After the options are written, vary the location of the answer randomly.

Ordering Multiple Choice Items Numerical a b c d Burton, Steven J. Richard R. Sudweeks, Paul F. Merrill, Bud Wood. How to Prepare Better Multiple- Choice Test Items: Guidelines for University Faculty, Brigham Young University Testing Services and The Department of Instructional Science Sequential a. Heating ice from -100°C to 0°C. b. Melting ice at 0°C. c. Heating water from 0°C to 100°C. d. Evaporating water at 100°C. e. Heating steam from 100°C to 200°C. Sequential a. Heating ice from -100°C to 0°C. b. Melting ice at 0°C. c. Heating water from 0°C to 100°C. d. Evaporating water at 100°C. e. Heating steam from 100°C to 200°C. Alphabetical a. Changing a from.01 to.05. b. Decreasing the degrees of freedom. c. Increasing the spread of the exam scores. d. Reducing the size of the treatment effect.

True / False Advantages: Can test large amounts of content –Students can answer 3-4 questions per minute Disadvantages: They are easy –Students have a chance of getting the right answer by guessing –It is difficult to discriminate between students that know the material and students who don't Need a large number of items for high reliability Designing Test Questions, Grayson H. Walker Teaching Resource Center, The University of Tennessee at Chattanooga, -questions.html

Tips for Writing Good True/False items Avoid double negatives. Avoid long/complex sentences. Use specific determinants with caution: –never, only, all, none, always, could, might, can, may, sometimes, generally, some, few. Use only one central idea in each item; don't emphasize the trivial. Don't lift items straight from the text. Make more false than true (60/40). –(Students are more likely to answer true.)

How to “save” a T/F section… Add a third option –“Not mentioned” OR Have student correct F answers But only if students have practiced this version in the textbook

Cloze-type sections Write words or phrases from a box Write the correct forms of verbs, comparatives, etc. Even Complete the Conversation

True Cloze A cloze test is a special type of fill-in exercise where, for example, every 5th word in a paragraph of about 150 words is deleted. (It could be every 6th word, or every 7th word, and so on.)

Boxes In these sections, students are given a text with certain words omitted The omitted words / phrases (and perhaps some distractors) are put in a box at the top or side of the text More difficult if extra options are supplied The student completes the “Cloze” exercise with the words presented Can be used with grammar, vocabulary or functions (chunks)

Fill in the blank A set of sentences or a text which has blanks in it for the students to complete with the correct or appropriate word. Example: He walked _____ school. He ______ (walk) to school. Fill-in-the blank exercises are a good way of reinforcing new grammar and vocabulary. Also called: fill-in the gap, fill-in

Ordering: text and sentence Writing a text in order (paragraph, story, conversation) –evaluates the student’s ability to recognize discourse cues (pronouns, connectors, chunks, etc.) Writing a sentence in the correct order –evaluates a students knowledge of syntax, which is considered part of grammar. cream / I / ice / like

Complete the conversation These sections evaluate a student’s ability to communicate ideas if they are corrected for communication and not for accuracy. They can be written with different degrees of cueing.

Complete the conversation. Complete the conversation logically. Use the words in parentheses. Miriam: Tell me about your new apartment. Mary: (1)____________________(big / living room). Miriam: (2)___________________(how / bedrooms)? Mary: There are two, but (3)________(any furniture) in one of them. Or: Miriam: Tell me about your new apartment. Mary: (1)_______________________(living room). Or: Miriam: Tell me about your new apartment. Mary: (1)________________________________.

Point Values Give more points to… –Production items Give fewer points to… –Recognition items Give partial credit in –Fluency / Production sections Use fractions only if your teachers are mathematical

Instructions Keep them simple You can use Spanish in lower levels You can translate them into Spanish whenever necessary. Use the same wording in all your exams Use examples whenever necessary –But be careful they don’t give away the pattern Remember: The instructions are NOT part of the exam…

Correcting communicative sections

Correcting Grammar, Reading, Vocabulary, Listening In general these sections are all right or all wrong. We rarely give partial credit. These sections test accuracy. Communicative sections You can give partial credit These sections test fluency. Ask yourself if the S’s answer communicates what the S wants to say.

Examples of partial credit Correct answer:What’s your name? Student writes: What you name? Correct answer: If you invited me, I’d go. Student writes: If you invite me, I go. Correct answer: I went to the movies yesterday. Student writes: I go to the movies yesterday. I go to the movies.

IV. The clerk knows Cleopatra. Caesar asks the clerk about Cleo. Complete the conversation. Use the words in parentheses. ( 4 points,.5 each) Clerk:Yes, I know her. Julius:(1) _______________________________________ (work) ? Clerk:(2) ________________________________ ( palace downtown). Julius:(3) _______________________________________ ( do) ? Clerk:(4) ___________________________________ ( help people). Julius:(5) ___________________________________ ( close friend)? Clerk:Yes, (6) ____________________________________ (funny). Julius:(7) _______________________________________ ( sports)? Clerk:Yes, (8) ___________________________________ ( tennis ). Actual Student Responses on the worksheet