1. TESTING READING Dr. Muhammad Shahbaz

2. I. OPERATIONS 1. Straight forward activity 2. Receptive skill 3. Measured Skills ???????? a) Slow reading b) Flip the page reading c) Search for Particular information reading

3. OPERATIONS Diagnostic test? Achievement test? Placement and proficiency tests?

4. OPERATIONS Learners´ reading skills a. Expeditious reading operations b. Slow and careful reading operations

5. CRITERIAL LEVEL OF PERFORMANCE a) Norm-reference testing b)Criterion-reference testing

6. POSSIBLE TECHNIQUES When writing items a) Multiple choice b) Short Answers Gap filling Information transfer

7. WHICH LANGUAGE FOR ITEMS AND RESPONSES? -Writing items should not cause difficulties of comprehension - Less demanding than the text itself - Responses should make minimum demand on writing ability: candidates share the same language

8. PEOCEDURES FOR WRITING ITEMS a. Careful reading of the text b. Ask yourself what one can get from the text c. Note main points or examples d. Decide what candidates would be able to perform e. Text and items should be presented to colleagues for moderation

9. PRACTICAL ADVICE ON ITEM WRITING 1.Scanning: present items in the order they are to be found in the text 2. Do not include items that candidates may be able to answer from general knowledge 3. Make items independent of each other 4. Be ready to make minor changes of a text to improve the items.

10. CONCLUSIONS  Assessment of reading must include decoding skills and reading comprehension strategies.  Include student attitudes and feelings toward reading.

11. What is writing: The act or art of forming letters and characters on paper, wood, stone, or other material, for the purpose of recording the ideas which characters and words express, or of communicating them to others by visible signs. “Nobody in this world wants to read your diary except your mother." (Richard Peck, writer of young adult fiction)

12. A test or examination is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics. What is a test

13. What is the testing writing A test or an assessment intended to measure writing skill of students.

14. Writing Skills 1) Grammatical Skills – the ability to write correct sentence 2) Stylistic Skills – the ability to manipulate sentences and use language effectively 3) Mechanical Skills – the ability to use correctly those conventions peculiar to the written language 4) Judgment Skills – the ability to write in an appropriate manner for a particular audience in mind, together with an ability to select, organize and order relevant information

15. The ways to test writing Essay Letter Paragraph Short story Matching Items Make a synopsis Rearrange sentence into paragraph

16. How a writing test should be  Clearly defined purpose and audience for writing  Restrict students’ answers  Test only writing ability, nothing else  Well-defined and authentic task  Ensure long enough sample  Appropriate scales for scoring

17. Since current teaching of writing emphasizes also strategies of writing, the process should get attention in testing writing as well as the final product of writing. Characteristics of writing tests

18. The way to score NoCriteriascore 1Grammar20% 2Organization20% 3Content/Substance20% 4Fulfillment of purpose20% 5Vocabulary/word choice20%

19. EVALUATION CRITERIA EEvaluation should be conducted when students engage in their prepared conversations.

20. Choose the appropriate techniques Formats Interview Interaction with fellow candidates Responses to audio/video recorded stimuli

21. Format 1 - Interview Traditional form Relationship tester- candidate One style of speech is elicited

22. Questions and requests for information TryAvoid Requests for elaboration Appearing not to understand Invitation to ask questions Interruption & abrupt changes of topic Yes/No questions

23. Pictures  Elicit descriptions

24. Role play  Elicit other language functions Does it really elicit natural language?

25. Interpreting  Test production and comprehension What do you think? Is it always feasible?

26. Prepared monologue  Should be used only when the candidate needs the ability to make prepared presentations

27. Reading aloud  Should be used only when the reading ability is a course objective

28. FLUENCY OF SPEECH:  Based upon the smoothness, not speed, and take into account use of hesitancy in conversation.

29. PHRASING:  The grouping of words in meaningful phrases.

30. LISTENING COMPREHENSION:  This phase of evaluation is initially tested during the prepared conversation section of the exam.

31. PRONUNCIATION:  Where it hinders communicative understanding.

32. EXPRESSION:  Use of tone, inflection, intonation, and volume.

33. The Importance of Listening  Listening is often implied as a component of speaking

34. Types of Listening  Intensive: phonemes, words, intonation  Responsive: a greeting, command, question  Selective: TV, radio news items, stories  Extensive: listening for the gist, the main idea, making inference

35. Micro and Macro Skills of Listening Micro Skills  Attending to the smaller bits and chunks of language, in more of bottom-up process Macro Skills  Focusing on the larger elements involved in a top-down approach

36. What Makes Listening Difficult 1. Clustering Chunking-phrases, clauses, constituents 2. Redundancy Repetitions, Rephrasing, Elaborations and Insertions

37. 3. Reduced Forms Understanding the reduced forms that may not have been a part of English learner’s past experiences in classes where only formal ”textbook” language has been presented 4. Performance variables Hesitations, False starts, Corrections, Diversion

38. 5. Colloquial Language Idioms, slang, reduced forms, shared cultural knowledge 6. Rate of Delivery Keeping up with the speed of delivery, processing automatically as the speaker continues

39. 7. Stress, Rhythm, and Intonation: Correctly understanding prosodic elements of spoken language, which is almost always much more difficult than understanding the smaller phonological bits and pieces.

40. 8. Interaction: Negotiation, clarification, attending signals, turn taking, maintenance, termination

41. Designing Assessment Tasks: Selective Listening Selective listening, in which the test-taker listen to a limited quantity of aural input and must discern within it some specific information

42. A number of techniques have been used that require selective listening.  Listening Cloze  Information Transfer  Sentence Repetition

43. Information Transfer  Information transfer: multiple-picture-cued- selection  Information transfer: single-picture-cued-verbal- multiple-choice  Information transfer: chart-filling

44. Information transfer: chart-filling MondayTuesdayWednesdayThursdayFridayWeekends 8:00get up 10:00 12:00 2:00 4:00 6:00

45. Designing assessment Test: Extensive Listening  Listening to develop a top down, global understanding of spoken language

46. Difficulty can be manipulated by:  The length of the word group  The length of pauses  The speed  Complexity of the discourse, grammar and vocabulary  Scoring (spelling, grammatical, additional words, replacement)

47. Buck (2001: p. 92)  p.136  “Every test requires some components of communicative language ability, and no test covers them all”

48. SCORING METHODS FOR RESPONSIVE AND EXTENSIVE WRITING

49. Each point on a holistic scale is given systematic set of descriptors to arrive score. Holistic Scoring Weigle, 2002, p. 113

50. Primary trait scoring focuses on “how well students write within a narrowly defined range of discourse (e. g. persuasion or explanation) (Weigle, 2002, p. 110). Primary Trait Scoring Weigle, 2002, p. 111

51. In analytic scoring, scripts are rated on several aspects of writing or criteria rather than given a single score. Depending on the purpose of the assessment, scripts might be rated on such features as content, organization, cohesion, register, vocabulary, grammar, or mechanics. Weigle, 2002, p. 114 Analytic Scoring

52. Example Analytic Scoring Weigle, 2002, p. 116