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Session 6 1. Facilitated Discussion 2. Online tools for testing/activities 3. Quiz 4. Break 5. Reading and Listening Overview 6. Task Writing Workshop 1
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computer-based = computer assisted computer-adaptive = computer adapts tasks to level of test-taker (based on answers given) internet based = web-based 2
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know and understand TOEFL iBT use online software to create fun and authentic activities/tests for students use online resources for authentic materials DISCUSSION: how does one distinguish what is “authentic” online? 3
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free to educators working in publicly funded, non-profit institutions great for teaching and testing http://hotpot.uvic.ca/ http://hotpot.uvic.ca/ can create Cloze, Crossword Puzzles, Matching tasks, etc. 4
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Other sites: http://www.crosswordpuzzlegames.com/create.html 5
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In order to become efficient readers, learners need to master: Bottom-up strategies for processing separate letters, words, and phrases AND Top-down, conceptually driven strategies for comprehension ▪ PLUS ▪ Develop appropriate content and formal schemata (background information and cultural experience) to carry out interpretations 6
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1. Academic Reading, e.g. technical reports textbooks 2. Job-related Reading, e.g. interoffice memos job evaluations 3. Personal Reading, e.g. magazines novels 7
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1. Perceptive – focusing on the components – letters, words, punctuation. Bottom-up processing is implied 2. Selective – to check recognition of lexical, grammatical, or discourse features, within very short stretches of language. 3. Interactive – longer stretches of language where reader must interact (psycholinguistically) with text. Top-down processing required. 4. Extensive – more than 1 page NOTE: you’ll find varying descriptions of extensive reading 8
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Reading aloud (caution: since task is to test reading – any recognizable oral approximation of target should be considered correct) Multiple-choice EXAMPLE: Circle “S” for same or “D” for Different 1. led let S D 2. bitbitS D 9
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Grapheme recognition task Circle the “odd” item, the one that doesn’t “belong.” 1. piecepeace piece 2. bookbook boot 10
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Picture-cued word ID In the picture, point to the word you read here: LampChairPictureTable 11
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Picture-cued sentence identification Point to the part of the picture that you read about in the sentence. 1.The woman is holding a cat. 2.It is snowing outside. 3.The man is reading the newspaper. 12
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Testing for reading knowledge of vocabulary and grammar Everyone’s favorite: Multiple-choice! WORKSHOP : Working in pairs: On the following slides, you will see a stem. For each one, decide what you think the Key should be. Then write 2-3 distractors. Make your distractors effective! After all are done, compare your product with another pair. 13
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Standard M-C: 1. He’s not married. He’s _________________. 2. If there’s no doorbell, please _________ on the door. Contextualized M-C: 1. Oscar: Do you like champagne? Lucy:No, I can’t _____________ it! 14
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Multiple-Choice Cloze I’ve lived in the United States (1) _____ three years. I (2) ______ live in Costa Rica. I (3) _____ speak any English. I used to (4) __________ homesick, but now I enjoy (5) __________ here. I have never (6) _________ back home (7) ______ I came to the United States, but I might (8) _______ visit my family soon. 15
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Matching WORKSHOP : The test task is for Ss to match words with definitions Look at the words being tested – then think of the definition word(s) you would use for the match. Then compare your ideas with another pair. 1. Exhausted 2. Disappointed 3. Enthusiastic 4. Empathetic 16
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Editing Model: The abrasively action of the wind wears away A B softer layers of rock. C D 17
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WORKSHOP: Look at the sentences below (they are 100% correct). Decide which word(s) you will make “incorrect” (you’ll need to change it.) What grammar point are you testing with this “error”? Then choose 3 other word(s) as your distractors. Label the key and distractors as A B C D. Show your ideas to another pair. 18
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1. There are two ways of making a gas condense: cooling it or putting it under pressure. 2. Researchers have discovered that the application of bright light can sometimes be used to overcome jet lag. 19
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Cloze tasks – several types: 1. fixed-ratio deletion (e.g. every 7 th word) 2. rational deletion (e.g. prepositions and conjunctions) 3. C-test procedure (2 nd half of every word is erased The recognition th__ one’s feel____ of happin____... 4. Cloze-elide (inserts words that don’t belong; test- taker must identify interfering words) 20
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Cloze-elide – EXAMPLE: The recognition that one’s now feelings of happiness and unhappiness can under coexist much like love and hate… 21
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Reading plus comprehension multiple-choice questions (typical on proficiency tests) Reading plus short-answer tasks Editing (like earlier sample, but longer passage) should be authentic should simulate real proofreading content and domain tasks should reflect course content and domain 22
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Scanning stimuli could be: news article; essay; chapter in a textbook; menu; etc. objectives could be: date, name, place; setting for a story; principal research in an report; cost of an item; etc. Ordering tasks (aka sequencing) EXAMPLE: Put the following sentences in order Ait was called “The Last Waltz” B the street was in total darkness C because it was one he and Richard had learnt at school DPeter looked outside Ehe recognized the tune Fand it seemed deserted Ghe thought he heard someone whistling 23
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Ordering tasks (aka sequencing) EXAMPLE: Put the following sentences in order Ait was called “The Last Waltz” B the street was in total darkness C because it was one he and Richard had learnt at school DPeter looked outside Ehe recognized the tune Fand it seemed deserted Ghe thought he heard someone whistling 24
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Information Transfer: Reading Charts, Maps, Graphs and Diagrams answer simple, direct info questions describe or elaborate on information infer/predict information choose the correct graphic for a written passage interpret both graphic and passage 25
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Of course, many of the previously mentioned tasks work with longer reading passages Additionally, you can test: Skimming (for main idea; purpose; recognition of genre; recognition of style; etc.) Summarizing and Responding Note-taking and Outlining 26
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A quick overview: Predictably, we can test for 4 types of listening performance: ▪ Intensive – for perception of components ▪ Responsive – listening to short stretch to make equally short response ▪ Selective – short monologues, scanning for info, testing ability to comprehend designated info ▪ Extensive – listening to develop top-down, global understanding 27
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Intensive recognizing phonological and morphological elements paraphrase recognition 28
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Responsive Question-and-Answer (multiple-choice and open- ended) 29
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Selective Listening Listening cloze Information transfer (matching to listened-to information to picture, graphic, other text) 30
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Extensive Listening Dictation Communicative Stimulus-Response Tasks Authentic Listening Tasks ▪ note-taking ▪ editing (noting difference between written and spoken versions of text) ▪ interpretive tasks (responding to songs, poetry, etc.) ▪ retelling 31
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http://www.voanews.com/specialenglish http://www.voanews.com/specialenglish http://www.eslpod.com/ http://www.eslpod.com/ http://www.breakingnewsenglish.com/ http://www.breakingnewsenglish.com/ other? 32
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