1. Lesson One Introduction: Teaching and Testing/Assessment

2. Contents Why tests? Why tests? Why tests? Why tests? Problems of many tests Problems of many tests Problems of many tests Problems of many tests Quality of a good test Quality of a good test Quality of a good test Quality of a good test History of different approaches History of different approaches History of different approaches History of different approaches Comparison: measurement, test, evaluation, and assessment Comparison: measurement, test, evaluation, and assessmentmeasurementtest evaluationassessmentmeasurementtest evaluationassessment Relationship between measurement, test, evaluation, and assessment Relationship between measurement, test, evaluation, and assessment Relationship between measurement, test, evaluation, and assessment Relationship between measurement, test, evaluation, and assessment Homework Homework Homework

3. Why tests? Achievement of learners Achievement of learners Selection among competitions Selection among competitions Comparison for levels/ranking Comparison for levels/ranking Examination/Evaluation on teaching methods Examination/Evaluation on teaching methods Betterment of tests Betterment of tests Pressure on professionals Pressure on professionals

4. Problems of Many Tests Poor Reliability Poor Reliability Poor Validity Poor Validity Not Practical Not Practical Negative Backwash Negative Backwash Backwash: the effect of testing on teaching and learningBackwash: the effect of testing on teaching and learning

5. A Good Test should … be valid be valid be reliable be reliable be practical be practical have beneficial backwash have beneficial backwash

6. History of Different Approaches 1. The Essay Translation Approach The Essay Translation Approach The Essay Translation Approach 2. The Structuralist Approach The Structuralist Approach The Structuralist Approach 3. Integrative Approach Integrative Approach Integrative Approach 4. Communicative Approach Communicative Approach Communicative Approach

7. The Essay Translation Approach Also called Grammar-translation Approach Also called Grammar-translation Approach Before 1950s Before 1950s Pre-scientific: required no special expertise in testing; based on T ’ s intuition & experience Pre-scientific: required no special expertise in testing; based on T ’ s intuition & experience Subjective Subjective Testing = Art Testing = Art Anyone can make a test. Anyone can make a test. Not reliable Not reliable

8. The Structuralist Approach Also called Psychometric Structuralist Approach Also called Psychometric Structuralist Approach Early 1950s - late1960s Early 1950s - late1960s Decontextualized, discrete-point tests Decontextualized, discrete-point tests Tries to include more samples of the test taker ’ s ability at the same time Tries to include more samples of the test taker ’ s ability at the same time Testing = Science (objective & reliable) Testing = Science (objective & reliable) Test one single area at a time Test one single area at a time Emphasis: form & structure Emphasis: form & structure Standard Format — Multiple-Choice Standard Format — Multiple-Choice

9. Integrative Approach 1970s – early 1980s 1970s – early 1980s Under the influence of psycholinguistics and sociolinguistics Under the influence of psycholinguistics and sociolinguistics Testing of language in context Testing of language in context May test more than one skill at a time (e.g., cloze) May test more than one skill at a time (e.g., cloze) Emphasis: meaning Emphasis: meaning

10. Communicative Approach 1980s – NOW 1980s – NOW Emphasis: language use — how people use language for different purposes Emphasis: language use — how people use language for different purposes Uses authentic materials from the real life Uses authentic materials from the real life Has to use language both accurately and appropriately Has to use language both accurately and appropriately

11. Measurement Quantifies the characteristics (both physical and mental) of persons Quantifies the characteristics (both physical and mental) of persons –Examples: height, motivation, aptitude Involves both tests and non-tests Involves both tests and non-tests

12. Test Reading/writing tests Reading/writing tests A procedure designed to get specific samples of a person ’ s ability A procedure designed to get specific samples of a person ’ s ability A measurement instrument A measurement instrument

13. Evaluation Quantitative Quantitative –Numbers involved; e.g., scores Qualitative Qualitative –Analyze data; e.g., letters of reference Systematic gathering of information for decision making Systematic gathering of information for decision making Determination of adequacy Determination of adequacy

14. Assessment All situation included over time All situation included over time An on-going process An on-going process Includes multiple samples of behavior, not just one single judgment or test Includes multiple samples of behavior, not just one single judgment or test

15. Assessment Evaluation Measurement (test) Measurement (non-test)

16. Homework Read Chapter One Read Chapter One Read Handout One: Read Handout One: Brown, J. D. Testing in Language Programs. NJ: Prentice Hall Regents, 1996. (pp. 2-15) Brown, J. D. Testing in Language Programs. NJ: Prentice Hall Regents, 1996. (pp. 2-15)