1. Assessment

2. Workshop Outline Testing and assessment Why assess? Types of tests Types of assessment Some assessment task types Backwash Qualities of a good test How to increase reliability Evaluation of test materials (course books, Cambridge tests) Discussion/ reflection on testing issues

3. Testing Vs Assessment Testing is one way, and one way only, of finding out about the performance or progress of learners. Examples would include giving learners a picture dictation (this gives us information about listening and spelling) giving them a correct the error text (this gives us information about writing/spelling/vocabulary/ grammar), or a giving matching exercise (this gives us information about reading/listening comprehension, vocabulary/grammar).

4. Testing Vs Assessment Assessment refers to the different ways we can measure our learners’ progress or performance. We can measure progress or performance, for example, by observing learners’ work in class, asking them what they find easy of difficult, testing them, or by looking at their homework.

5. Why assess? to provide feedback to learners on their progress (e.g. what they have done well and what they need to improve) to provide feedback to learners on their achievement (ie how much they have learned at a particular point in time)

6. Why assess? to get information about learners’ ability to understand or use target language structures or vocabulary – help teachers know how to help their learners to get information about learners’ skills development

7. Why assess? to find out whether learners like or dislike specific classroom activities (you could collect this information by asking and by observing) For diagnostic purposes: to use information about learners’ strengths and weaknesses to provide information which can feed in to planning

8. Why assess? to let learners know what standards they need to reach to see whether learning objectives are being achieved to provide records for schools to provide information to parents

9. Types of Tests 1. Achievement test – measure what learners have learnt on a language course – usually given at the end of the course 2. Placement test – used before the beginning of courses, to determine learners’ language levels’ and based on this information ‘place’ them in the classes most appropriate for them

10. Types of Tests 3. Diagnostic test – identify learners’ strengths and weaknesses. Helps teachers to make decisions on what needs to be taught 4. Progress test – measure learners’ progress during a language course

11. Types of Tests 5. Proficiency test - measures language ability and based on what is needed for a particular purpose, e.g., English for secretaries, English for car mechanics etc 6. Summative test – end of year/end of course test measuring learners’ overall achievement of course objectives

12. Types of Tests 7. Objective test – scored according to ‘right’ or ‘wrong’ answers, ie, non-judgmental on part of examiners 8. Subjective test – compared to objective tests, the examiner judges learners’ answers 9. Oral test – measures learners’ speaking abilities

13. Types of Assessment Continuous assessment Learners are assessed regularly throughout their course, to provide both teachers and learners information on what they can do and identify any areas of weaknesses. Formative assessment/evaluation This is developmental. It provides information about learners’ understanding and helps to identify problems and give feedback to learners on what they need to do to improve. It is not graded pass/fail.

14. Types of Assessment Formal assessment/evaluation This involves the use of tests given to all learners in an institution studying at the same level. Learners receive a grade or score which indicates whether they have passed or failed. Informal assessment/evaluation This is subjective, often carried out during normal lesson activities. Teachers observe learners carrying out tasks and make judgements on how well they are performing.

15. Types of Assessment Peer assessment/evaluation Learners provide feedback to their classmates on their work. Self-assessment/evaluation Learners monitor their own progress and decide how well they are doing and which aspects they need to work on.

16. Some Assessment Task Types Open comprehension questions True/ False Matching Sentence completion Multiple choice Cloze Sentence transformation Gap-fill Essays Role plays

17. Backwash Backwash = the effect of testing on teaching and learning Harmful Backwash Beneficial

18. Backwash Backwash  harmful  if the test content and test techniques are at variance with the objectives of the course. Backwash  beneficial  when the test can improve language education, and integrate all parts of language competence.

19. Qualities of a Good Test 1. Validity 2. Reliability 3. Practicality

20. Validity A test is valid if it tests what it sets out to test. Validity Content validity Construct validity Face validity Predictive validity Concurrent validity

21. Reliability To have a reliable test, the results should be consistent over time. Reliability Test reliability (high  if sample size is large; low  if sample size is small) Scorer reliability (high  objective types; low  subjective types)

22. Practicality A test should be economical in terms of Time Money Resources (human, equipment, etc.)

23. How to increase reliability 1. Take enough samples of behaviour 2. Do not allow candidates too much freedom 3. Write unambiguous items 4. Provide clear and explicit instructions 5. Ensure that tests are well laid out and perfectly legible

24. How to increase reliability 6. Candidates should be familiar with test format and testing techniques 7. Provide uniform and non-distracting conditions of administration 8. Use items that permit scoring as objective as possible 9. Make comparisons between candidates as direct as possible

25. How to increase reliability 10. Provide a detailed scoring key 11. Train scorers 12. Agree acceptable responses and appropriate scores at the outset of scoring 13. Identify candidates by numbers, not names 14. Employ multiple, independent scoring

26. References Hughes, Arthur (2001) Testing for Language Teachers, CUP TKT Essentials – materials on Assessment Types and Assessment activities (English global products: The British Council 2008)