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Published byNathaniel Perkins Modified over 8 years ago
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Richard West February 2012
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GENERAL LANGUAGE TESTS Content is general/social Population is large/wide Objectives are derived from the syllabus/textbook Backward looking – testing what has been taught Focus is often on usage/grammar Tasks are not authentic Results are often norm-referenced EAP/ESP TESTS?
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Utility: gives information to - students about their progress - teachers about the success of the course - institution about the success of the course - employers/other HEIs about proficiency Motivating Quality assurance
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International + internationally-recognised Two versions – Academic & General Training Tests all 4 skills No separate test of grammar, vocabulary, etc Tests academic language skills - `authentic’ Criterion-referenced (9 bands) Scoring is criteria-based:
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ADVANTAGES - recognised internationally - acknowledged quality - motivating for students - good model of an EAP test: 4 skills, banding, criteria DISADVANTAGES - expensive - certificates valid for only 2 years - broad EGAP
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Very few available: Business English, e.g. BEC Legal English – ILEC Financial English - ICFE
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PLACEMENT TESTING - commercial placement test, e.g. OPT - self-placement using the CEFR global scales DIAGNOSTIC TESTING - few diagnostic tests available commercially - self-diagnosis/profiling using CEFR sub- scales
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PROGRESS TESTS - narrow focus: letter-writing, presentations, etc - self-assessment using the CEFR or ELP ACHIEVEMENT/ATTAINMENT TESTS - large-scale tests - testing all skills - sampling whole syllabus
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How can we develop parallel, narrow versions of a test for different fields? Validity? Practicality? Comparability?
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Write a set of instructions for a piece of equipment or a process that is used in your academic field or profession. [500 words] Students then apply their specialist knowledge & experience to the task.
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GENERIC TEST ITEM 500-word report for profession based on analysis of a graph and a prediction. - Candidate is given a graph showing a trend. - Candidate explains the graph and describes the trend. - Candidate makes predictions based on graph. `Study the graph above. Write a report of 500 words for your boss. Describe and analyse the situation and suggest possibilities.’
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SPECIFICATIONS - same skill - same genre - same instructions + input - same time - same length MARKING - same marking scale - same marking criteria ASSESSOR TRAINING & STANDARDISATION
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west46@btinternet.com
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