TSL551: PEDAGOGY IN ESL I
TEST EVALUATION ASSIGNMENT (GROUP WORK - 20%)
1. Each group should consist between 3-4 people.
2. Each group will be assigned with a skill. The skills will be either listening, speaking or grammar.
3. Based on the skills, find a school-based test paper (listening test, speaking test or grammar test).
4. Evaluate the test paper that you have chosen. You may evaluate based on the reliability, validity, practical aspects as well as other main
characteristics of assessment like the format of the test paper. Suggestions on how to improve the test paper is also recommended.
5. Prepare a write-up on your test evaluation. The assignment should have the following:
o
o
o
o
o
o
Introduction (skill assigned and topic, students’ proficiency level, DSKP relevant section)
Evaluation on the test
Recommendations
Conclusion
References
Appendix (test paper and DSKP relevant section)
6. Length - Each member is given the maximum of 4 pages (Times New Roman, 12 font, 11/2 spacing). Therefore, for a 3 member group, it
is to the maximum of 12 pages (3 x 4 = 12 pages OR 4 x 4 = 16). This does not include the references and appendices.
GRADING RUBRIC FOR TEST EVALUATION ASSIGNMENT
CATEGORY
CONTENT
CATEGORY
ORGANIZATION
CATEGORY
LANGUAGE
15-20
10-14
5-9
An excellent evaluation
relating the test analysed to
issues of validity, reliability,
practicality and format.
Strong evidence is given to
justify the evaluation.
An adequate evaluation
relating the test analysed to
issues of validity, reliability,
practicality and format.
Adequate evidence is given
to justify the evaluation.
A simple evaluation relating the test
analysed to issues of validity,
reliability, practicality and format. The
evaluation merely states the items
without linking it to the test paper.
9-10
6-8
3-5
Text and argument are very
focused and addressed
effectively showing depth
and complexity of thought.
Text and argument are
focused, adequately
organized and developed.
Text and argument display weak
organization and coherence leading to
ineffective communication of ideas.
0-4
MARKS 20
A poor evaluation of the chosen
test. The evaluation only gives
general impression of the whole
test.
0-2
MARKS 10
Text and argument are unfocused,
disorganized and incoherent.
15-20
10-14
5-9
0-4
Effective complex
constructions:
Sentence variety:
Very few errors of
agreement, tense, number,
word order/function, articles,
pronouns, prepositions:
Mastery of spelling,
punctuation, capitalism,
paragraphing
Effective simple
constructions and few errors
in complex constructions:
Some sentence variety:
Few errors of agreement,
tense, number, word
order/function, articles,
pronouns, prepositions:
Few errors in spelling,
punctuation, capitalization,
paragraphing:
Some errors in simple constructions
and complex constructions but attempt
to use complex constructions is
evident:
Some errors of negation, agreement,
tense, number, word order/function,
articles, pronouns, prepositions and/or
the presence of fragments, run-ons,
comma splices:
Attempt at complex constructions
evident but frequent errors:
Frequent errors of negation,
agreement, tense, number, word
order/functions, articles,
pronouns, prepositions and/or the
presence of fragments, run-ons,
comma splices:
Errors in spelling, punctuation,
capitalization, paragraphing:
MARKS 20
Meaning is clear.
May have some errors in spelling,
punctuation, capitalization,
paragraphing:
Meaning may occasionally be unclear.
Meaning is often unclear and does
not communicate or not enough to
evaluate.
TOTAL (50)