ELT Testing and Assessment

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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
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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
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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?
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free to educators working in publicly funded,
non-profit institutions
great for teaching and testing
http://hotpot.uvic.ca/
can create Cloze, Crossword Puzzles,
Matching tasks, etc.
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Other sites:
 http://www.crosswordpuzzlegames.com/create.html
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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
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1. Academic Reading, e.g.
 technical reports
 textbooks
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2. Job-related Reading, e.g.
 interoffice memos
 job evaluations
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3. Personal Reading, e.g.
 magazines
 novels
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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
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Reading aloud (caution: since task is to test reading –
any recognizable oral approximation of target should be
considered correct)
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Multiple-choice
EXAMPLE:
Circle “S” for same or “D” for Different
1. led
let
S
D
2. bit
bit
S
D
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Grapheme recognition task
Circle the “odd” item, the one that doesn’t
“belong.”
1.
2.
piece
book
peace
book
piece
boot
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Picture-cued word ID
In the picture, point to the word you read here:
Lamp
Chair
Picture
Table
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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.
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Testing for reading knowledge of vocabulary and
grammar
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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.
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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!
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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.
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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
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Editing
Model:
The abrasively action of the wind wears away
A
B
softer layers of rock.
C
D
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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.
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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.
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Cloze tasks – several types:
1. fixed-ratio deletion (e.g. every 7th word)
2. rational deletion (e.g. prepositions and
conjunctions)
3. C-test procedure (2nd half of every word is
erased
 The recognition th__ one’s feel____ of
happin____...
4. Cloze-elide (inserts words that don’t belong; testtaker must identify interfering words) 
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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…
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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
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Scanning
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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
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Ordering tasks (aka sequencing)
EXAMPLE: Put the following sentences in order
A it was called “The Last Waltz”
B the street was in total darkness
C because it was one he and Richard had
learnt at school
D Peter looked outside
E he recognized the tune
F and it seemed deserted
G he thought he heard someone whistling
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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
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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
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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
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Intensive
 recognizing phonological and morphological
elements
 paraphrase recognition
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Responsive
 Question-and-Answer (multiple-choice and open-
ended)
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Selective Listening
 Listening cloze
 Information transfer (matching to listened-to
information to picture, graphic, other text)
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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
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http://www.voanews.com/specialenglish
http://www.eslpod.com/
http://www.breakingnewsenglish.com/
other?
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