Session 6 1. Facilitated Discussion 2. Online tools for testing/activities 3. Quiz 4. Break 5. Reading and Listening Overview 6. Task Writing Workshop 1 computer-based = computer assisted computer-adaptive = computer adapts tasks to level of test-taker (based on answers given) internet based = web-based 2 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? 3 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. 4 Other sites: http://www.crosswordpuzzlegames.com/create.html 5 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 6 1. Academic Reading, e.g. technical reports textbooks 2. Job-related Reading, e.g. interoffice memos job evaluations 3. Personal Reading, e.g. magazines novels 7 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 8 Reading aloud (caution: since task is to test reading – any recognizable oral approximation of target should be considered correct) Multiple-choice EXAMPLE: Circle “S” for same or “D” for Different 1. led let S D 2. bit bit S D 9 Grapheme recognition task Circle the “odd” item, the one that doesn’t “belong.” 1. 2. piece book peace book piece boot 10 Picture-cued word ID In the picture, point to the word you read here: Lamp Chair Picture Table 11 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. 12 Testing for reading knowledge of vocabulary and grammar 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. 13 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! 14 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. 15 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 16 Editing Model: The abrasively action of the wind wears away A B softer layers of rock. C D 17 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. 18 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. 19 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) 20 Cloze-elide – EXAMPLE: The recognition that one’s now feelings of happiness and unhappiness can under coexist much like love and hate… 21 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 22 Scanning 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 23 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 24 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 25 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 26 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 27 Intensive recognizing phonological and morphological elements paraphrase recognition 28 Responsive Question-and-Answer (multiple-choice and open- ended) 29 Selective Listening Listening cloze Information transfer (matching to listened-to information to picture, graphic, other text) 30 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 31 http://www.voanews.com/specialenglish http://www.eslpod.com/ http://www.breakingnewsenglish.com/ other? 32