TYPES OF TEST
ITEMS/TASKS
• Direct and indirect test items
• Discrete-point testing and integrative
testing
• Types of test items:
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Multiple-choice questions
Cloze procedures
Transformation and paraphrase
Sentence re-ordering
Essays
Role-plays and other replicas of real-life
interaction
TASKS to assess SPEAKING
SKILLS
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Interviews
Information-gap activities
Decision-making activities
Using pictures
Role-play activities
TASKS to assess WRITING
SKILLS
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Compositions
Stories
Transactional letters
Information leaflets
Essays
Newspaper articles
A set of instructions for other common
tasks
TASKS to assess READING
SKILLS
• Multiple-choice questions
• Matching activities
• Transferring written information to charts,
graphs, maps, etc.
• Summaries
• Headings
• Inserting paragraphs
TASKS to assess LISTENING
SKILLS
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Completing charts with facts and figures
Identifying objects
Identifying speakers
Identifying attitudes and opinions
Following directions (e.g. on the map)
MARKING A TEST
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Training
More than one scorer
Global assessment scales
Analytical profiles
Scoring and interacting
during oral tests
GLOBAL ASSESSMENT SCALES (Oral
Ability)
Scor Description
e
0
The candidate is almost unintelligible, uses words wrongly and shows no sign
of any grammatical understanding
1
The candidate is able to transmit only very basic ideas, using individual words
rather than phrases or fuller patterns of discourse. Speech is very hesitant
and the pronunciation makes intelligibility difficult
2
The candidate transmits basic ideas in a fairly silted way. Pronunciation is
sometimes problematic and there are examples of grammatical and lexical
misuse and gaps which impede communication on occasion.
3
The candidate transmits ideas moderately clearly. Speech is somewhat
hesitant and there are frequent lapses in grammar and vocabulary use.
Nevertheless, the candidate makes him/herself understood.
4
The candidate speaks fairly fluently, showing the ability to communicate ideas
with not too much trouble. There are some problems of grammatical accuracy
and some words are inappropriately used.
5
The candidate speaks fluently with few obvious mistakes and a wide variety
of lexis and expression. Pronunciation is almost always intelligible, and there
ANALYTICAL PROFILES
Criteria
Pronunciation
Fluency
Use of vocabulary
Use of grammar
Intelligibility
Repair skills
Task completion
Score (see analytical scales)
ANALYTICAL SCALES (Fluency)
Scor
e
Description
0
The candidate cannot get words or phrases out at all.
1
The candidate speaks hesitantly in short, interrupted bursts.
2
The candidate speaks slowly with frequent pauses.
3
The candidate speaks at a comfortable speed with quite a lot of pauses
and hesitations.
4
The candidate speaks at a comfortable speed with only an occasional
pause or upset.
5
The candidate speaks quickly with few hesitations.
PUBLIC (INTERNATIONAL)
EXAMS
• GENERAL ENGLISH exams
– Cambridge ESOL
– Pearson PTE
– City and Guilds Pitman
• ACADEMIC ENGLISH exams
– IELTS
– PTE Academic
– TOEFL and TOEIC
• BUSINESS ENGLISH exams
– LCCI (London Chamber of Commerce and Industry)
– Cambridge ESOL
– City and Guilds Pitman
TEACHING FOR TESTS
• Backwash, or washback, effect
Teaching becomes dominated by the test
• A range of activities VS exam-format tasks
• A clear sense of purpose VS a less clear focus
• Teacher-driven learning VS autonomous
learning
“It’s important to build variety
and fun into an exam course
as it is to drive Ss towards the
goal of passing their exam”
Burgess and Head
2005
•
“Hitting the target”
STRATEGIES
Train for test types
Getting ‘inside the heads’ of the test designers
• Discuss general exam skills
Building Ss up to an exam
• Do practice tests
Getting a feel for the experience
• Have fun
Eliminating boredom and tension
• Ignore the test
Working on general language issues, taking part in
motivating activities from time to time
TIPS FOR TEACHERS
1. Try to view assessment as a CELEBRATION OF
LEARNING
Discover where mistakes are made and ways to fix them is as much a
celebration as it is an acknowledgment of strengths for use in further
growth
2. Give Ss CHOICE IN THEIR ASSESSMENT TASKS where
appropriate
When Ss are given choice, they engage more deeply in the
assessment activity, and their results are more likely to provide valid
inferences
3. Give Ss the OPPORTUNITY TO MAKE MISTAKES in their
assessment
Mistakes provide feedback they can use to adjust what they are doing
THANK YOU