Language Testing - Approaches and Techniques.pptx

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1. LANGUAGE TESTING: Approaches & Techniques

2. LEARNING OBJECTIVES At the end of the Module, students must have accurately: Identified and differentiated the different approaches to language testing; Explained their strengths and weaknesses; Discussed the various language test techniques and Realized the usefulness of the lessons in testing students.

3. APPROACHES TO LANGUAGE TESTING

4. The Essay-Translation Approach

5. Characteristics and Types of Tests in Essay-Translation Approach

6. Characteristics and Types of Tests in Essay-Translation Approach

7. Characteristics and Types of Tests in Essay-Translation Approach

8. This approach is easy to follow because teachers will simply use their subjective judgement. The essay-translation approach may be used for testing any level of examinees. The model of tester can easily be modified based on the essentials of the tests. Strengths of Essay-Translation Approach

9. Subjective judgement of teachers tends to be biased. As mentioned, the tests have a heavy literary and cultural bias. Weaknesses of Essay-Translation Approach

10. The Structuralist Approach

11. Characteristics and Types of Tests in Structuralist Approach

12. Characteristics and Types of Tests in Structuralist Approach

13. Characteristics and Types of Tests in Structuralist Approach

14. In testing students’ capability, this approach may objectively and surely be used by testers. Many forms of tests can be covered in the test in a short time. Using this approach in testing will help students find their strengths and weaknesses in every skill they study. Strengths of Structuralist Approach

15. It tends to be a complicated job for teachers to prepare questionnaires using this approach. This approach considers measuring non-integrated skills more than integrated skills. Weaknesses of Structuralist Approach

16. The Integrative Approach

17. Characteristics and Types of Tests in Integrative Approach

18. Characteristics and Types of Tests in Integrative Approach

19. Characteristics and Types of Tests in Integrative Approach

20. The approach to meaning and the total communicative effect of discourse will be very useful for students in testing. This approach can view students’ proficiency with a global view. Strengths of Integrative Approach

21. A model cloze test used in this approach measures the reader’s ability to decode ‘interrupted’ and ‘mutilated’ messages by making the most acceptable substitutions from all the contextual clues available. Dictation, another type using this approach, was regarded solely as a means of measuring students’ skills of listening comprehension. Strengths of Integrative Approach

22. Even if many think that measuring integrated skills is better, sometimes there is a need to consider the importance of measuring skills based on students’ need, such as writing only, speaking only, etc. Weakness of Integrative Approach

23. The Communicative Approach

24. Characteristics and Types of Tests in Communicative Approach

25. Characteristics and Types of Tests in Communicative Approach

26. Characteristics and Types of Tests in Communicative Approach

27. Communicative Approach Competencies Grammatical Competence: How grammar rules are actually applied in real life language situation (both written and oral). E.g. : The basics of subject-verb agreement in English

28. Communicative Approach Competencies Sociolinguistic Competence: The ability to do conversation, discourse and arguments

29. Communicative Approach Competencies Strategic Competence: The ability to use appropriate verbal and non-verbal communication strategies

30. Communicative tests are able to measure all integrated skills of students. The tests using this approach face students in real life so it will be very useful for them. Strengths of Communicative Approach

31. Because a communicative test can measure all language skills, it can help students in getting the score. Consider students who have a poor ability in using spoken language but may score quite highly on tests of reading. Detailed statements of each performance level serve to increase the reliability of the scoring by enabling the examiner to make decisions according to carefully drawn-up and well-established criteria. Strengths of Communicative Approach

32. Unlike the structuralist approach, this approach does not emphasize learning structural grammar, yet it may be difficult to achieve communicative competence without a considerable mastery of the grammar of a language. It is possible for cultural bias to affect the reliability of the tests being administered. Weaknesses of Communicative Approach

33. TEST TECHNIQUES

34. Direct versus Indirect Testing

35. Requires the candidate to perform precisely the skill that the test wishes to measure. Attempts to measure the abilities that underlie the skills in which the test is interested. Direct Indirect

36. Easier to carry out when it is intended to measure speaking and writing skills. Attempts to measure the abilities that underlie the skills in which the test is interested. Direct Indirect

37. Has a number of attractions: Relatively straightforward to create conditions. Assessment and interpretation are also quite straightforward. Attempts to measure the abilities that underlie the skills in which the test is interested. Direct Indirect

38. Has a number of attractions: There is likely to be a helpful backwash effect. Attempts to measure the abilities that underlie the skills in which the test is interested. Direct Indirect

39. Examples Composition writing to know students’ writing skills Underlined items which the student needs to identify as erroneous in formal standard English Direct Indirect

40. Examples Composition writing to know students’ writing skills Lado’s (1961) proposed method of testing pronunciation ability Direct Indirect Some tests are referred to as semi-direct .

41. Discrete Point versus Integrative Testing

42. Refers to the testing of one element at a time, item by item. Requires the candidate to combine many language elements in the completion of a task. Discrete Integrative Discrete point tests will always be indirect while integrative tests will tend to be direct .

43. Examples Form of a series of items testing a particular grammatical structure Diagnostic tests of grammar Comprehension of words and the ability to use them correctly Free composition Cloze test Discrete Integrative

44. Norm-Referenced versus Criterion-Referenced Testing

45. NRT CRT Scores are interpreted relative to each other in a normal distribution scheme (bell curve). The idea is to spread the students out on a continuum of knowledge Interpretation of scores is absolute and may be representational Measures students’ ability against the predetermined standard

46. Objective versus Subjective Testing

47. If no judgement is required on the part of a scorer Objective in the sense that there is only one answer If judgement is called for If the scorer is not looking for any one right answer Objective Subjective

48. …The End…

49. The English Quiz Bowl Each Student must prepare/construct 3 pairs of question under the category of discrete and integrative (3 for discrete and 3 for integrative) TOPIC of the questions: Anything related to grammar and language arts Classify each as EASY, AVERAGE and DIFFICULT Let us assign a color coding for the classification: Pink for EASY Yellow for AVERAGE Green for Difficult (Size of paper: ¼ of the yellow pad) AVOID TELLING YOUR QUESTIONS AMONG YOUR CLASSMATES (learn how to keep a SECRET !!!)

50. FOR THE GROUP BRING A SMALL WHITE BOARD or 1/8 illustration board with a plastic cover on the white part (improvised white board) AND A whiteboard marker