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TESTING OVERALL ABILITY
Paola Enríquez D.4.14.14
Obtain separate
information on each of the language abilities
Estimate candidate’s overall ability
Previous chapters
PROFICIENCY TESTS
Number of components
Specificiations for the individual componentsIndication of the weight that e/component has
Add scores = overall ability
Individual scores may be ignored
OVERALL ABILITYCommonsense idea that someone can be good (quite good, poor) at a language
Performance in one skill is usually a reasonable predictor of performance in another
Skills share some features (vocabulary, grammar)?
TECHNIQUES FOR TESTING OVERALL ABILITY
Reduced redunda
ncy
More information available
than what is needed
NS can cope well when
redundancy is reduced
Deliberate reduction of redundancy
for estimating
NNS language
ability
CLOZE PROCEDURE
Remove words from a passage
Attempt to replace the original words
Blanks usually about every 7th word
CLOZE PROCEDUREConsidered as a language testing panacea
To replace the word -> go beyond the immediate context
Make use of the abilities that underlay language performance
Easy to construct, administer and score
The chosen passage did not matter neither the deleted words
CLOZE PROCEDUREConsidered as a language testing panacea
To replace the word -> go beyond the immediate context
Make use of the abilities that underlay language performance
Easy to construct, administer and score
The chosen passage did not matter neither the deleted words
Do you agree or not?
CLOZE PROCEDURE
Different passages gave different results
Deletion of different words gave different results
Close examination of the context
Intelligent & educated NS varied quite considerably in predicting the words
Unfortunately…
SELECTED DELETION CLOZECareful selection of
texts
Careful selection of
words to delete
Avoid problematica
l items – impossible to predict
the missing word
CONVERSATIONAL CLOZE
To reflect oral as well as written
ability
Passages representing
spoken language
Kind of language
that is relevant for the overall
ability
CONVERSATIONAL CLOZE
ADVICE ON CREATING CLOZE TYPE PASSAGES
Appropriate level of
difficulty
Appropriate style
Present a couple of uninterrupted
sentences
Deletions should be made at
every 8th to 10th word
Try the passage with NS
Determine the range of
acceptable responses
Devise clear instructions
Test takers should be
familiar with the technique
Scores are not directly
interpretable
ADVICE ON CREATING CLOZE TYPE PASSAGES
MINI-CLOZE ITEMS
Cover the structures and vocabulary we want to
Limited as to what features of language can
be tested
Once a passage is chosen
Include a number of passages
THE C-TESTThe 2nd half of every 2nd word is deleted
Exact scoring
Shorter (and so more) passages are possible
THE C-TESTThe 2nd half of every 2nd word is deleted
Exact scoring
Shorter (and so more) passages are possible
Disadvantages?
THE C-TESTThe 2nd half of every 2nd word is deleted
Exact scoring
Shorter (and so more) passages are possible
Puzzle-like nature
Harder to read
Correct answers can often be found in the surrounding text
Disadvantages
DICTATION
The order of word is given
Words are given
It is possible to identify words from context
Word order
Vocabulary
Aural perception
Does not test
1960Misguided
DICTATION
The order of word is given
Words are given
It is possible to identify words from context
Spelling
Punctuation
Tests
1960Misguided
DICTATIONWord order is not given
Words are not given
Only a stream of sound is heard – decoded, stored, and recreated
Identify words from context = desired ability
End of the decade
DICTATIONResults similar to the ones from cloze tests
Includes listening ability
Easy to create
Easy to administer
End of the decade
Advantages
DisadvantageNot easy
to score
DICTATION
Scoring
# of words appearing in their original
sequence
Misspelled words taken as correct as
long as no phonological rule is
broken
Time-consuming
Tedious with poorer
students
PARTIAL DICTATIONPart of what is dictated is already printed
Fill in the gaps
Scoring is likely to be more reliable
CONSIDERATIONS FOR DICTATION
Break passages into stretches that
will be spoken without a break
Read the entire passage
straight through
Read out stretches, not
too slowly
Give enough time to write
down
Spell silently the stretch twice
TESTS FOR YOUNG LEARNERS
5 TO 12 YEARS OLD
WHY TEST YOUNG LANGUAGE LEARNERS
?• Check if the teaching programme is effective
• Develop positive attitudes towards assessment
SOME CONSIDERATIONS
Relative short attention span
Enjoy stories and play
Respond well to pictures, attractive typography, colour
Not longBriefVaried
SOME CONSIDERATIONS
L1 & cognitive abilities are still developing
Learn through social interaction
Teaching & learning involve “integrated” tasks
SOME CONSIDERATIONSSympathetic
teachers
Familiar surroundings
Understandable instructions
Easy tasks at the beginning -> confidence
TECHNIQUES TO TEST LISTENING
Placing objects or identifying people
Multiple choice pictures
Colour and draw on existing line
drawing
Information transfer
TECHNIQUES TO TEST READING
Multiple choice Pictures
TECHNIQUES TO TEST WRITING
Anagram with picture
Cartoon story
Gap filling with pictures
TECHNIQUES FOR TESTING ORAL ABILITYStraightforward questions about
the child and their family
Direct questions from a scene in
a card
Ask for differences
among cards with pictures
Tell a story from a set of
pictures