Testing and EvaluationTesting and Evaluation

Lesson 6Chapter 22

Lesson 6Chapter 22

Teaching for TestsTeaching for Tests

What are the positives and negatives of teaching for a specific test?

What should you the teacher take into account when teaching for a specific test?

What activities have you found useful or ineffective when teaching for a specific test? Why?

What are the positives and negatives of teaching for a specific test?

What should you the teacher take into account when teaching for a specific test?

What activities have you found useful or ineffective when teaching for a specific test? Why?

Teaching for TestsTeaching for Tests

Negatives Washback/Backwash Effect: teaching becomes

dominated by the test and all activities are stuck in an exam format

Lessons become monotonous English improvement may be compromised at

the expense of exam preparation

Negatives Washback/Backwash Effect: teaching becomes

dominated by the test and all activities are stuck in an exam format

Lessons become monotonous English improvement may be compromised at

the expense of exam preparation

Teaching for TestsTeaching for Tests

Positives Students have a clear sense of purpose Students are motivated Class works together with greater diligence Easier to teach Students develop good exam skills Encourages autonomous learning

Positives Students have a clear sense of purpose Students are motivated Class works together with greater diligence Easier to teach Students develop good exam skills Encourages autonomous learning

Teaching for TestsTeaching for Tests

Teacher “To Do” list: Train students for test types

Familiarize students with scoring scales and what is considered successful

Focus on what students will be asked to do and why Familiarize students with test items and how they should be

approached effectively Discuss General Exam Skills

Read questions carefully pace

Do Practice Tests Lets students become familiar Helps with pacing

Teacher “To Do” list: Train students for test types

Familiarize students with scoring scales and what is considered successful

Focus on what students will be asked to do and why Familiarize students with test items and how they should be

approached effectively Discuss General Exam Skills

Read questions carefully pace

Do Practice Tests Lets students become familiar Helps with pacing

Teaching for TestsTeaching for Tests

Teacher “To Do” list: Have Fun

Create activities that target/practice certain test items but are not boring or monotonous

Ignore the Test Important from time to time in order to work on

general language issues

Teacher “To Do” list: Have Fun

Create activities that target/practice certain test items but are not boring or monotonous

Ignore the Test Important from time to time in order to work on

general language issues

Different Types of TestingDifferent Types of Testing

What forms of testing do you use in your classes? Your school?

Are there different forms of testing you prefer for different English skills? Explain.

What forms of testing do you use in your classes? Your school?

Are there different forms of testing you prefer for different English skills? Explain.

Different Types of TestingDifferent Types of Testing

Placement Tests Placing new students: grammar, vocabulary,

productive & receptive skills

Diagnostic Tests Expose difficulties, gaps in knowledge, skill

deficiencies Once teachers are aware of problems, they can

address the issues

Placement Tests Placing new students: grammar, vocabulary,

productive & receptive skills

Diagnostic Tests Expose difficulties, gaps in knowledge, skill

deficiencies Once teachers are aware of problems, they can

address the issues

Different Types of TestingDifferent Types of Testing

Progress/Achievement Tests Measure language/skill progress Every few weeks Must assess items/topics that students are familiar with to

reinforce learning Proficiency Tests

General picture of student’s knowledge and ability Admittance tests (Universities, Certificates, Jobs)

Portfolios Evidence of effort, effective with written work Time consuming, students helped by others

Progress/Achievement Tests Measure language/skill progress Every few weeks Must assess items/topics that students are familiar with to

reinforce learning Proficiency Tests

General picture of student’s knowledge and ability Admittance tests (Universities, Certificates, Jobs)

Portfolios Evidence of effort, effective with written work Time consuming, students helped by others

Direct vs. Indirect Test ItemsDirect vs. Indirect Test Items

Direct: perform specific communicative skill being tested Examples: writing, speaking, listening, reading

Indirect: measures a student’s knowledge and ability Examples: multiple choice, cloze procedures,

paraphrase, sentence re-ordering

Direct: perform specific communicative skill being tested Examples: writing, speaking, listening, reading

Indirect: measures a student’s knowledge and ability Examples: multiple choice, cloze procedures,

paraphrase, sentence re-ordering