Testing -MT- Chapter 1, 2, 3 Flashcards Preview

Z3 - Testing > Testing -MT- Chapter 1, 2, 3 > Flashcards

Flashcards in Testing -MT- Chapter 1, 2, 3 Deck (29):
1

Backwash or Washback

The effect of testing on teaching and learning

2

Harmful washback
(When...)

Test content + Testing Techniques = Variance w/ Course Content

3

Beneficial washback
(When..)

Test content + Testing features = Objectives of Course

4

teaching + testing

partnership

5

Inaccurate test
(definition)

Fails to measures what it is supposed to measure

6

Innacurate tests
(reasons)

1. Test content and test techniques (eg.MC not writing skill)
2. Lack of Reliability

7

Unreliability 
(2 reasons)

- features of the text itself (unclear, ambiguous)
- the way it is scored

8

Testing as Problem solving

- No Best Test or Test Techniques
(all good relatively to context)
- Tester job is give best solution to proble
(each sit. unique)

9

Arms of Book (Problem Solving)

- basic knowledge + technique to solve problems
- evaluate solutions
- argue for improvement

10

Create tests that will (book)

- Provide accurate measures of constructs we want
- Beneficial effect on teaching
- Economical

11

Purposes of testing (book)

- Measure language proficiency regardless of other courses
- Discover how far are students
- Diagnose (what known or not)
- Placement of Ss acc. tu ability

12

Test number of distinctions

- Direct vs. Indirect
- Discrete point vs. Integrative Tests
- Norm-Referenced vs. Criterion-Referenced
- Objective vs. Subjective

13

Types of Tests

- Proficiency (tests all)
- Achievement (+Progress ach. test middle)
- Diagnostic
- Placement

14

Proficiency Test

- Measures people's ability in a Language
- Based on what learners need to be able to do to be proficient
- Not created on course taken (the other way around)

15

Achievement Test

- Est. Successfulness of Ss or the Course (ach. Objectives)
- Directly related to language course taken by learners
- Includes Final tests

16

Syllabus based approach

Directly based on Syllabus
- Fair (maybe to much)
  i.e. to indicate succ. ach.

Better ON COURSE OBJECTIVES 

17

Pop-quiz (benefits)

- keep Ss on their toes
- Check ss Progress

18

Diagnostic Tests

- Pp: To acertain what future teaching is necessary
- Indentify Strengths and Weaknesses
- Profile of Ss Abilities

19

Placement tests

- Pp: Assing Ss to classes at diff. levels
- Help place Ss to teaching appropriate for abilities 

20

Direct Testing

When requires t-takers to perform precisely the skill to measure

- Better for Speaking and Writing

21

Direct Testing (positive)

1 - Clear about abilities to measure (create conditions to judge)
2 - Productive Skills (Sp. Wr. - Straightfoward)
3 - Washback++ (skills practiced, improved) 

22

Indirect testing

Attempt to measure ability which underlie skill interested
- representative sample of finite abililies (infinite manif.)

23

Indirect Testing (problem)

- Generalizable results
- Test not performance of skill asked
- Less Accurate estimate
- Harder to construct

24

Discrete-point

- Test one element, one item, at a time.
- indirect (often)

25

Integrative testing

- Requires combination of many lang abilities (const.)
- Direct (often)

26

Norm-Referenced

- Relates one candidate's performance to that of other's candidate

27

Criterion referenced

Classify people able/not to perform task
pass-fail

28

Criterion-Reference
(positive)

- Set standards meaningful of what can do
- Motivates Ss to attain those standards

29

Objective Testing vs. Subjective Testing

Difference is method of scoring
MC no judgement from scorer