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Tests make us feel frustrated

We have no positive thoughts when we are exposed to a test

The vocabulary test on pages 1 and 2 is a clear example about the feelings you face when taking a test .

But we are tested through all our lives in different aspects.

BIG QUESTIONS
Can they built a person confidence and become learning experiences? Can test be positive experiences?
Can they bring out the best of the students ?

Create authentic and motivating assessment tests shouldnt be anxiety- provoking experiences

TEST
Is a method of measuring a persons ability knowledge or performance in a given domain. - It occurs at identifiable times in a curriculum.

ASSESSMENT
Covers a wider domain, whenever a student RESPOND TO A QUESTION, OFFERS A COMMENT, OT TRIES NEW STRUCTURES, the teacher is subconsciously making an assessment of the students learning process.

- Learners show their performance during the learning process.

Is a subset of

Although the teacher is always assessing the students performance in the classroom, they must feel free to experiment, try their hypotheses and answers.

FORMAL
- Unplanned , incidental comments and responses. - Stimulating the students with words, correcting them politely. - No judgment in the students performance.

INFORMAL
- Specifically designed to evaluate students skills and knowledge. - Systematic planned. *Gives to the teacher a measure of the students achievements.*

FORMATIVE

Focus on growing the learning process, competences and skills by feedback, comments, suggestions.

SUMMATIVE

Summarize what students have reached ( at the end of the course, end of a unit, task, etc.)

Change the students attitude towards final test, or tests in general


Im glad this is over, now I dont have to remember that stuff anymore

NORM-REFERENCE TEST
- Score of the test taker is interpreted in a relation to a mean. - Predetermined responses are used. SAT TOEFL

CRITERION- REFERENCE TEST


- Designed to give to the test taker some feedbackgrades in courses or lessons. - It takes much time and effort to the designers: Instructional value Oller (1979,p.52)

APPROACHES RELATED TO LANGUAGE (STILL PREVAIL) . OLLER (1979)

DISCRETE POINT TEST


- Language can be broken down ( and tested) into its component parts: Speaking, reading and writing and various units of language

Language competence is a unified set of interacting abilities that cannot be tested separately Oller (1979)

INTEGRATIVE TEST DICTATION CLOZE TEST

DICTATION Writing of what the test taker hears from the teacher using correct spelling.

CLOZE TEST

Put words in a text that fit some blanks properly

Bachman & Palmer (1996, p.9) Language test performance and language use Task seems artificial at the moment of using language in real life situations.

Closer to real language use: Where? When? How? With whom? And why language is to be used?

This kind of test presents challenges for the designer.

Involves oral production, written production, open-ended responses, integrated performance, group performance (INTERACTIVE TASKS) E.G: AN ORAL INTERVIEW

TRADITIONAL ASSESSMENT
One-shot, standardized exams Timed, multiple-choice format Decontextualized text items Scores suffice for feedback Norm-referenced scores Focus on the right answer Summative Oriented to product Non-interactive performance Fosters extrinsic motivation

ALTERNATIVE ASSESSMENT
Continuous long-term assessment Untimed free -response format Contextualized communicative tasks Individualized feedback and washback Criterion referenced scores Open-ended, creative answers Formative Oriented to process Interactive performance Fosters intrinsic motivation