Testing and Evaluation

1
Testing and Evaluation

• Lesson 6
• Chapter 22

2
Teaching 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?

3
Teaching 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

4
Teaching 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

5
Teaching 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

6
Teaching 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

7
Different 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.

8
Different 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

9
Different 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 students knowledge and
  ability
• Admittance tests (Universities, Certificates,
  Jobs)
• Portfolios
• Evidence of effort, effective with written work
• Time consuming, students helped by others

10
Direct vs. Indirect Test Items

• Direct perform specific communicative skill
  being tested
• Examples writing, speaking, listening, reading
• Indirect measures a students knowledge and
  ability
• Examples multiple choice, cloze procedures,
  paraphrase, sentence re-ordering