Test and Testing

Types of test and testing


Proficiency test
In this kind of test we measure the abilities of a person in the target language. For example if we need a translator for the Embassy, we will test the proficiency of the language of the person, excluding if the person has taken any classes of the target language or not.
This test usually are being design to measure the knowledge of the teacher in order to know if the teacher qualifies. These test are based on specific abilities. For example TOEFL test, which it was design to measure English abilities. For this test exist previously schooling in where students are taught the essentials to take the test. This schools don't have any connection we the people of TOEFL to make the test fair for everyone.


Achievement Test
This kind of test let us see how the students improved in the language learned. These test are mainly prepared by the teacher or any other institutional educator and exist two kinds: final achievement test and progress achievement test.
The final achievement test must seek the knowledge obtained trough the course and the objectives of the course.
The progress achievement test are mainly design to measure the progress of the students during the course. In this kind if test is suggested to make the test based on short term objectives.
For example, the test that a teacher makes to see if the students reach the goal of learning the material taught during the course time.


Diagnostic test
The purpose of this test is to measure the weaknesses and strengths of the student. For example, the test given at the beginning of the course to see where the students are in accordance of the course.



Placement test
This test is use to place students in their levels of understanding. This test can be made by the teachers of the institution to fit their necessities. For example, UABC placement test. This test is design to give a place to the student according with the knowledge of the target language.

Direct versus indirect test
Direct test is when an student does an specific skill learn in the course, for example if we want the student to show how a perfect tense is made, we need to teach them the elements that are part of the perfect tense. Direct test is an easy tool when we talk about reading and speaking.
Indirect test attempts to measure the abilities shown in the skills acquired. For example if the student understood the perfect tense, then he/she needs to identify the mistakes in a sentences per-say.

Discrete point versus interrogative testing
In discrete point we test each item individually in order to see if the item was learn correctly,
and in the interrogative testing we test the items combined. For example, the parts of speech. The student must right a paper using a well structure sentence.

Norm-reference versus criterion-reference testing
Norm-reference test gives the percentage of the knowledge acquired between students. In this test we give a detail information about the development of the student's learning in an specific area. For example, we give one student a story to read and we can start testing how fast he/she were reading, if it was well read (intonation, fluency), etc.
Criterion-reference, in this test we test how the student is doing in the language. For example if he/she is able to understand instructions or follow directions, or being able to have a conversation with someone else in the target language.




Objective testing versus subjective testing
Objective testing is when a judgment is not require. Subjective when a judgment is require.

Computer adaptive testing
In this test the computer gives the student a test according to their level. For example, the students is taking a test on perfect tense, the computer will ask him/her a difficult question if the student response correctly it will continue with the hard test, if the student is not able to answer correctly it will give him/her an easier level in the same subject.

Communicative language testing
In this case we will use a unique test that involves all the test seen already.

Techniques for Self-assessment
21/nov/2010.

Our team decided to choose “Rating”. For us is the easiest way to self-assessment in order to help to teacher to focus on exactly what he/she wants to know about students’ progress and feelings. Students can choose on rating scales with questions, adjectives or graphics without problems, takes short time to answer (depends on the number of questions) and teacher can make a specific format for specific group; on the other hand, this technique should be a superficial way to asses your pupils, but for our team, rating is one of the most functional, productive, attractive and simple way for self-assessment students and teachers.

Omar, Daniela, Felipe and J

Good idea Omar and team!

Omar Cervantes Cumpeán.

752.

Self-assessment of the course

Regarding Assignments

3- Did all the assignments.

(I did all the assignments, but I didnt post two of them on time.)

2- Did between 75 & 50 % of all the assignments.

1- Did less than half of the assignments.

Regarding Classroom sessions

2- Always there. (I didnt missed any classroom session.)

1- Only missed one or two classroom sessions.

0- Missed more than two sessions.

Regarding Classmates comments

2- Did you respond to your classmates when ask to? Yes I did respond to the comments of my classmates.

1- Did you respond most of the times when ask to?

0- Did you respond very little or none at all?

2- Did you respond cordially? Yes, every time when they asked me.

1- Did you respond in a not so cordial manner?

0- Did you respond in a rude way?

1- Did you respond by giving good comments, defending your/the classmate point of view, or by giving insight?

I did respond with good comments,and deffending my own point of view.

0- Did you respond just because you needed to respond something?

Total: 9 points (because I didnt post two participations on time).

Self-assessment of the course

Felipe Dominguez Garcia.

The Technique is questionnaires; ranking preferences and short answer questions.

About the Assignments:

1. - Did all the assignments = 2

1. Less than 50% 2. 100%

2 - Did your assignments on time (group or individually) = 2, I did all assignments, but two of them was out of time.

1. Less than 50% 2. 75% and up. 3. 100%

3 - Did you respond to the forum on time? = 2

2- I respond all the forums.

1- I respond most of the times.

0- I respond very little or none at all.

4 - Did you respond correctly and cordially? = 1

1- Responded cordially and correctly.

1. Responded in a rude way.

About the team:

5 – In your team you helped to plan, participate, and collaborate in all the assignments? 2

2 – 100% 1 – 75 – 50% 0 - less than 50 %

Total: 9 points

What was difficult to follow?

The assessment and evaluation, there are a lot of “related elements”, and at the beginning we were a little bit confused, we imagined that the course was an easy or simple way of evaluation, like in a test or another printed form, but the purpose of this subject is “to know the correct way, and to know how many possibilities we have to evaluate language students”. We sincerely think that this course is quite complete and useful in order to discover a lot of alternatives to evaluate and analyze the students’ process on language learning.

What worked well?

Everything worked well. From now on, we think we'll be using these techniques.

What could be omitted?

Maybe one or two activities, the course has a lot of activities (one per week). And many of them was to complicated. We had to work so hard.

Did I like the interaction with my classmates and the tutor?

Yes, we enjoyed the interaction between our classmates, and would be better if next time you give us more time to interact with them, and with you. Thanks teacher!

Omar,Daniela, Felipe and J

What was difficult to follow?

The assessment and evaluation, there are a lot of “related elements”, and at the beginning we were a little bit confused, we imagined that the course was an easy or simple way of evaluation, like in a test or another printed form, but the purpose of this subject is “to know the correct way, and to know how many possibilities we have to evaluate language students”. We sincerely think that this course is quite complete and useful in order to discover a lot of alternatives to evaluate and analyze the students’ process on language learning.

validity...

Validity: it is the extent of a test in measuring the skills that were said to be measured. It is necessary that a test is valid in order to interpret and use the results of a test correctly and accurately.
Validity is the evidence of a recorded data. There are several forms of validation.
Content validity: This one validates the content of a test. This test must be made by the material previously taught in the class, if the test contents the right information, it will give us an accurate measure.
Criterion- related validity: This category refers about the assessment of the candidate's ability. There are two kinds: Concurrent validity and predictive validity. Concurrent validity is when the test and the criterion are administered at about the same time, which it will lay on the functions to be test.
Reliability: Consist in coherent results, in other words, the results shown by a test should be similar when it is applied to different students with the same level in the use of a language in different occasions.

Practicality: A test has to be practical,it has to be economical and easy for both, teacher and student, but without stopping being effective.

Backwash effects: It is how students see the test and how they are going to work with it. This perspective of the test will depend on how the teacher manage the instructions and the use of the test with the students; if they feel the test is just another tool for learning, or improve learning, they probably will acquire a positive idea or concept of a test, if not, the results could be the other way around.