Test

Universidad Autónoma de Baja California

Level 1 Beginners

Name _____________________________ Group __________ Date __________



Speaking test 12.5%

Instructions:
• Choose a picture
• Tell me what do you see in this picture?
• What color is ti?
• What shape is it?
• Is he/she tall,short, fat, thin, old, young, strong, happy, sad ? Etc.

Example:

What do you see in this picture?
Answer: I can see a circle
What color is it?
It is a blue circle. It's blue.

























Grammar 12.5%


Instructions: Make the next adjectives to comparatives and superlatives adjectives.


Adjectives Comparatives Superlatives
Pretty
fast
bad
good
intelligent
important
tall





Vocabulary 12.5%

Instructions:Fill in the blank the following sentences with the words from the table.

Tall  Thin Fat Pretty Smart Old

Example: The boy in that is wearing a blue jeans is really thin,

• My brother is to _____ for his age.
• Maria is ___________.
• The _________ women walks slow.
• The big __________ cat is lazy.
• I am ________ .










Listening test 12.5%

Instructions: Listen to two conversations about people appearance . Put a T if it is true or a f if it is false.

Example:
1. tall T short _____
.

Conversation 1
1. ___young 4 ___ old
2. ___pretty 5 ___ ugly
3. ___thin 6 ___ fat

Conversation 2
1. ___ strong 4 ___ weak
2. ___ tall 5 ___ short
3. ___blue eyes 6 ___ brown eyes



Reading Test 25%

Instructions: Read the following paragraph, place in order the descriptive adjectives and correct them under the sentence. You can use a dictionary.


A Friendly Clown

1On one corner of my dresser sits a smiling toy clown on a unicycle tiny. A gift I
Tiny unicycle
received last Christmas from a close friend. 2The clown's hair short yellow, made of yarn,

covers its ears but is parted above the eyes. 3The eyes blue are outlined in black with thin,

dark lashes flowing from the brows. 4It has cherry-red cheeks, nose, and lips, and its broad

grin disappears into the wide, white ruffle around its neck. 5The clown wears a nylon, two

tone fluffy costume. 6The left side of the outfit is light blue, and the right side is red. 7The two

colors merge in a dark line that runs down the center of the small outfit. 8Surrounding its

ankles and disguising its black long shoes are big pink bows. 9The white spokes on the

wheels of the unicycle gather in the center and expand to the black tire so that the wheel

somewhat resembles the inner half of a grapefruit. 10The clown and unicycle together stand

about a foot high. 11As a cherished gift from my good friend Oscar, this colorful figure greets

me with a smile every time I enter my room.


Writing Test 25%

Instructions: Read the following sentences and fill in the blanks in the correct order the descriptive adjectives, remembering that opinion adjectives come first, then the descriptive.

Example:
• Maria is wearing a blue shirt, white skirt and black shoes.
• White, black, blue.


1 - Claudia has ______ ________ _________ ________ hair. 5%
• thick, false, black, beautiful

2 - He saw the _______ ________ ________ chair this morning. 5%
• square, wooden, most ugly


3 - She looks so elegant in her ________ _______ ________ coat. 5%
• wool, French, long


4 -That is the _________ ________ _________ sculpture in this museum. 5%
• metal, most unusual, modern


5 - They bought a lot of ________ ________ ________ furniture on the trip. 5%
• antique, Italian, interesting.

Answer key

Speaking
Answer key
1)What color is it?
It is blue
2)What shape is it?
It is a circle 9)What does he/she looks like?
He is an old man
10)What is he wearing?
He is wearing a blue pair of pyjamas.
3)What color is it?
It is red
4)What shape is it?
It is a rectangle 13)What does he/she looks like?
She is thin and pretty
14)What is she wearing?
She is wearing a pink dress.
5)What color is it?
It is yellow
6)What shape is it?
It is a square 15)What does he/she looks like?
He is a fat boy.
16)What is he wearing?
He is wearing a blue and white shirt and blue pants.
7)What color is it?
It is green
8)What shape is it?
It is a diamond


Grammar


Adjectives Comparatives Superlatives
Pretty prettier prettiest
fast faster fastest
bad worse worst
good better best
intelligent More intelligent Most intelligent
important More important Most important
tall Taller tallest




Vocabulary


• My brother is to tall for his age.
• Maria is pretty.
• The old women walks slow.
• The big fat cat is lazy.
• I am smart.


Reading

Answers
1tiny unicycle, 2short yellow hair, 3blue eyes, 5fluffy, two-tone nylon, 8long black.


Writing

This is the correct order of these categories of descriptive adjectives: size, age, shape, color, nationality, material.
Answers

• beautiful, thick, black, false; 2. most ugly square wooden; 3, long French wool; 4. most unusual modern metal; 5. interesting antique Italian.


Listening

Conversation 1
1. T young 4 F old
2. T pretty 5 F ugly
3. F thin 6 F fat

Conversation 2
1. T strong 4 T weak
2. T tall 5 F short
3. T blue eyes 6 T brown eyes







Grading
Speaking
Each card (set of 4 cards) will be compose of these questions: What color is it? And What shape is it? and What does he/she look like? & and What is he/she wearing?


• 14 -13 correct answers 12.5%
• 12-11 correct answers 10.7%
• 10-9 correct answers 8.9%
• 8-7 correct answers 7.1%
• 6-5 correct answers 5.4%
• 4-3 correct answers 3.6%
• 2-0 correct answers 1.8%



Grammar

• 14 -13 correct answers 12.5%
• 12-11 correct answers 10.7%
• 10-9 correct answers 8.9%
• 8-7 correct answers 7.1%
• 6-5 correct answers 5.4%
• 4-3 correct answers 3.6%
• 2-0 correct answers 1.8%


Writing

• 5 correct answers 25%
• 4 correct answers 20%
• 3 correct answers 15%
• 2 correct answers 10%
• 1 correct answers 5%
• 0 correct answers 0%

Vocabulary

• 5 correct answers 12.5%
• 4 correct answers 10.0%
• 3 correct answers 7.5%
• 2 correct answers 5.0%
• 1 correct answers 2.5%
• 0 correct answers 0.0%


Listening

6 correct answers 12.5%
5 correct answers 10.4%
4 correct answers 8.3%
3 correct answers 6.3%
2 correct answers 4.2%
1 correct answers 2.1%
0 correct answers 0.0%

Reading

8-7 correct answers 25%
6-5 correct answers 15%
4-3 correct answers 7%
2-0 correct answers 3%





Introduction
This test was created with the intention of proving that the beginners students had acquired the knowledge for the descriptive adjectives unit.


Content:
Descriptive adjectives

• color
• shapes
• physical appearance

Vocabulary: Colors, shapes,and physical appearance.
Writing: Well structure sentences, questions with wh words.
Speaking: Describe people and shapes, ask information about someone using the wh questions.


Unit Objective:
The student will be able to understand and apply the grammatical rules, in a oral and written form the descriptive adjectives using the target language as much as possible.






Test Specifications

Reading

Speaking Objective : Students will be able to describe the pictures in a proper form using the descriptive adjectives and apply the grammatical rules of the well structure sentences during speaking.
Time: 5 to 7 minutes (1 exercise)
Format: individual oral interview
Task: The students will describe a set of pictures using the descriptive adjectives. They must include colors, shapes and physical appearance. These answers can be short answers.


Listening

Listening Objective: Students must be able to understand with accuracy and relevance the tapes play; and be able to identify the correct dialogs.
Time: 10 minutes (1 exercise)
Format: individual oral interview
Task: The students will describe a set of pictures using the descriptive adjectives. They must include colors, shapes and physical appearance. These answers can be short answers.

Reading

Reading Objective: The student must show a comprehending level of a lecture in order to identify the adjectives.
Time:20 min.(1 exercise)
Format: individual items correction.
Task: Write the correct order of the adjectives under the sentence.


Writing

Writing objective: Students must be able to identify the descriptive adjectives while writing well structure sentences.
Time: 15 minutes (1 exercise)
Format: Fill in the blank
Task: choose the best order of the words.


Grammar

Grammar Objective: Identify the comparatives and superlatives.
Time: 10 minutes (1exercise)
Format: Complete the box
Task: Complete the box with the correct comparative and superlative.

Vocabulary

Vocabulary objective: to identify the adjectives.
Time: 5 – 7 minutes (1 exercise)
Format: fill in the blank
Task: Choose the best word to fill in the blank.


Description of Test Items

To test listening, we decided to use a set of 2 conversations and 6 items to look for specific information. We decided to use 6 items where students would show how much they had learned and how are they doing in the comprehending level. These items will be scored objectively using an answer key provided to the teacher where each item scores 12.5% of a 100%

To test speaking, we decided to use a conversation that lasts 5 – 7 minutes. This activity must be done individually to check how well the student is ale to perform in L2. Each student would have the instructions and the situation they would be assessed on. These items will be scored objectively using an answer key provided to the teacher where each item scores 12.5% of a 100%

To test reading we decided to use a narrative text with 197 words. This activity will intent to give the student a opportunity to find out the adjectives. These items will be scored using an answer key provided to the teacher where each item scores 25% of a 100%

To test vocabulary, we chose a fill in the bank exercise, where students have to select the correct word given in a table. Students would prove adequate use and understanding of these types of words in written form. These items will be scored using an answer key provided to the teacher where each item scores 12.5% of a 100%

To test writing, we decided on a fill in the bank where students are being ask to put in order the adjectives. This activity we show if the students understood the correct order of the adjectives. These items will be scored using an answer key provided to the teacher where each item scores 25% of a 100%

To test grammar, we decided to use a complete the box exercise to be able to observe the memorization of the comparatives and superlatives. These items will be scored using an answer key provided to the teacher where each item scores 12.5%of a 100%


The evaluation of the test


We think students will consider a fear test because we are assessing only the most relevant skills and knowledge they should have acquired during this unit. We center our attention on the most frequent and relevant skills and knowledge seen in the classroom especially the new things and the things that were practiced for couple of weeks. We covered only the material previously taught and there is not anything else tested. We want the test to be adequate for our students and for that reason we carefully selected the exercises.
We make sure that the instructions were clear and concise to avoid any confusion.

Comments by moderator.

Our test is in general, adequate to student’s level, grammatically correct, natural, acceptable, and according with specifications, the instructions are shorts, clearly and complete. This a direct test.
On the speaking skill, we taught about beginner level and the difficulties to make a “normal conversation”, using a basic vocabulary knowledge to communicate ideas in the target language, obviously this skill is the most complicated on the first level, and takes more time than the others. Many students are unable to speak in front of the classmates; a lot of factors affect these kinds of activities.
Listening activity was before of the speaking activity; so, the students could take an example to dialogs and try to organize your dialog in correct form.
We must consider these two skills the most complicated (in any level) to evaluate and the most difficult for students. Listening and speaking doesn’t have a concrete factors to evaluate.

We must admit that we were a little bit confused at the beginning of the unit because we were thinking of the techniques for each skill as exercises for the students to learn the foreign language.

Now we have learned that teachers assess Ss' in order to help direct they improvement and growth. Testing allow teachers to see if the learners have really achieved the objectives of the course or lesson. So teaching exercises involve support from the teacher.

Assessment is most usefully connected to some goal or objective for which the assessment is designed. Teachers test at the end of a course, lesson or unit. And there are many concepts around testing: Validity, Reliability, Practicality, Washback.

ITEMS

Reading test

Read the following story and complete the table below.

Thursday night shopping

Maria and Julia went shopping last night at the new mall. Maria bought a beautiful pink dress for her prom party on Friday, while Julia bought a new hat. Julia was looking a new pair of shoes to fit with her purple Halloween costume, when she saw Josh coming towards her. Josh asked her if she would like to go the movies with him and after that t have dinner together, but she told him that she had to go to work that evening that maybe her sister Maria would go, but Maria had to go to a University tour to see their new ITEMS.



1.Maria bought a ________________ dress at the mall.

2.Julia was looking for a new pair of ________________ shoes for her Halloween party.

3.On Thursdays I ________________ in the evenings.

4.Maria needed to go to her ________________ tour. Sorry!

5.Would you ________________ to go to the movies with me?

6.Maria and Julia continued shopping ________________ interruptions.

Writing test

Identify the subjects and verbs. Circle the subjects and underline the verbs.

1.He depends on her in times of need.

2.You watch where she is going.

3.The blue table is dirty.

4.John left his cellphone on the desk.

5.Across the street lives her mother.

Listening test

This test it will be a dictation. The teacher will dictated some adjectives and the students will have to write down the correct adjectives.

Speaking test

Role-play

Doctor --- Good morning. Please have a seat. What is the problem?

Jack --- I have a stomachache.

Doctor ---- What symptoms do you have?

Jack --- I don't know!

Doctor ---- Do you feel nauseous?

Jack --- Not really!

Doctor ---- All right. Please take off your clothes to the waist and lie down there. ... Just tell me if it hurts when I do this.

Jack --- Yes, it hurts!

Doctor ---Okay. Let´s hope it´s just indigestion.

Jack --- Can you give something for the pain?

Doctor ----Yes, I´ll give you a prescription for indigestion tablets.

Jack --- Thank you doctor.

We think that all what we learned it is so important because validity, reliability, practicality and backwash effects are going to be so useful at teaching time.

Validity Yesenia Garcia Tellez

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.

Felipe Domínguez García

Validity has two different classifications in language teaching, Content validity: specific content to measure, and Criterion – related validity: take other areas to measure, and this criterion – related validity is divided in two form of validity: concurrent validity: the criterion is on real or same time, and predictive validity: predict “future performance”, all kind of test must to measure the students knowledge. The test have a positive or negative effect in pupils, in Language teaching, this kind of effect is one the most important thing to care for the successful learning, obviously L2 is, all in all, 100% practical, and students need adequate test to them.

ABOUT WRITING EXAM

Universidad Autónoma de Baja California

Metodología de la Enseñanza de la Lectura y la Escritura
Marisela Acuña

Name: Omar Cervantes Cumpeán

Date: October - 2 ND -_2010

1.- Writing pedagogy focuses students on how to...

Generate ideas, how to organize them coherently, how to discourse markers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning.

2.- There is an advantage given to students when they were seen as creators of language and were allowed to...

Focus on content and message, and when their own individual intrinsic motives were put at the center of learning.

3.- Process approach to writing instruction:

A)Focus on the process of writing that deals to the final written product.
B)Help student writers to understand their own composing process.
C)Help them to build repertories of strategies for prewriting, drafting and rewriting.
D)Give students time to write and rewrite.
E)Place central importance on the process of revision.
F)Let students discover what they want to say as they write.
G)Give students feedback throughout the composing process.
H)Encourage feedback from both the instructor and peers.
I)Include individual conferences between teacher and student during the process of composition.

4.- Peter Elbow- writing is a two step process...

First, you you figure out your meaning, then you put it into a language.

5.- The current emphasis of process writing must be seen in the perspective of a balance...

between process and balance.

6.- According to Connor, a theory of contrastive rhetoric is influenced by more than first language patterns...

Factors such a linguistic relativity, theory or rhetoric, text linguistics, discourse types and genres, literacy, and translation all contribute toward a comprehensive theory of contrastive rhetoric.

7.- Different between L1 and L2 writing...

Writers do less planning, and they are less fluent, less accurate and less effective in stating goals and organizing material.

8.- Summarize “Authenticity” and English for Academic Purposes.

Real writing and display writing. Real writing: writing when the reader doesn't know the answer and genuinely wants information.

9.- The role of the teacher in writing.

As a facilitator, the teacher offers guidance in helping students to engage in the thinking process of composing but, in a spirit of respect for students opinion, mus not impose his/her own thoughts on student.

10.- Characteristics of the written language:

1.Permanence.
2.Production time.
3.Distance.
4.Orthography.
5.Complexity.
6.Vocabulary.
7.Formality.

11.- Types of classroom writing permanence:

Imitative or writing down.
Intensive or controlled.
Self-writing.
Display-writing.
Real writing: academic, vocational technical, personal.

12.- Principles of writing techniques:

Incorporate practices of “good” writer.
Balance process and product.
Account for cultural/literacy backgrounds.
Connect writing and writing.
Provide as much authentic writing as possible.

13.- Design three writing activities with the proper steps to follow (ESA).