Bài giảng môn Tiếng Anh - Language proficiency testing

What is actually being tested by the test we are using?

What is the“best” test to use?

What relevant information does the test provide?

How is testing affecting teaching and learning behaviour?

Is language testing “fair”?

 

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LANGUAGE PROFICIENCYTESTINGA Critical Survey	 Presented by Ruth Hungerland, Memorial University of Newfoundland,TESL Newfoundland and Labrador Please God may I not failPlease God may I get over sixty per centPlease God may I get a high placePlease God may all those likely to beatme get killed in road accidents and may they die roaring.	 	 Irish novelist McGahernOverviewTypes of language testsWays of describing tests Evaluating the usefulness of language testsOverview of common language tests:	 TOEFL, TOEIC, IELTS, and CAELImpact of testing on learning and teachingCritical use of language testsTesting QuestionsTesting QuestionsWhat is actually being tested by the test we are using?What is the“best” test to use?What relevant information does the test provide?How is testing affecting teaching and learning behaviour?Is language testing “fair”?Types of Language TestsAchievement test associated with process of instruction assesses where progress has been made should support the teaching to which it relatesAlternative Assessmentneed for assessment to be integrated with the goals of the curriculumlearners are engaged in self-assessment Proficiency testaims to establish a test taker’s readiness for a particular communicative rolegeneral measure of “language ability” measures a relatively stable traitused to make predictions about future language performance (Hamp-Lyons, 1998)high-stakes testSome ways of describing tests Objective	 Subjective Indirect	 Direct Discrete-point	 Integrative Aptitude	/	 Achievement/ Proficiency	 Performance External	 Internal Norm-Referenced	 Criterion-ReferencedEvaluating the usefulness of a language testUsefulness= reliability+validity+ impact authenticity+interactiveness+practicality 	 (Bachman and Palmer, 1996)TESTUSEFULNESSRELIABILITYVALIDITYImpactAuthenticityPracticalityInteractivenessEvaluating the usefulness of a language testEssential measurement qualitiesreliabilityconstruct validity Evaluation: test taker - test task - Target Language Use (TLU)TLUTest TaskTest TakerOverview of common language proficiency testsTOEFLTOEICIELTSCAEL ETS, USUKCDNTest of English as a Foreign LanguageOne million test takers per yearP&P 310-677/ CBT 0-300Three sections:Listening Structure and Written ExpressionReading ComprehensionTWE Test of English as a Foreign LanguageObjective	SubjectiveDiscrete-point	IntegrativeProficiency 	 Achievementdiscord between test and understanding of language and communicationpassive recognition of languagecutoff scores are very problematicgeneral proficiency  academic proficiency	Test of English for International CommunicationTOEFL equivalent for workplace settingtwo sections, 200 q.listeningreadingentertainment, manufacturing, health, travel, finance, etc.“objective and cost-efficient”Test of English for International CommunicationObjective	SubjectiveDiscrete-point	IntegrativeProficiency 	 Achievementlack of correspondence with TLU narrow constructtest content is extremely broadInternational English Language Testing SystemAcademic/GeneralResults reported in band scores 1-9	ListeningG.ReadingA.ReadingG.WritingA.WritingSpeakingInternational English Language Testing SystemObjective	SubjectiveDiscrete-point	IntegrativeProficiency 	 Achievementtest tasks reflective of academic tasksscore reporting is diagnosticneed for reliability researchCanadian Academic English Language AssessmentMirrors language use in universityTopic-based,integrated reading, listening, and writing tasksprovides specific diagnostic information scores are reported in bands 10-90Canadian Academic English Language AssessmentObjective	SubjectiveDiscrete-point	IntegrativeProficiency 	 Achievementtests performance and use diminished gap between test and classroomvalidity is supported by teacher evaluationsstudies on predicting academic successWashback: The Impact of Tests on Teaching and Learning“The power of tests has a strong influence on curriculum and learning outcomes” 	(Shohamy, 1993)good test  positive washbackform of test impact depends onantecedent: educational context and conditionprocessconsequences	 (Wall, 2000)Critical Language TestingFocus on consequence and ethics of test useTests are embedded in cultural, educational, and political arenaswhose agenda?Questions traditional testing knowledgeEnglish proficiency= academic success?English: got it or get it!Responsible test use (Hamp-Lyons, 2000)Testing QuestionsWhat is actually being tested by the test we are using?What is the”best” test to use?What relevant information does the test provide?How is testing affecting teaching and learning behaviour?Is language testing “fair”?

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