Testing & TeachingInterrelatedReinforce learning and Motivate students(teaching)

Assessing performance or competence? (testing)

Effects of a testA language test: Which type of assessment is powerful?(a)everyday communication(b)Mechanical test of structure

Negative effectsMechanical TestsGrammar testsTranslations?Language manipulation

Positive effectCommunicative TestImproved learning habitsMotivation (to show their ability to perform certain tasks, learning from their weakness through feedback)Use language in authentic milieu

Public Exams/Standardized Tests

Public ExamsMay attempt to measure success in communication through performing purposeful tasksBeneficial influence on syllabuses and teaching strategiesnon-beneficial: if it is instrumental: YDS?Measuring each performance in comparison with other studentsOr with a certain established forms

Why test?Function:ComparisonSelectionPractising teacherIndivudual Evaluation: (1)Classroom vs (2)External(1)Clasroom Test(for making adjustment in teachers teaching strategies, classifying) : administrative exams; quiz, visa, final, midterm(2)External Test (for selection): SS, LGS

Outcomes of the testsExternal Test: selection!Class Test: evaluation of the effectiveness of their teachingTo locate precise areas of difficulty encountered by the class or individualsDiagnosing weakness and difficulties (doctor)First identify errors then assist themfirst find difficulties of the programme then judge syllabusAs well as methods and materialsPedagogical:Test Result } Certain unsufficient areas of syllabus for FLL} planning remadial or further teaching (7 or six students out of in a class of 30 or 40)

What should be tested and to what standard?Language is a complex phenomenonDecriptive and prescriptive approaches?includes linguistic elements and non-linguistic elements (gestures, eye-movements)Communication requires all these units

Standards for testingMistakes for L1 and L2 usersCapacity of L2 learners

Testing the Language Skills* Communicative Skills (integrated areas)ListeningListening and speakingReading and writingTest items must comprise use of language in real-life communication=oral interaction (authentic milieu)

questioning the ability to understand and respond appropriately to polite requests, advice, etcX reading aloud or telling stories

Testing writingDo not require students write compositionsBut, require students to write letters, memos, reports and messages

Testing Reading & ListeningWrite questions which extract your students creative look; specific information of a practical nature!But do not prefer to write questions testing unimportant specific details!

Traditional Reading tests:answering techniquesBut not: ability to read or sense and scan to extract specific informations, general fluency, ability to tandle TL

Ways of assessing four major skills

Do not consider that your purpose can best be achieved if each separate skill can be measured on it is own. Because, separating each skill is difficult in terms of communication.

Testing Language areasTesting isolated language areasGrammar and usageVocabulary (meaning, word formatios, collocations)Phonology (phonemes, stress, intonation)

Test of Grammar & Usage M.C / item

ITEM: interrogative form or statementM.C.: only one answer is normally correct for each item

Test of VocabularyMeasuring knowledge about meaning of certain words, paterns, colocationsActive vs passive skillsACTIVE Vocabulary: performance in speaking and writingPASSIVE Vocabulary: competence; recognizing while listening and readingSAMPLING: to select VOCABULARY items

A Multiple choice mechanic teast

Tests of PhonologySub-skills:Ability to recognise and pronounce the significant sound contrasts of a languageAbility to recognise and use the stress patterns of a languageAbility to hear and produce the melody or patterns of the tunes of a language(the rise and fall of the voice

The following test does not indicate an ability to speak. It is just a phonem-discrimination at low level. And not communicative

Language Skills and Language ElementTesting students ability to handle elements of language correctly?Testing integrated skills?Level and purpose of the testif proficiency(level) is low then test elementsif purpose is sampling a field: use battery tests=assessing mastery of of language elements.

At all levels but not elementary: include test items measuring the ability to communicate in L2Not important: testing phonemes such as /i:/ or /I/: Look at that sheep sailing slowly out of the harbour Contextual clue, redundancy

Best Test:Successful communicative test in real life (performance)Thus, fluency in English can be judged: ability to express facts, ideas, understand what heard and readOral interviews and letter-writing assess performance in those skills used in real life.P.10 see