unit 3 reflection

During this unit we learned which the different types of tests are (Proficiency tests, Achievement tests, direct testing, indirect testing, etc.) we also learned for what purposes are these tests uses for. Also we analyzed a test that we made before with the help of some specific questions. For me this was pretty helpful because I could understand why the teachers use different types of test in certain occasions. We learned that a test can be objective and subjective and what do these concepts stands for. And finally but no less we describe the concepts of validity, reliability, practicality, and the backwash effect.

All those concepts were well acquired because we share our point of view and complement our knowledge with the classmates.

Jesus Aldair Garcia Rubio.

Levid Armando Miranda Ruiz.

Validity

A test is said to be valid if it measures accurately what it is supposed to be measure (fluency, pronunciation, grammar, etc.) including a coherent way to score the responses.

Reliability

Because human being do not behave the same way on every occasion; a test is said to be reliable when a students gets approximately the same score in the same type of texts in different occasions.

Practicality

A text must be simple, economical and easy, but keeping certain degree of quality; this means, that the text must be useful and competent to complete with the task of evaluate students.

 Backwash effects

Testing should be shown as another tool for learning, the term “backwash effect” refers to the notion that students have about tests (could be positive or negative), because they may feel pressure at the time of doing the test or they may just see it as another way to corroborate their knowledge.

Jesus Aldair Garcia Rubio.

Validity: it has 3 categorizes that are content, construct and criterion-related evidence. This is the item that we use to measure what we want to measure (can be reading, grammar, spelling etc.).

Reliability: this is obtained if we apply a test to different students in the same level with the same of language and if they get similar scores. This also works if we apply the same test twice in a student and he got pretty similar scores.

Practicality: we should made easy exams but without losing the purposes or making them way to easier for the students. The must always be a balance between the useful and the easy of the test.

Backwash effects: these effects can be positive or negative depending of the impact of the test in either teacher or student. We can avoid negative effects if we tell the students that a test it is nothing more than a teacher tool just between many others.

Levid Miranda.

unit 3 Analysis of the test.

“Analysis of the test”

1. What is the purpose of the test?
Since the test is almost just about common expressions and vocabulary (6 out 7); the purpose is to remember what was taught about word´s meaning. This is a type of achievement test. 

2. Does it represent direct or indirect testing (or a mixture of both)?
It represents indirect testing. The whole test is based on vocabulary.

3. Are the items discrete point or integrative (or a mixture of both)?
They are discrete items because each of them testing a particular grammatical structure.

4. Which items are objective, and which are subjective? Can you order the subjective items according to degree of subjectivity?

The entire test its objective because they can only have 1 correct answer, and we can’t order it because there isn’t any kind of subjectivity in the test.


5. Is the test norm-referenced or criterion-referenced?

This test its norm referenced because all the students are grade in the same way the only thing that affects the students’ grade it’s the score.

6. Does the test measure communicative abilities? Would you describe it as a communicative test? Justify your answers.

No it doesn’t and I can’t describe it as a communicative test because there isn’t any real communication there is only question answer activity in a written form.

7. What relationship is there between the answers to question 6 and the answer to the other questions?

There isn’t any relation between those answers because the test this test
was just done to get a grade of how much the student remember or 
learned during the course, but if it would be an oral test it would be totally 
related.
García Rubio Jesús Aldair.
Miranda Ruíz Levid Armando.

unit 3 types of testing.

Types of testing

Proficiency tests

The TOELF is considered this type of test. They focus on the competence in the language, regardless how you learn it, so they evaluate your language ability.

Achievement tests

They focus on the learner´s development of language through the whole class period. These types of test are usually applied at the end of each unit to measure the correct assimilation of the topics or can be applied at the end of the course season.

Direct testing

It is when the teacher apply a test to measure the precisely skill he wants the students to perform. E.g. the students are going to write about something if we want to evaluate grammar.

Indirect testing

This type of test is applied to measure an underlying ability in a skill. E.g. read aloud a passage if we want to evaluate pronunciation.

Diagnostic tests

These tests are used to diagnose strengths and weaknesses in the developmental competence of certain skills. E.g. test applied at the beginning of courses.

Placement tests

The main focus is to “place” the student in a group with the same language competence level. These tests are created and applied in order to get specific information about the students main domains at the time of perform a test to develop better teaching programs.

Communicative language testing

Measure the ability to take part in acts of communication, which also include the use of two or more skills, e.g. a debate involves listening and speaking.

Discrete testing

It is a test type format of evaluate one thing per item, this means that the answer is usually limited, making the students follow a path to discover the correct answer.

Integrative testing

This type of test involves the use of more than one skill, because usually involves communication and interaction as in oral presentations.

Objective tests

These tests offer one possible answer and it is given in an answer key. Usually are very easy tests but if you commit a mistake it would turn into bad grades because each item is provided with a specific weighted

.

Subjective tests

It is when the grade given to a performance depends on somebody´s judgment such as in oral test or a presentation.

Computer adaptive tests

This test takes under consideration time and quality of the answers. Computer is seen as a tool to save time as in the case of the admission tests, where a large number of tests have to be applied.

Norm-referenced testing

It is use to compare one student with other student´s performance. The teacher creates a list using the best test results and formulates a norm, which establishes what is going to be the standard grade the students should get.

Criterion-referenced testing

The students use descriptions of want they should be able to do with the language in order to pass of fail a test, so if they follow the criterion the chance to get good grade is increased.

García Rubio Jesús Aldair.

Miranda Ruíz Levid Armando.