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TEST TYPES
The first task which the teachers need in designing a test is to determine the
purpose of the tests. Defining you purpose of the text will help the teachers to
choose the right kind of test, and it will also help you to focus on the specific
objectives to the test. There are two types of tests, such as:
a.The a.The
proficiency diagnostic test
test
a.The
achievement
test
The teachers are now ready to draft other items. To provide a sense of authenticity
and interest, the teachers have decided to conform your items to the context of a
recent TV sitcom that the teachers used in class to illustrate certain discourse and
form-focused factors. Lets say the first draft of items produces the following
possibilities within each section.
Distractor (a) is designed to lure students who dont know how to frame indirect
questions and therefore serves as an efficient distractor. But distractor (c) intend to
show unintentional clues. And the answer key is (b).
State Both Stem and Options as Simply and Directly as Possible
This might be arguable that the first two sentences of this item give it some
authenticity and accomplish a bit of schema setting. But, the teachers simply want
a student to identify the type of medical professional who deals with eyesight issues,
those sentences are superfluous. Moreover, by lengthening the stem, you have
introduced a potentially confounding lexical item, deteriorate, that could distract
the students.
Make Certain that the Intended Answer is Clearly the Only One Correct
A quick consideration of the distractor (d) reveals that it is plausible answer, along
with the intended key, (c). Eliminating unintended possible answers is often the most
difficult problem of designing multiple choice items. With only a minimum of
context in each stem, a wide variety of responses may be perceived as correct.
Grading
How you assign letter grades to this test is a product of:
The country, culture, and context of English classroom.
Institutional expectations
Explicit and implicit definitions of grades that you have set forth.
The relationship you have established with this class.
Student expectations that have been engendered in previous tests and quizzes in
the class.
Giving Feedback
A section on scoring and grading would not be complete without some
consideration of the forms in which you will offer feedback to the students,
feedback that the teachers want to become beneficial wash back. In the example
test that we have been referring to here which is not unusual in the universe of
possible formats for periodic. Classroom test insider the multitude of options. The
teachers might choose to return the test to the student with one of or a combination
of, any of the possibilities below.