Assignment – FP012 A&T

ASSIGNMENT

Name and surname(s):

García Abril Liliana

Suarez Gonzalez Juan Miguel

Tovar Perdomo María Alejandra

Login:

COFPMTFL3023390

COFPMTFL3132718

Group:

2018-10

Date:

01st February 2020

ASSESSMENT AND TESTING

1
 Assignment – FP012 A&T

TABLE OF CONTENTS

INTRODUCTION....................................................................................................................................................3

TEST ANALYSIS...................................................................................................................................................4

TEST TYPE............................................................................................................................................................................. 4
THIRD GENERATION TEST..............................................................................................................................................5
PRINCIPLES OF LANGUAGE.......................................................................................................................................... 6
SCALES AND INSTRUCTIONS FOR MARKING THE TEST..........................................................................8
WHY DID WE CHOOSE THE TEST..............................................................................................................................8

CONCLUSION........................................................................................................................................................9

REFERENCES.....................................................................................................................................................10

APPENDIX 1.........................................................................................................................................................11

ASSESSMENT TEST.......................................................................................................................................................... 11

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 Assignment – FP012 A&T

INTRODUCTION

Nowadays, English has become a serious demand in order to be competitive in

this ever-growing Competitive Globalized World. Due to this, language proficiency
examinations have become an everyday occurrence to determine the students’ English
levels, starting from their basic academic years until the University. Furthermore,
Universities, Government entities and businesses are currently having a particular level
of English as a requirement in order to be able to enroll in some type of educational
fields or have a better chance of employment. We believe that all students need to
have the same opportunity to do their best in these exams which measure the
capabilities and knowledge of the foreign language at hand. Consequently, we have a
moral obligation to begin with basic assessment and testing in the classroom
environment to give them feedback on their progress.

There is an everlasting enquiry that teachers always have in mind, is it

important for students to take language proficiency progress tests? Even though we
love to teach, many of us are against assessing and testing our students. As a
consequence, teachers lean towards a negative view of assessment and testing (A&T),
since this can be associated with the cause of anxiety, stress, pressure and more than
often, failure on the students. Additionally, tests play a powerful role in the lives of
language learners (Hamp-Lyons, 2000) since it only does these assessments and
testing in order to give teachers feedback on their students’ achievement and growth,
but also they are used to provide rewards or a slap on the hand for schools and
teachers in their teaching methods. For example, teachers and national testing facilities
the use of them to determine who passes or fails a course, to control discipline, to
threaten students, among other things (López, 2008). As a result, many teachers agree
that A&T tend to be viewed as a negative concept.

Prior to the development of any progress evaluation material, we took into

consideration two basic terms; Assessment and Testing. Assessment as "a term often
used interchangeably with testing; but also used more broadly to encompass the
gathering of language data" (Davies et al., 1999: 11). In basic terms, it is a process of
gathering information about the learners of the target language. Consequently, the use
of this tests allows us to collect data and use it to improve or adjust our teaching-
learning approach we find in our students.

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 Assignment – FP012 A&T

TEST ANALYSIS

TEST TYPE

The widespread use of tests in schools for purposes of assessment and

supervision in the classrooms has grown rapidly due to the institutions demands to
show evidence about student’s learning process. This tool requires expertise involved
in the construction of them as what teachers pretend to identify with it is that students
are acquiring the knowledge in the classroom. Tests go deeper than just examining
contents since there are different ways of assessing that are also relevant to the
learning process, considering they help students and teachers to recognize the
weaknesses and start working on them. Sometimes, this tool for assessing can make
teachers and students feel frustrated as the test can have terrible results, but at some
point, can help positively the teacher’s process since it provides useful information in
order to modify some methods or contents in the class to have an effective outcome.
Thus, testing provides relevant information about where students are in their learning
and insights that lead teachers to move forward with the syllabus.

Based on it, we considered that a test cannot only measure learning outcomes
but it also enhances student’s attitudes towards learning since it is considered as a
powerful tool to identify language proficiency of students and lead us to identify their
weaknesses (Hughes ,2003). Regarding to, we designed a ‘formal assessment’ (see
appendix 1) where we included the four skills we pretend to test. For designing it, we
had in mind the school’s curriculum as it is under standardized conditions and intends
to test a small part of language learned and practice during the lessons in order to
assess their learning to have backward-looking (Lennon,2016).This test (see appendix
1) pretends to be directed in the class by a teacher during the course and it aims to be
administered to one class (6th grade students) following the school’s purposes.
Regarding to the vocabulary and reading part, they focus on a small variety of
language that can be assessed objectively but, based on the speaking part, it can be
assessed subjectively. Even thought, the test is designed under the school’s
curriculum, it is written under informal conditions since it does not have a format to
follow.

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 Assignment – FP012 A&T

The formal assessments are divided into different categories as they depend on the
purpose of the course. For our test, we considered relevant to work under a Progress
Test since it is during the course and it helps us to identify the effectiveness of
student’s learning in order to have an endless feedback not only to the teacher’s
process but also to the learner’s, with a view to determine on proper adjustment to the
program (Lennon,2016). Throughout the Progress Test, there are different activities
that aim to review over a recent content seen during the last lessons. The activities
were designed in the interest of measuring students’ language and their skills’
advancement in relation to the syllabus they have been ensuing. This is directly linked
to language lessons with the intention of allowing students to have the chance to
demonstrate that they have obtained the language intended. Therefore, can be seen as
an achievement-like test since it is strictly connected to a certain set of contents that
pretend to be evaluated at the end of a unit. As Richard et al., stated, a progress test
may be regarded as parallel to an achievement test but much lighter and more specific
in scope (1989). With this test we aim to examine in overall the degree of success of
our programmes and teaching and therefore to detect the deficiencies and weaknesses
individually.

Briefly, the test for us was planned as an instrument of evaluation in an

organized process where students show the information gathered and obtained with
the interest of interpreting student’s achievement ability, knowledge, and performance.
It provides us valid information on the students’ abilities and knowledge. Henceforth,
the effectiveness of the teaching and learning can be understood in the test’s results by
using precise assessment strategies to determine the notch to which students have
accomplished the learning outcomes.

THIRD GENERATION TEST

Third generation tests meant to be used in a subjective and objective manner

since they allow teachers to develop communicative language within the classroom in
order to follow real language use regarding to authentic materials included in it. Based
on that, we created our test having in mind that it should focus on tasks that
contextualized in a natural way the students’ performance due to the aim to assess
integrative language.

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 Assignment – FP012 A&T

This test (see appendix 1) intends to assess integrative language, with the use of both
objective and subjective means since it focuses on looking-forward the advances in
communicative language teaching as it gives students the chance to emulate real life
language use. It entails both knowledge of language and the faculty for implementing
that knowledge in communicative language use.

Third generation tests’ techniques are contextualized by their very nature as

authentic as is drawn in the appendix 1. In the tasks, students are asked to do activities
which have clear reference in reality so teachers can assess integrative language.
According to Widdowson (1978) this test can be applied in the normal circumstances of
student’s daily life as it requires to use a knowledge of the language system as a
means to achieve some kind of communicative purpose. That is to say, we are
generally called upon to produce instances of language use. We do not simply
manifest the abstract system of the language, we at the same time realize it as
meaningful communicative behavior.

Therefore, with the evolution of third generation test, we must center our
assessments in all the skills in order to put into use grammar rules accordingly to
develop the linguistic competence in correct output when we put into usage of the
target language. In this case, the use of the verbs in the correct conjugated form takes
this evolution of assessment test into action.

PRINCIPLES OF LANGUAGE

Regarding the principles of language learning, with reference to competence vs.

performance, in this test (see appendix 1) through the listening and speaking activity
provide students practice in both as students need to have ‘competence’ in order to
accomplish the task. Here they need to show the knowledge they have on their
language or the target language and put it into a ‘performance’ where they can
actually use it in the concrete situation asked (Chomsky, 1965). Listening, grammar
and vocabulary sections provide lots of elements with respect to the knowledge of the
language. On the contrary, speaking provides the use of language in a concrete
situation. Regarding “usage and use”, the grammar section is a good example to
illustrate the language usage.

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 Assignment – FP012 A&T

Furthermore, in the part 1 of the test, there is a task where they have to ‘use’
language in a communicative way by being spontaneous in order to achieve a
meaningful communicative behavior (Widdowson, 1987: 26) plus, they have to
evidence the ‘usage’ by completing the part 2 with the grammatical rules managed
during the classes and eventually, illustrate the rules by producing a text where they
show their performance within the language. Moreover, the speaking section
exemplifies the language use which focusses on students’ performance. Widdowson
(1978) points out that performance testing requires examples of language use, not
usage.

In addition, it is ‘discrete’ as it represents small parts of the target language but

also integrate knowledge from different parts of language. The test is assessed
objectively in some parts as is marked right or wrong but it also gives the opportunity to
be subjectively. Speaking of ‘direct’ and ‘indirect’ assessment, we must say that the
listening, grammar and vocabulary sections suit the description of indirect testing since
there is none production of the language on the part of the student. On the contrary,
the speaking section fits the description of direct testing since it promotes performance
of the language. Concerning to ‘objective’ and ‘subjective’, the ‘receptive’ skills
(listening and reading) ensure us to objective mark the test and the ‘productive skills’
(reading and writing) are a little bit more subjective as they resist to the objective mark
at some point. This, allows us to link what learners have learned and link it to the future
use of language since is ‘forward -looking.’

Additionally, is a ‘norm-referenced’ assessment since it is evaluated it to see if

students pass or fail (Lennon,2016). As It is evidenced in it, the content “reflects the
language of the syllabus and the student’s needs” (Lennon,2016: 29) so it has
‘validity’ for future language performance. This test has some characteristics that are
based on the ‘utility’ as it allows us to give feedback for further planning and lets us
‘discriminate’ if the test is strong or weak once students present it and this will lead
you to the adjustment for future test as well. This test has high utility since it offers
useful information to contribute in the planning of the rest of the course. Regarding
discrimination, this test may fail to discriminate if a great number of students get a good
grade on the test due to the positive results, the test might be considered to be applied
in future sections. But, if the results of the test is affected by the student’s performance,
it will be needed to be restructured as when a great number of students fail during a
tasks, test, or activity planned for the class, it I better to reevaluate them in order to
modify student’s performance to obtain better learning outcomes.

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 Assignment – FP012 A&T

SCALES AND INSTRUCTIONS FOR MARKING THE TEST

Since this is a third-generation test, it includes objectives and subjective testing

techniques. Some exercises lead to objective scoring by using discrete techniques. We
used some techniques which according to Heaton (1975) include completion, addition,
correct/incorrect (or true or false) dual choice and multiple choice. We also used
information transfer, specially to develop the active skills (Writing and Speaking).
Testing the Writing practice is a real-world task. It is a written simple assignment which
has to be organized, coherent and grammatically correct. Besides, it should include a
common core with concrete information and a functional range. This task is the way
students have to relate content of output with their knowledge of the topic. However,
time and length are not specified to be able to adequate the task to the learning rhythm
of each student.

In terms of Listening, we used this skill as a complement task as it is an

integrative progress test. It gives students the opportunity to do a task such as taking
notes that happens in many real-life Listening situations. The instructions are clear with
doing only this the first time they listen to the recording so that they are free to do it
without the pressure of answering a specific question. Other exercises have objective
testing techniques which elements were already mentioned above. With the objective
of moving towards communicative testing, there is an emphasis in the testing of
Reading. We used an authentic text which had a real purpose. The idea with this task
is that it can be useful for the learner in his/her later use of language. It responds to
what Weir (1993) offers in his conditions, operations and quality of output list for the
construction of tests of reading. At the end, there is a Speaking task that summarizes
how much the learner can produce in a real life situation, which is mainly based on
information transfer.

WHY DID WE CHOOSE THE TEST

There is no one right way to assess language learning and students’

performance. Teaching/learning processes are different and influenced by many
factors which sometimes are not part of what we expect or wish. We chose to do this
test with a communicative intention. (Morrow, 1982) defined communicative tests as

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 Assignment – FP012 A&T

those which test the learner’s ability; “To translate the competence (or lack of it) …. Into
actual performance in ordinary situations, i.e. actually using the language to read, write,
speak or listen in ways and contexts which correspond to real life.” (Morrow 1982:16)

Within the test, we included interaction based which involves students into real
life situations they will face in real contexts. Besides, the purpose is clear, students are
guided throughout the test where they are using the grammar aspects and vocabulary,
we want them to learn, while putting them in context. As we created this test from
scratch, questions are authentic and the organization is meant to have the learner
progressively going forward in both accuracy and fluency of the language. We chose
this test because it responds to a third-generation test which uses both objective and
subjective testing formats. Testing of integrative language has come to emulate real
language use just as communicative language teaching. Consequently, this test aims
to do the same and consists of test items of real language use.

CONCLUSION

In short, our test was developed as a Third-Generation test which is objective

and subjective and also is developed under a communicative language teaching with
the interest of emulating language use through the use of authentic materials where
students are capable of developing the tasks with a clear reference in reality. Based
on that, it is notable how the speaking and writing part demand the use of integrative
use of language and the listening and reading has a global comprehension
(Lennon,2016). According to Bachman (1990), this type of test will offer substantial
information to make adjustments or changes in the program. Since it was written and
administered by us within the classroom, we try to follow the principles of
‘communicative language testing’ that aims at promoting real language use.

On the other hand, this test simply will lead us to an examination of student’s
knowledge; about what they have learned through a specific content with the interest of
determining what they have acquired in the process. These two terms combined give a
description in the classroom assessment process which help us in the development of
a formal progress test for assessing language learning outcomes of specific objectives,
as specified in our assignment.

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 Assignment – FP012 A&T

References

Bachman, L. (1990). Fundamental Considerations in Language Teaching Testing.

Oxford: Oxford University Press.

Chomsky, N. (1965). Aspects of the Theory of Syntax. Massachusetts: MIT Press.

Davies, A., Brown, A., Elder, C., Hill, K., Lumley, T., & McNamara, T. (1999). Dictionary
of language testing. Cambridge: Cambridge University Press.

Essays, UK. (November 2018). Definition Of Test Types Of Test Education Essay.
Retrieved from https://www.ukessays.com/essays/education/definition-of-test-types-
of-test-education-essay.php?vref=1

Hamp-Lyons, L. (2000). Social, professional and individual responsibility in language

testing. System, 28, 579-591.

Heaton, G.B. (1975). Writing English Language Test. Londres: Longman.

Hughes, A. (2002). Testing for Language Teachers. Cambridge: Cambridge University

Press.

Lennon, A. (2016). Assessment and Testing in the Classroom. IZPEI: Universidad del
Pais Vasco.

López, A. A. (2008). Potential impact of language tests: Examining the alignment

between testing and instruction. Saarbrucken: VDM Publishing.

Morrow, K. (1982). Testing Spoken Language. In Heaton (1982), pp.56-58.

Weir, C. (1993). Understanding and Developing Language Test. Hemel Hempstead:

Prentice Hall International.

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 Assignment – FP012 A&T

Widdowson, H. (1978). Teaching Language as a Communication. Oxford: Oxford

University press.

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 Assignment – FP012 A&T

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 Assignment – FP012 A&T

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 Assignment – FP012 A&T

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#!$
 -
 #
#,$*
17
 Assignment – FP012 A&T

-'** !
, * 
'-!
**
!
   #8
 '*-*
K)
,(#!
$ ,
  $!
    #'-'
$$*
K &*#!
$ -
 !
$', 
$ 
18
 Assignment – FP012 A&T

'$*
$ 9'
empiricalValidity-
6#* *-$
**#,
!
* ,
0$-
'#*(
#
$
$
**
##
**(##
9(0
,

19
 Assignment – FP012 A&T

#$-
*
0$
#!
('0 **
  N#,
**
#-
$
**0 
#*
$$'
  ****$$

0#
#
 N#,
*
20
 Assignment – FP012 A&T

#-!$

0  
 $
fa c e
Validity:6#
!! ,
!
*#'
(##
* --
*$ *
#9('

0*
$*$
*$
9'*!
21
 Assignment – FP012 A&T

#*0=,
='$!
0*,
!!

*#$
(7*<3-
25>E*
*#*
#!
! --

$ *(#
*
*'*
GC8 $-
!
*
22
 Assignment – FP012 A&T

 
'$-
#***

*
*$ 
*
'(*(##
#**
9
'#
*$ 0* 
**$ 
 9! ,

Principlesof Testing-
%  

23
 Assignment – FP012 A&T

#**#
 *-
!
,*
0
*'6#
 !
'  
* #
$*,*
   * !
# 
#' '
-** *
 0 
 **
, #
*** 
24
 Assignment – FP012 A&T

*  !$!$-
!
# 
#'-
# 
' -
 *  !
-- --
  E
 $-
$ 
*'
0
*  0 
0=,-
''
*,'
*
25
 Assignment – FP012 A&T

,#
9#!!
,**!
#(#
' ' #'
O '
-** 6 !
!
 ! #!
# !*
#  
**'
*'  
#*
*#
#
( 
*#!
26
 Assignment – FP012 A&T

('0 *-
-*!
*'
 6 **** 
7*-!$
# 
' '
'# 
#*#
',#
*# #
 
-!
$6#
*9*#0
# 
---
#
27
 Assignment – FP012 A&T

'*,

 , (#
****' # 
7*-!$
  
, # 
* *#
0 ',  
**
( 6#
*# 9( (#
 #  8-
  
  ', 
*9 6#  * 
!'* 
$* #
28
 Assignment – FP012 A&T

 #  
* (  
8-**  
0 $
 # *!
!

'*-

 6
#**#
* #
$ 
-*(#
## ,
'# # 
* (#
 #
29
 Assignment – FP012 A&T

 '*9(
3 6
#*#
* 
#E
 * 
# #'-
** * 
*
#E 
# , 
-*,( *#0
9 !!!
*'
' ' '
 #'
2 6
#**#
30
 Assignment – FP012 A&T

*
7*('*
90#
,'#$(
*-
9'0#
,'#$*- 9
6#**(#
*9(
**,

5 ; #--
 (, 
 ' '
00(
, 
--

31
 Assignment – FP012 A&T

Conclusion and Sugges

tions– 6*'
 ,  
9* $ =
  ' '
#' 
 ';
!!
9*!
*9(
0#*
**9*
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32
 Assignment – FP012 A&T

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33
 Assignment – FP012 A&T

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34
 Assignment – FP012 A&T

-** !
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  *

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** !
', 
35
 Assignment – FP012 A&T

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36
 Assignment – FP012 A&T

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37
 Assignment – FP012 A&T

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38
 Assignment – FP012 A&T

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39
 Assignment – FP012 A&T

 !
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$ 9'
APPENDIX 1

ASSESSMENT TEST

PART 1: Chart Completion

INFINITIVE THIRD PERSON PAST

WALK

SPEAK

DRIVE

STUDY

WORK

WATCH

SAY

Part 2: Sentence Completion

Complete the sentences in simple present or simple past with the verbs given

40
 Assignment – FP012 A&T

1. I ___________ in the University every Saturday and Sunday. (study)

2. My mother ___________ in the hospital last week. (work)

3. My family usually ___________ to Spain on vacation every winter. (go)

4. Lorena _____________ English at the new Institute Monday through Friday. (teach)

5. John _________ his car to work this morning. (drive)

6. The teacher always ___________ to his student in English. (speak)

7. I ________ an interesting documentary last night. (watch)

8. We always________ to school during the week. (walk)

Part 3: Daily Routines Vocabulary

A: Write the names of the daily routine images

*Have dinner *Get up *Have lunch *Take a shower

*Brush one's teeth *Have breakfast *Floss one ́s teeth * Make dinner
*Shave *Get dressed *Make lunch *Wash one's face *Make
breakfast *Put on makeup *Sleep *Go to bed *Brush one's hair
*Take a bath *Make the bed *Comb one's hair *Get undressed

B: Write the daily routines in past

41
 Assignment – FP012 A&T

Image taken from: https://www.google.com/search?

q=daily+routine+activities&rlz=1C1OKWM_esCO860CO860&sxsrf=ACYBGNQD5-
i8yY7ho2W0ooSYBwJfa3UCyQ:1579613063250&source=lnms&tbm=isch&sa=X&ved=
2ahUKEwjC2ZGc5ZTnAhXHzlkKHUJ7DuUQ_AUoAXoECA8QAw&biw=1366&bih=657
#imgrc=Pe-IrrubLDUj7M:

Part 4: Listening

Before Listening, think about all the activities you did yesterday. Were they all the same
activities you do daily or did you do something special or new? (share it with your
classmate).

Listen to the recording and take notes. http://www.englishmedialab.com/listening/Daily

%20routine%20listening.htm Try to gather the following information the first time you
listen to it:

Main topic

Number of people talking

Write at least two or three ideas they mention

42
 Assignment – FP012 A&T

The names mentioned in the recording are:

James and martha

James and Joey

Joey and Jhon

4. Complete the following sentences

James and Joey _________ from Monday to Friday

At 8:35am Joey ___________ _______________

After dinner they ___________ _____________ ____________

5. What activities do you do that are mentioned in the recording?

taken from http://www.englishmedialab.com/listening/Daily%20routine%20listening.htm

Part 5: Reading Comprehension

Read about John’s Daily Routine and answer the questions

My name is John, and I am 25 years old. I live in Cali but I’m British. I live with my wife
and our dog and we are a very happy family. I met my wife 4 years ago when I came
here. Her name is Emily. I work in a public school and I love my job. I have many
coworkers who are very kind and helpful.

I always get up at 6:30 from Monday to Friday and I take a quick shower, since I am
bald, I don't have to wash my hair. Then, I brush my teeth and get dressed. I have
breakfast at 7.00 a.m. and brush my teeth again. I usually have fried eggs, toast and
coffee. coffee and cereal. After that, I go to work.

I take a break at 9:30 a.m., I sometimes have a quick snack, usually fruit or yoghurt. At
noon, I finish classes and I go home to have lunch made by my wife. with my wife. I
take a shower and take a nap. On Monday, Wednesday and Friday I go to the gym at
2:00 p.m. When I return from the gym I take another shower and I have a healthy
snack. Then I watch TV for a while with my wife. Around 6:00 p.m. I make dinner while
my wife walks the dog. Dinner is usually ready by 7:30, we sit down to have dinner. We
usually eat meat and vegetables with a glass of wine. Finally, I get ready for bed, I
brush my teeth and go to bed at 10:00 p.m.

43
 Assignment – FP012 A&T

My family lives in Bogota. I moved to Cali 5 years ago to work in a public school. I have
two brothers and one sister. They are all older than me, I am the baby in the family.
They all work in the medical field. They have their own families and all of them are
married.

On the weekend we usually go to the cinema or we stay home and relax. We love
going to the river and we usually take our dog to play with it. When we get back from
the river, we take a shower and take a nap. On Sunday is clean up day. I clean the
house and my wife washes and irons our clothes. She also changes the bed covers
and window drapes, we always order take-out food on Sunday. To finish our weekend,
we always go to church at 6:00 p.m. and have a small dinner after that. We get home
and watch TV, and finally go to bed.

A: Read the sentences and circle TRUE or FALSE:

John is Colombian. True False

John is single. True False

John met Emily in Bogota True False

John lived in Bogota 4 years ago. True False

John has a cat. True False

John does exercise 3 times a week. True False

B: Answer the questions about the text (you must use LONG ANSWERS):

What does John usually have for breakfast?

What time does he take a break?

When did he meet his wife?

Why did he move to Cali?

What days does he go to the gym?

Who takes the dog out for a walk?

Who makes his lunch?

Part 6: Writing

A: Write your daily routine

44
 Assignment – FP012 A&T

B: Write your daily routine from the day before

Part 7: Speaking

Speak about someone's daily routine (Family member or friend)

45