HOW TO MAKE TESTS MORE RELIABLE
1. Take
enough samples of behaviour
2. Do
not allow candidates too much freedom
3. Write
unambiguous items
4. Provide
clear and explicit instructions
5. Ensure
that tests are well laid out and perfectly legible
6. Candidates
should be familiar with format testing techniques
7. Provide
uniform and non-distracting conditions of administration.
8. Use items that permit scoring which is as
objective as possible.
9. Make
comparisons between candidates as direct as possible.
10. Provide
a detailed scoring key.
11. Train
scorers
12. Agree
acceptale responses and approriate ascores at outset of scoring
13. Idendify
candidates by number, no name
14. Eploy
multiple, independent scoring.
BACKWASH
ACHIEVING BENEFICIAL BACKWASH OR WASHBACK
1. Test
the abilities whose development you want to encourage.
2. Sample
widely and unpredictably
3. Use
direct testing
4. Make
testing criterion-referenced
5. Base
achievement test on objectives
6. Ensure
test is known and understood by students and teachers
7. Where
necessary, provide assistance to teachers
8. Counting
the cost.
STAGES
OF TEST CONSTRUCTION
1. Statement
of the problem : (a) What kind of test is it to be? Achievement (final or
progress), proficiency, diagnostic, or placement? (b) What is its precise
purpose? (c) What abilities are to be purpose? (d) How detailed must the
results be? (e) How accurate must be the results be? (f) How important is
backwash? (g) What constraints are set by unavailablity of expertise,
facilities, time ( for construction, administration and scoring)?
2. Providing
a solution to the problem
3. Validation
of the test
WRITING
ENGLISH LANGUAGE TEST
1.
TEST
OF GRAMMAR AND USAGE
(1) Multiple-choice
items
Examples:
Type 1: Tom
ought not to .... (. A tell B. having told C. be telling
D. have
told) me
your secret, but he did.
Type 2: Tom
ought not to ... me your secret, but he
did
A. tell
B. having told
C. be telling
D. have told
A. tell
Type 3 Tom ought not to B. having told
me your secret, but he did
C. be telling
D. have told
Type 4 Tom ought not to have told me your secret,
but he did
A. No change
B. tell
C. having told
D. be telling
Type
5 A Tom ought not to tell me your secret, but he did
B Tom ought not to having
told
me your secret, but he did
C Tom ought not to be
telling me your secret, but he did
D Tom ought not to have
told me your secret, but he did
Type 6
‘Tom ought not to have told anyone the secret.’
A ‘So ought you’ C. ‘Neither you oughtn’t’
B ‘Neither ought you.’ D. ‘So oughtn’t you.’
Type 7
‘Tom ought not to have told me.’
A.
Tom
did not tell me but he should
B.
Perhaps
Tom may not tell me.
C.
Tom
told me but it was wrong of him
D.
It
was necessary for Tom not to tell me.
(2)
Error-recognition
(3) Rearrangement items
(4) Completion
items
(5) Transformation
items
(6) Items
involving the changing of words
(7) ‘Broken
sentence’ items
(8) Pairing
and matching items
(9) Combination
items
(10)
Addition items
4.
HOW TO MAKE TESTS MORE RELIABLE
1. Take
enough samples of behaviour
2. Do
not allow candidates too much freedom
3. Write
unambiguous items
4. Provide
clear and explicit instructions
5. Ensure
that tests are well laid out and perfectly legible
6. Candidates
should be familiar with format testing techniques
7. Provide
uniform and non-distracting conditions of administration.
8. Use items that permit scoring which is as
objective as possible.
9. Make
comparisons between candidates as direct as possible.
10. Provide
a detailed scoring key.
11. Train
scorers
12. Agree
acceptale responses and approriate ascores at outset of scoring
13. Idendify
candidates by number, no name
14. Eploy
multiple, independent scoring.
BACKWASH
ACHIEVING BENEFICIAL BACKWASH OR WASHBACK
1. Test
the abilities whose development you want to encourage.
2. Sample
widely and unpredictably
3. Use
direct testing
4. Make
testing criterion-referenced
5. Base
achievement test on objectives
6. Ensure
test is known and understood by students and teachers
7. Where
necessary, provide assistance to teachers
8. Counting
the cost.
STAGES
OF TEST CONSTRUCTION
1. Statement
of the problem : (a) What kind of test is it to be? Achievement (final or
progress), proficiency, diagnostic, or placement? (b) What is its precise
purpose? (c) What abilities are to be purpose? (d) How detailed must the
results be? (e) How accurate must be the results be? (f) How important is
backwash? (g) What constraints are set by unavailablity of expertise,
facilities, time ( for construction, administration and scoring)?
2. Providing
a solution to the problem
3. Validation
of the test
WRITING
ENGLISH LANGUAGE TEST
1.
TEST
OF GRAMMAR AND USAGE
(1) Multiple-choice
items
Examples:
Type 1: Tom
ought not to .... (. A tell B. having told C. be telling
D. have
told) me
your secret, but he did.
Type 2: Tom
ought not to ... me your secret, but he
did
A. tell
B. having told
C. be telling
D. have told
A. tell
Type 3 Tom ought not to B. having told
me your secret, but he did
C. be telling
D. have told
Type 4 Tom ought not to have told me your secret,
but he did
A. No change
B. tell
C. having told
D. be telling
Type
5 A Tom ought not to tell me your secret, but he did
B Tom ought not to having
told
me your secret, but he did
C Tom ought not to be
telling me your secret, but he did
D Tom ought not to have
told me your secret, but he did
Type 6
‘Tom ought not to have told anyone the secret.’
A ‘So ought you’ C. ‘Neither you oughtn’t’
B ‘Neither ought you.’ D. ‘So oughtn’t you.’
Type 7
‘Tom ought not to have told me.’
A.
Tom
did not tell me but he should
B.
Perhaps
Tom may not tell me.
C.
Tom
told me but it was wrong of him
D.
It
was necessary for Tom not to tell me.
(2)
Error-recognition
(3) Rearrangement items
(4) Completion
items
(5) Transformation
items
(6) Items
involving the changing of words
(7) ‘Broken
sentence’ items
(8) Pairing
and matching items
(9) Combination
items
(10)
Addition items
4.
HOW TO MAKE TESTS MORE RELIABLE
1. Take
enough samples of behaviour
2. Do
not allow candidates too much freedom
3. Write
unambiguous items
4. Provide
clear and explicit instructions
5. Ensure
that tests are well laid out and perfectly legible
6. Candidates
should be familiar with format testing techniques
7. Provide
uniform and non-distracting conditions of administration.
8. Use items that permit scoring which is as
objective as possible.
9. Make
comparisons between candidates as direct as possible.
10. Provide
a detailed scoring key.
11. Train
scorers
12. Agree
acceptale responses and approriate ascores at outset of scoring
13. Idendify
candidates by number, no name
14. Eploy
multiple, independent scoring.
BACKWASH
ACHIEVING BENEFICIAL BACKWASH OR WASHBACK
1. Test
the abilities whose development you want to encourage.
2. Sample
widely and unpredictably
3. Use
direct testing
4. Make
testing criterion-referenced
5. Base
achievement test on objectives
6. Ensure
test is known and understood by students and teachers
7. Where
necessary, provide assistance to teachers
8. Counting
the cost.
STAGES
OF TEST CONSTRUCTION
1. Statement
of the problem : (a) What kind of test is it to be? Achievement (final or
progress), proficiency, diagnostic, or placement? (b) What is its precise
purpose? (c) What abilities are to be purpose? (d) How detailed must the
results be? (e) How accurate must be the results be? (f) How important is
backwash? (g) What constraints are set by unavailablity of expertise,
facilities, time ( for construction, administration and scoring)?
2. Providing
a solution to the problem
3. Validation
of the test
WRITING
ENGLISH LANGUAGE TEST
1.
TEST
OF GRAMMAR AND USAGE
(1) Multiple-choice
items
Examples:
Type 1: Tom
ought not to .... (. A tell B. having told C. be telling
D. have
told) me
your secret, but he did.
Type 2: Tom
ought not to ... me your secret, but he
did
A. tell
B. having told
C. be telling
D. have told
A. tell
Type 3 Tom ought not to B. having told
me your secret, but he did
C. be telling
D. have told
Type 4 Tom ought not to have told me your secret,
but he did
A. No change
B. tell
C. having told
D. be telling
Type
5 A Tom ought not to tell me your secret, but he did
B Tom ought not to having
told
me your secret, but he did
C Tom ought not to be
telling me your secret, but he did
D Tom ought not to have
told me your secret, but he did
Type 6
‘Tom ought not to have told anyone the secret.’
A ‘So ought you’ C. ‘Neither you oughtn’t’
B ‘Neither ought you.’ D. ‘So oughtn’t you.’
Type 7
‘Tom ought not to have told me.’
A.
Tom
did not tell me but he should
B.
Perhaps
Tom may not tell me.
C.
Tom
told me but it was wrong of him
D.
It
was necessary for Tom not to tell me.
(2)
Error-recognition
(3) Rearrangement items
(4) Completion
items
(5) Transformation
items
(6) Items
involving the changing of words
(7) ‘Broken
sentence’ items
(8) Pairing
and matching items
(9) Combination
items
(10)
Addition items
4.
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