Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Learning strategies ll > Test lll > Flashcards

Test lll Flashcards

1
Q

Evaluation

A

Usually, an ongoing strategy through which student learning is monitored.
An interactive process that engages both teacher and student in monitoring the student’s performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Means of evaluation:

A

Justify
Negotiate
Modify opinions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Procedures and attitudes are evaluated to:

A

To improve students’ performance
To develop the teaching program
To illuminate the teaching and learning process.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Evaluation is to testing:

A

What curriculum is the syllabus.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Tests

A

Evidence for decision-makers.
Feedback for language students concerning their progress.
Serve as a monitoring device for learning.
Given at a particular point in time to “sample” student learning.
A reporting takes place: a single score or grade.
Have a degree of secrecy in order to assure confidentiality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Testing General principles

A

Usefulness (Bachman & Palmer, 1996)
The Cornerstones (Combee & Hubley, nd)
Procedures
Instruments
Test types
Question types
Weighing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Test qualities: Bachman & Palmer:

A

Usefulness=

Construct Validity
Reliability
Authenticity
Interactiveness
Impact
Practicality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

The Cornerstones of Testing
(Coombe & Hubley, nd)

A

Usefulness

Validity
Reliability
Authenticity
Security
Transparency
Washback
Practicality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Test types:

A

Placement (places you in an appropriate course or class)
Progress (Normal test)
Achievement (Graduation, end exam)
Proficiency (Identifies language level by a common framework, developed by external bodies)
Diagnostic (Identifies deficiencies)
Computer-based (can be any)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Test items

A

Closed (objective)
MCQs (objective questions)
Main idea
True/False/Not given
Matching
Finding mistakes
Underlining

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Differentiated instruction because students:

A

Have different needs
Come from different educational backgrounds
Have different attention spans and interests
Have different language abilities
Have different cultural backgrounds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Alternatives in assessment

A

Emerged in the 1990s.
To assemble additional measures.
To triangulate data about Sts.
To promote fairness and balance.
Contextualized to curriculum.
Referenced to the criteria of that curriculum.
Build intrinsic motivation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Language Ability
(Bachman & Palmer, 1996)

A

Beyond the 4 language skills and several language components…
A “construct”, defined on the basis of performance on language tests, that involves two components:
Language competence = knowledge
Strategic competence = metacognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Portafolios:

A

A portfolio is a purposeful collection of students’ work that demonstrates to the students and others their efforts, progress, and achievements in given areas.
Specific focus, such as writing, or broad focus that includes examples of all aspects of language development.
Can be Essays, artwork, personal reflections, tests, audio, video.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Benefits of portafolios:

A

Foster
Intrinsic motivation
Responsibility
Tangible evidence of Sts’ work.
Critical thinking
Collaborative work
Assessment of multiple aspects of language learning and aptitudes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Successful portfolios:

A

State objectives clearly
Purpose: Collecting, reflecting, assessing, documenting, linking, evaluating.
Give guidelines on what materials to include.
Communicative assessment criteria to Sts.
Self-Assessment
Peer Assessment
Teacher Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Journals

A

A log (or “account”) of one’s thoughts, feelings, reactions, assessments, ideas, or progress toward goals.
Little attention to structure or form.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Types of journals:

A

Language-learning
Skills, strategies, language categories.
Grammar
Grammar acquisition (awareness of error)
Responses to readings / videos / films /presentations
Self-assessment reflections
Diaries of attitudes, feelings…
Self-understanding.
Dialogue journals.
Interaction between teacher and student

19
Q

Successful journals:

A

Introduce Sts to the concept of journal.
State the objectives (see types)
Give what kind of topics to include.
Clarify assessment criteria
Content is more important than form.
Provide optimal feedback
Cheerleading feedback
Encourage Sts to persevere
Instructional feedback
Strategies, materials
Reality-check feedback
Designate time.
Provide positive final assessment.

20
Q

Conferences and Interviews

A

Conversation that facilitates the improvement of both oral and written work.
One-on-one interaction between teacher and student.
Direct feedback toward a student’s specific needs.

21
Q

Self and Peer-assessments

A

Self-Assessment
Autonomy
To set one’s own goal
Intrinsic motivation

Peer Assessment
Autonomy
Intrinsic motivation
Cooperative learning

22
Q

Types of self and peer assessments

A

Assessment of a specific performance
Indirect assessment of a general competence
Metacognitive assessment
Setting goals
Socio Affective assessment
Social and affective factors in learning.

23
Q

Usefulness principles for Bachman and Palmer

A

1: It is the overall usefulness of the test that is to be maximized, rather than the individual qualities that affect usefulness.
2: The individual test qualities cannot be evaluated independently, but must be evaluated in terms of their combined effect on the overall usefulness of the test
3: Test usefulness and the appropriate balance among the different qualities cannot be prescribed in general, but must be determined for each specific testing situation.

24
Q

Bachman’s and Palmer’s interactiveness

A

The interactiveness of a given language test task can be characterized in the terms of the ways it activates the test takers areas of language knowledge, metacognitive strategies, topical knowledge, and affective schemata.

25
Q

Types of resources

A

Human resources
Material resources
Time

26
Q

Validity

A

Refers to the extent to which a test measures what it says it measures/ TTest what you teach, how you teach it. Includes content validity, construct (method/approach) validity, and face (appearance) validity.

27
Q

Reliability

A

Refers to the consistency of test scores. It simply means that a test would ive similar results if it were given at another time, and that alternate forms of the same test should give the same result.

28
Q

Three factors that affect reliability:

A

Test factors (Format, content, length)
Administrative factors (Classroom setting, teacher management)
Affective factors

29
Q

Threats of reliability

A
  • Fluctuations in the Learner
  • Fluctuations in scoring
  • Fluctuations in Test administration
30
Q

Criterion vs norm referenced tests

A

Criterion (Standards are determined before Escala de estimacion, alternative assesment)
Norm referenced: Standards are determined after, Grade depends on average performance, bell curve.

31
Q

Test Development Process

A

Planning
Test Content and development
before
during
after
reflect on the test

32
Q

Holistic Marking Scaling

A

Reviews a whole text as a unit

33
Q

Analytical marking scaling

A

Reviews different aspects of performance of a text.

34
Q

Common speaking assessment activities

A

Interview
Description of a photograph or item
Negotiation task
Roleplays
Oral presentations

35
Q

Skill contamination

A

Having one skill affect the grade of another

36
Q

Statistics for classroom testing

A

The mean
pass fail rate
histograms

37
Q

Computer Based Testing

A

Computer-based testing (CBT) has numerous advantages including:
* quick, accurate results and feedback
* detailed statistical analysis
* easy administration with a high level of security
* item banks of validated test items
* encouragement of certain effective test-taking skills

38
Q

Traditional Assessment vs Alternative Assessment

A

One-shot tests vs Continuous, longitudinal assessment
Indirect tests vs Direct tests
Inauthentic tests vs Authentic assessment
Individual projects vs Group projects
No feedback provided to learners vs Feedback provided to learners
Timed exams vs Untimed exams
Decontextualized test tasks vs Contextualized test tasks
Norm-referenced score interpretation vs Criterion-referenced score
interpretation
Standardized tests vs Classroom-based tests

39
Q

Cloze procedures:

A

Removing every nth word from a text.

40
Q

Harmer and ur test items:

A

Cloze procedures
Transformation and paraphrase
Sentence reordering
Gap Fills
Dictation
Sentence compilation
Translation
Mistake correction
Wordsearch
Unscramble

41
Q

For writing tests:

A

For writing tests:
Assess the situation
Decide what to test
Balance the elements
Weight the scores
Make the test work

42
Q

Teacher assessment

A

Teacher gives a subjective estimate of the students level

43
Q

Continuous assessment

A

Teacher assessment + summative assessment

44
Q

Practical tips for computer testing

A

Clarity
Doability
Marking
Interest
Varied level

Learning strategies ll (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions