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Z3 - Testing > Testing - AMT - Chapter 11 > Flashcards

Testing - AMT - Chapter 11 Flashcards

1
Q

Why was it taken for granted that

to construct reliable and valid test was:

  • Easier: Speaking + Writing
  • Harder: Listening + Reading
A

”- Scoring (objective/subjective)

  • Speak + Write = Observable
  • We want ““see”” listening & reading through reinvestment tasks
    “
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2
Q

Problem of testing reading

A
  • Uncertainty of skills involved
  • Difficult to evaluate successful measurement
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3
Q

Testing Reading Operations

(the two types of operations)

A
  • Expeditious reading operations (quick and efficient)
  • Careful reading operations (slow and careful)
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4
Q

Expeditious reading operations

(Categories)

A
  • Skimming
  • Search Reading
  • Scanning
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5
Q

Careful reading operations

(key words + category)

A
  • identify
  • interpret
  • outline
  • distinguish
  • recognize
  • MAKE INFERENCES
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6
Q

4 types of Reading ability

A
  • Skimming
  • Scanning
  • Search Reading
  • Careful Reading
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7
Q

Skimming

A

General Idea (quickly & efficiently):

  • main idea
  • establish the structure
  • decide relevance
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8
Q

Search Reading

A
  • Find info on predetermined topic
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9
Q

Scanning

A
  • Specific words/phrases
  • Figures, percentages
  • specific index item
  • specific name, bib.ref.
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10
Q

Propositional inference

A
  • Do NOT depend on information from outside the text
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11
Q

Factor favorised OVER VALIDITY

A

Practicality

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12
Q

Pragmatic Inferences

A

Combines Outside Reading info + Into Reading info

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13
Q

Propositional vs. Pragmatic inferences

A
  • Propositional = Text Only
  • Pragmatic = Knowledge + Text
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14
Q

Careful Reading

A
  • details
  • inferences (analysis)
  • b/w the lines
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15
Q

Listening/Reading

vs

Writer

A
  • Interact with Writer
  • Not Passive
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16
Q

When tested for Vocabulary+Grammar when Reading

A

= –validity

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17
Q

A Text

Good for Reading = Good for Listening?

A
  • Not necessary
  • Listening text needs to be Real Life
18
Q

While Writing items (to test reading)

  • DO:
A
  • Present items in the Text Structure order
  • Make items independant (do not answer other questions)
19
Q

Test Reading

1st Step

A
  • Always Define Construct
  • Question 1: Purpose of Reading
20
Q

Better Measurement of Reading

A

Directly

21
Q

When you test reading

  • You Should NOT
A
  • Test Writing
22
Q

A Good DIRECT method to test reading

A
  • With all same background students:

TRANSLATION

23
Q

Best Method to test Reading+Writing Simultaneously

A

Summary Writing

24
Q

Specification of text types Expected for Candidates

  • Parameters
A
  • Types (text)
  • Forms (text)
  • Graphic features
  • Topics
  • Style
  • Intended Readership
  • Length
  • Readability
  • Range of Vocabulary
  • Range of Grammar
25
Q

Text types/topic should be Adapted to Context

A
  • Characteristics of Ss

(not too much: they still have to read it, not know all about it)

26
Q

Text Forms

  • Choice
A

Text form = description, argumentation, narration, etc.

  • Choose from curriculum
27
Q

Define Topics

A
  • General: non-technical

or

  • Relation/Candidates: Familiar
28
Q

Why Specify so much Text to include in test

A
  • Validity: Representative of Candidates Ability
  • Backwash: Narrow type tested, Narrow type practiced
29
Q

Testing Reading

3 Steps of Creation Process

A
  • Specifying what the candidate should be able to do
  • Setting the Task
  • Scoring
30
Q

Specifying what the reader should be able to do

  • Testing Reading
A
  • Operations
  • Text
  • Speed
  • Criterial Level of Performance
31
Q

Speed

A
  • words/minutes
  • expeditious not expected to read all the words
32
Q

Criterial level of performance

A
  • NOT w/ norm-referenced testing
  • Reading should be:
  • Criterion-Referenced Testing.
33
Q

Successful choice of text depends on practice

A
  • experience
  • judgement
  • common sense
34
Q

Selecting texts

  • Tricks
A
  • Keep Specifications in Mind
  • Length (appropriate)
  • Amap/passages (valid.+rel.)
  • interest of candidates
  • avoid text w/ info candidates’ general knowledge
35
Q

Writing items

  • reading
A
  • Measure ability in which we are interested
  • Elicit Reliable behaviour
  • Allows Reliable scoring
36
Q

(Reading) - Test Technique

Identifying Order

A

Multiple Choice

(need to understand Question + Text)

37
Q

(Reading) - Test Technique

Identifying Referents

A
  • Part of micro-skills (what does it stand for)
38
Q

(Reading) - Test Technique

Guessing word meaning from context

A

Micro-skills (find a word in paragraph with same meaning)

  • not only to guess but understand context
39
Q

Testing Reading (which language for items + Responses)

A
  • within candidates ability
  • minimal demand on writing ability
40
Q

Writing items for Reading

  • Procedures
A
  • Specify Operations
  • Determine tasks reasonable for Candidates
  • Draft items (par.+lines #, collegues, modify text)

Z3 - Testing (17 decks)

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