Testing -MT- Chapter 1, 2, 3

Question 1

Backwash or Washback

Answer 1

The effect of testing on teaching and learning

Question 2

Harmful washback

(When…)

Answer 2

Test content + Testing Techniques = Variance w/ Course Content

Question 3

Beneficial washback

(When..)

Answer 3

Test content + Testing features = Objectives of Course

Question 4

teaching + testing

Answer 4

partnership

Question 5

Inaccurate test

(definition)

Answer 5

Fails to measures what it is supposed to measure

Question 6

Innacurate tests

(reasons)

Answer 6

1. Test content and test techniques (eg.MC not writing skill)
2. Lack of Reliability

Question 7

Unreliability

(2 reasons)

Answer 7

• features of the text itself (unclear, ambiguous)
• the way it is scored

Question 8

Testing as Problem solving

Answer 8

• No Best Test or Test Techniques

(all good relatively to context)

• Tester job is give best solution to proble

(each sit. unique)

Question 9

Arms of Book (Problem Solving)

Answer 9

• basic knowledge + technique to solve problems
• evaluate solutions
• argue for improvement

Question 10

Create tests that will (book)

Answer 10

• Provide accurate measures of constructs we want
• Beneficial effect on teaching
• Economical

Question 11

Purposes of testing (book)

Answer 11

• Measure language proficiency regardless of other courses
• Discover how far are students
• Diagnose (what known or not)
• Placement of Ss acc. tu ability

Question 12

Test number of distinctions

Answer 12

• Direct vs. Indirect
• Discrete point vs. Integrative Tests
• Norm-Referenced vs. Criterion-Referenced
• Objective vs. Subjective

Question 13

Types of Tests

Answer 13

• Proficiency (tests all)
• Achievement (+Progress ach. test middle)
• Diagnostic
• Placement

Question 14

Proficiency Test

Answer 14

• Measures people’s ability in a Language
• Based on what learners need to be able to do to be proficient
• Not created on course taken (the other way around)

Question 15

Achievement Test

Answer 15

• Est. Successfulness of Ss or the Course (ach. Objectives)
• Directly related to language course taken by learners
• Includes Final tests

Question 16

Syllabus based approach

Answer 16

Directly based on Syllabus

• Fair (maybe to much)
  i. e. to indicate succ. ach.

Better ON COURSE OBJECTIVES

Question 17

Pop-quiz (benefits)

Answer 17

• keep Ss on their toes
• Check ss Progress

Question 18

Diagnostic Tests

Answer 18

• Pp: To acertain what future teaching is necessary
• Indentify Strengths and Weaknesses
• Profile of Ss Abilities

Question 19

Placement tests

Answer 19

• Pp: Assing Ss to classes at diff. levels
• Help place Ss to teaching appropriate for abilities

Question 20

Direct Testing

Answer 20

When requires t-takers to perform precisely the skill to measure

• Better for Speaking and Writing

Question 21

Direct Testing (positive)

Answer 21

1 - Clear about abilities to measure (create conditions to judge)

2 - Productive Skills (Sp. Wr. - Straightfoward)

3 - Washback++ (skills practiced, improved)

Question 22

Indirect testing

Answer 22

Attempt to measure ability which underlie skill interested

• representative sample of finite abililies (infinite manif.)

Question 23

Indirect Testing (problem)

Answer 23

• Generalizable results
• Test not performance of skill asked
• Less Accurate estimate
• Harder to construct

Question 24

Discrete-point

Answer 24

• Test one element, one item, at a time.
• indirect (often)

Question 25

Integrative testing

Answer 25

• Requires combination of many lang abilities (const.)
• Direct (often)

Question 26

Norm-Referenced

Answer 26

• Relates one candidate’s performance to that of other’s candidate

Question 27

Criterion referenced

Answer 27

Classify people able/not to perform task

pass-fail

Question 28

Criterion-Reference

(positive)

Answer 28

• Set standards meaningful of what can do
• Motivates Ss to attain those standards

Question 29

Objective Testing vs. Subjective Testing

Answer 29

Difference is method of scoring

MC no judgement from scorer