Brainscape's Knowledge GenomeTM

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


See full index

Z3 - Testing > TMT > Flashcards

TMT Flashcards

1
Q

Dictation techniques (Characteristics)

A
  • Traditionally (spelling measurement)
  • Now (listening and writing ability measurement)
  • Direct measurement of language ability
  • Beginner = Fill in the blanks dictation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Why is it important to specify texts with many details?

A
  • Representativeness (texts candidates should be able to read)
  • Authenticity (texts nativelike-or-not in test depending on text items intended to measure)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Non-Manifestation of Receptive Skills (problems)

A
  • Reading and Listening (skills involved uncertain)
  • Difficult to know if items succeeded measuring skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Receptive Skills (Problems)

A
  • Exercise of Recept. Sk. doesn’t mannifest itself in overt behaviour
  • Challenge to make tests that demand the use of skills and result in behaviour that demonstratre Successful use of Sk.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are 3 Direct Test Techniques?

A

1 - Oral interview (everything)

2 - Composition Writing (writing, voc, gram. etc)

3 - Summarizing - valid and direct (oral + reading comp, writing)

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

How to Improve Positive Washback

A
  • abilities wanted to develop
  • widely and unpredicably sample
  • criterionreferenced/ direct
  • measure course objectives
  • Provide Support for Teacher
  • Weigh impact against practicability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

7 Specification of Test developpement when stating the Testing Problem

A
  • Type
  • Purpose
  • Test-Takers
  • Context
  • Abilities to be tested (part of purpose)
  • Test score consequences
  • Limitations (of context)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Validity of a test determined

A

in relation to the purpose of the test

  • What the test should measure)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What are Test Specifications?

A
  • Blueprint of a test
  • Details and information that enable to Develop a test
  • Pre-test development Stage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Who needs test specification?

A
  • Teachers and tests developers
  • Items Writers
  • Test Validators
  • Test Users (e.g. Schools)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is Interactiveness?

A
  • Quality of the test itself
  • Task interactive if it corresponds to test takers language ability
  • If task not interactive = Not Valid
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is the purpose of Construct Definition in Test Specification?

A
  • Specify Abilities to be Assessed
  • Determines What we have to ask learners to do
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Construct Definition (Example)

For a test of reading

A

The macro-construct is reading.

  • Reading Comprehension
    • Skim

– Scan

– Speed

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

Most Information Content in test specs?

A

+ information on content =

  • arbitrary decisions in what to include in any versions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What Are the 7 Test specifications

A
  • Content
  • Structure
  • Timing
  • Medium Channel
  • Techniques
  • Criterial Levels of Performance
  • Scoring Procedures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is Reliability?

A
  • Quality of test score
  • Consistency of measurement across different characteristics of testing situations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What are the 7 Reliability Factors

A
  • Make Longer Tests
  • Choose Items that Dicriminate
  • Provide Clear Instructions
  • Write Clear Items
  • Do Not give Much Choice
  • Make Objective Tests
  • Make Laid out and Legible Tests
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Authenticity and Interactiveness in Direct Testing

A

Authenticity - Using Construct Definition

Interactiveness - Avoiding under-over repres. of construct (measure nothing more-less)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Discrete-Point vs. Integrative Items

A

DP - Items that measure One thing at a time

II - Items that measure Many things at Once

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Items that measure Many things at Once

A

Integrative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Items that measure One thing at a time

A

Discrete-Point

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Norm-Referenced vs. Criterion-Referenced

A

N-R - Not Meaningful - Compared to other test takers (estimate grade)

C-R - Meaningful - gives What students know in which lang. ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

High test Usefulness (3 Principles)

A
  • Overall Usefulness Important (not only 1 quality)
  • Evaluate Combined effect of test qualities to get overall test usefulness
  • Test Usefulness and Qualities Balance must be adapted to each testing situation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Test Usefulness (6 qualities)

A
  • Reliability
  • Validity
  • Authenticity
  • Interactiveness
  • Impact
  • Practicality
25
Q

What is validity ? (+ What Approach)

A
  • Quality of Test Scores
  • Test Should Measure what it’s supposed to
  • Ongoing Process
  • Construct validity (unitary-unified concept)
26
Q

What is Authenticity?

A
  • Qualitity of the test itself
  • How test measures abilities authentic to real-life tasks
  • Validity - if authenticity mesure -or+ constructs
27
Q

Authenticity (Validity)

A
  • If authenticity mesures only some constructs = Construct-Under-Representation
  • If authenticity mesures more than constructs = Construct-Over-Representation
28
Q

What is Holistic Scoring

A
  • Point of departure = Ability
  • Compensatory = All elements tested in One criterial level

(1 weak ability, but 1 mastery = Score High anyway)

29
Q

What is the most important characteristic or quality of a test?

A

Construct Validity

  • Test what should be tested
30
Q

Testing (Frequency, Objectives, Tasks)

A

F: One time, summative

O: Vague Broad Subjects

T: Not ideal to evaluate language abilities

31
Q

Assessment (Frequency, Objectives, Tasks)

A

F: Many times, Gradual, Formative

O: Focused, Brings to Adapted Activities

T: Easily Evaluate Language Abilities

32
Q

Validity (in Direct Testing)

A

+ Direct = + Validity

+ Direct = + Subjective

Make test as valid possible before reliability

33
Q

Validity’s Purpose

A
  • Specify Test Constructs
  • Make sure tasks measure nothing more, nothing less
34
Q

Reliability (in Direct testing)

A

Too direct = (- Reliability)

+ Subjective = (- Reliability)

After test valid make Reliable + Objective with VALID SCORING

35
Q

Valid Scoring

A

Developing Good Scales:

  • Restrict teachers+raters (not rate on own taste)
  • If Scale Imposed and Many Raters
36
Q

Valid Scoring (important)

A
  • Measuring Direct Assessment (Writing & Oral Production)
37
Q

How to Ensure Reliability in Testing

A
  • Maximum number of Tasks
  • Restrict the Candidates
  • Give No choice of Task
  • Create Scoring Scales
  • Train Scorers
  • Have Multiple Scoring
38
Q

Content Specification (Elements)

A
  • Operations/Instruction
  • Input Materials
  • Addressees of texts
  • Lenght of test and tasks
  • Dialect, accent, style & speed
39
Q

Content Specification (Operations/Instruction)

A

What candidates have to be able to carry out, tasks to do

40
Q

Content Specification (Input Materials)

A
  • Types of texts
  • Topics
  • Vocabulary Range
  • Structural Range
41
Q

Content Specification (Addressees of texts)

A

Who candidates are expected to be able to speak to

42
Q

Content Specification (speed)

A

Speed of processing

43
Q

Multiple Choice Items (Disadvantages)

A
  • Test Only Recognition Knowledge
  • Guessing may have Considerable/Unkowable impact test score
  • Restrict what can be tested
  • Difficult to write successful items
  • Backwash may be Harmful
  • Cheating facilitated
44
Q

Functions Test Techniques should have

A
  • Elicit Behaviour Reliable & Valid Indicator of the Ability
  • Elicit Behaviour Reliavly Scored
  • Economic of Time & Effort
  • Beneficial Backwash Effect
45
Q

Cloze Procedure (Characteristics)

A
  • Not Completely direct
  • Reading Tests
  • Preferred over Multiple Choice Tests
  • Easy to Develop & Score
46
Q

Too specific Content Specification (Danger, Hughes)

A
  • May go beyond understanding of components of language ability and their relationships
47
Q

Content Specification (Hughes, Safest Procedure)

A

include only elements whose contribution is well established

48
Q

Test Techniques Definition (Hughes)

A

Means of eliciting behavior from candidates that will tell us about their language abilities

49
Q

Writing and Moderating Items (Steps)

A

1 - Sampling

2 - Writing items

3 - Moderating items

50
Q

Sampling (Writing and Moderating items)

A
  • Choose content (content validity + Positive Backwash)
  • Sample Widely & Unpredictably
51
Q

Writing items (Writing and Moderating items)

A

Based on test specification

through eyes of test-takers to avoid misunderstanding

Consider all possible response + Provide key

52
Q

Moderating Items (Writing and Moderating items)

A

Show to collegues for problems

  • no modification of wrong item possible = Delete Item
53
Q

Specification of Criterial Levels of Performance (elements)

A
  • Accuracy
  • Appropriacy
  • Range
  • Flexibility
  • Size
54
Q

Criterial Level of Performance (Accuracy)

A

Pronunciation, grammatical & lexical accuracy

55
Q

Criterial Level of Performance (Appropriacy)

A

Use of language appropriate to function

56
Q

Criterial Level of Performance (Range)

A

(range available) Not Searching for Words

57
Q

Criterial Level of Performance (flexibility)

A

Ability to initiate conversation and adapt to new topics

58
Q

Criterial Level of Performance (Size)

A

long answers, can explain, develop

Z3 - Testing (17 decks)

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