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01 Types and Uses of Language Tests (J.D.Brown) Flipbook PDF
01 Types and Uses of Language Tests (J.D.Brown)
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Summarized by Zahra Al-Hashimy Book: Testing in Language Programs Author: James Dean Brown
CHAPTER 1 * Types and Uses of Language Test
TOW FAMILIES OF LANGUAGE TESTS Norm-Referenced Tests (NRT) norm-referenced test (NRT) - a type of test where a student's test scores are interpreted relative to all the other students' scores, usually with reference to normal distribution Criterion-Referenced Tests (CRT) criterion-referenced test (CRT) - a type of test produced to measure well-defined instructional objectives and assesses achievement or performance against a predetermined cut-point rather than normal distribution; measures what has been mastered in a course of study and test results can be reported in descriptive scales as well as numerical scores
Norm-referenced and criterion-referenced test differences Characteristic Type of Interpretation
Nom-Referenced
Criterion-Referenced
Relative (A student's performance is compared to
Absolute (A student's performance is
those of all other students in percentile terms.)
compared only to the amount, or percentage, of material learned.)
Type of Measurement Purpose of Testing Distribution of Scores Test Structure Knowledge of Questions
To measure general language abilities or
To measure specific objectives-based
proficiencies
language points
Spread students out along a continuum
Assess the amount of material known or
of general abilities or proficiencies
learned by each student
Normal distribution of scores around the
Varies, often non-normal. Students who know
mean
the material should score 100%.
A few relatively long subtests with a
A series of short, well-defined subtests
variety of item contents
with similar item contents
Students have little or no idea of what content to
Students know exactly what content to expect
expect in test items.
in test items.
Matching Tests to Decision Purposes Program-level proficiency decisions, Program-level placement decisions, Classroom-level achievement decisions, Classroom-level diagnostic decisions proficiency tests – tests designed to assess the general knowledge or skills commonly required or as a prerequisite to entry into (or exemption from) a group of similar institutions, e.g., Test of English as a Foreign Language (TOEFL)
Matching tests to decision purposes Test Qualities
Type of Decision Norm-Referenced Proficiency
Placement
Criterion-Referenced Achievement
Diagnostic
Detail of information
Very general
General
Specific
Very Specific
Focus
Usually general skills
Learning points from all
Terminal objectives of
Terminal and enabling
prerequisite to entry
levels & skills of
course of program
objectives of courses
program Purpose of Decision
To compare an
To find each student’s
To determine the
To inform students and
individual’s overall
appropriate level
degree of learning for
teachers of objectives
ability with other
advancement or
needing more work
individuals
graduation
Relationship to
Comparisons with
Comparisons within
Directly related to
Directly related to
program
other institutions or
program
objectives
objectives still needing
programs When administered
Before entry and
work Beginning of program
End of course
sometimes at exit
Beginning and/ or middle of courses
Interpretation of
Spread of wide range
Spread of narrower,
Overall number and
Percentage of each
Scores
of scores
program-specific range
percentage of
objective in terms of
of scores
objectives learned
strengths and weaknesses