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AMEP Assessment Task Bank Professional Development Kit Question Items Developed by Marian Hargreaves for NEAS 2013 © NEAS Ltd 20141.

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Presentation on theme: "AMEP Assessment Task Bank Professional Development Kit Question Items Developed by Marian Hargreaves for NEAS 2013 © NEAS Ltd 20141."— Presentation transcript:

1 AMEP Assessment Task Bank Professional Development Kit Question Items Developed by Marian Hargreaves for NEAS 2013 © NEAS Ltd 20141

2 Relevant issues Provide a variety of questions, but not so many as to be confusing Ensure that the students are familiar with the type of question and understand what they are supposed to do Ensure that students know what is expected of them (eg short answers rather than complete sentences) Start with some easy questions as a lead-in Ensure that questions follow the text ie the answer to Q1 comes before the answer to Q2, and summary questions come at the end © NEAS Ltd 20142

3 Questions types Multiple choice questions Summary cloze (gap fill) Sentence completion Short answer questions Grid completion Matching Ordering Information transfer © NEAS Ltd 20143

4 Multiple Choice Questions (MCQs) Advantages: - simple to answer - easy to mark - can use pictures Disadvantages: - need four options - difficult to write © NEAS Ltd 20144

5 MCQ, example Cert II E1: Demonstrate understanding of a telephone message Tick ( ) the correct answer. The caller telephones about: an eye test new glasses sunglasses contact lenses © NEAS Ltd 20145

6 Summary Cloze A gap-filling exercise Advantages: - very little writing - tests recognition of specific information Disadvantages: -alternative answers -answers can be copied from a reading text without understanding © NEAS Ltd 20146

7 Summary Cloze, example Certificate I D1: Demonstrate understanding of a spoken information text CityRail is working on tracks near Station. Janet is _________________years old. © NEAS Ltd 20147

8 Sentence completion Similar to summary cloze Gives opportunity for longer phrases in the answer Disadvantages -alternative answers -potential for an attempt at an answer that is too long © NEAS Ltd 20148

9 Sentence completion, structured example Certificate I D1: Demonstrate understanding of a spoken information text Structured sentence completion: Jane went to the shops to buy a. Answer: Jane went to the shops to buy a new dress. © NEAS Ltd 20149

10 Sentence completion, unstructured example The movie was set in ___________________. © NEAS Ltd

11 Short answer questions Advantages -can be very specific Certificate II C1: Demonstrate understanding of a spoken transaction for information/goods and services What is the woman’s phone number? © NEAS Ltd

12 Short answer questions, example Answer these questions in a few words. 1. Who is the to? ________________________________ 2. Name two features of the Guided Walks. a._______________________ b._______________________ © NEAS Ltd

13 Short answer questions cont. Disadvantages can lend themselves to becoming open questions, which may need judgment and discretion in marking Certificate III F1: Demonstrate understanding of a spoken discussion Why was Sarah angry? © NEAS Ltd

14 Grid completion Advantages – Minimal writing required in the response – Easy to mark Disadvantages – Difficult to design – Learners may not understand what they have to do – May involve more writing than is appropriate for a listening task. © NEAS Ltd

15 Grid completion, example © NEAS Ltd

16 Matching Advantages – Can be very specific – Good for low levels Disadvantages – Alternative correct answers – Can become just a process of elimination – Text needs to give the opportunity for a reasonable number of options – Not suitable for listening assessment © NEAS Ltd

17 Matching, example Where do you go if you want to do the things in the list below? Draw a line between the list on the left and the place on the right. You want toYou go to Get help with your studies Customer Service Centre Get an updated course timetable Faculty Office Appeal a teacher’s decision Educational Tutorial Support Ask for a statement of attainment Director of Faculty Leave your course after it starts Customer Service Centre Make a complaintFaculty Office © NEAS Ltd

18 Ordering Advantages – Tests understanding of structure, sequencing and time – Very little writing Disadvantages – Learners may not know what to do – If one of the items is wrongly numbered, this will affect subsequent ordering © NEAS Ltd

19 Ordering, example Number the events in the order they happen in the story. The first one has been done for you. Abida went to bed. Abida and Selma went to a movie. Selma walked to home to her unit. 1 Abida left home. Abida met Selma. © NEAS Ltd

20 Information transfer Advantages – Can use pictures – Easy to mark Disadvantages – Learners may not know what to do © NEAS Ltd

21 Information transfer, example Label the items mentioned in the text. My kitchen has a lovely gas oven with a range hood. There are glass-fronted display cupboards and drawers where I can keep knives and forks. There is a sink by the window and an attractive tiled floor. © NEAS Ltd

22 Rubrics Simple Clear Consistent © NEAS Ltd

23 Answer key Limit potential for unforseen/unexpected but equally valid answers Check, and re-check. © NEAS Ltd

24 General guidelines for item design Be aware of test method effect Use a variety of item types, but not so many as to be confusing Rubrics should be clear, simple and consistent across tasks Questions should be well spaced, especially for listening tasks Questions should follow the text ie the answer to Q1 comes before the answer to Q2 Start with some easy questions as a lead-in Summary questions, eg what is the main topic of this text?, should usually come at the end of the test. © NEAS Ltd

25 General guidelines, cont. Check for lexical overlap For listening assessment, limit speakers to two, with clearly different voices, eg male/female Avoid responses that are too wordy Avoid ‘What’ and ‘How’ open questions Check against other tasks for the same LO, to ensure consistency Review the answer key. © NEAS Ltd


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