1. Session 6 1. Facilitated Discussion 2. Online tools for testing/activities 3. Quiz 4. Break 5. Reading and Listening Overview 6. Task Writing Workshop 1

2.  computer-based = computer assisted  computer-adaptive = computer adapts tasks to level of test-taker (based on answers given)  internet based = web-based 2

3.  know and understand TOEFL iBT  use online software to create fun and authentic activities/tests for students  use online resources for authentic materials DISCUSSION: how does one distinguish what is “authentic” online? 3

4.  free to educators working in publicly funded, non-profit institutions  great for teaching and testing  http://hotpot.uvic.ca/ http://hotpot.uvic.ca/  can create Cloze, Crossword Puzzles, Matching tasks, etc. 4

5.  Other sites:  http://www.crosswordpuzzlegames.com/create.html 5

6.  In order to become efficient readers, learners need to master:  Bottom-up strategies for processing separate letters, words, and phrases AND  Top-down, conceptually driven strategies for comprehension ▪ PLUS ▪ Develop appropriate content and formal schemata (background information and cultural experience) to carry out interpretations 6

7.  1. Academic Reading, e.g.  technical reports  textbooks  2. Job-related Reading, e.g.  interoffice memos  job evaluations  3. Personal Reading, e.g.  magazines  novels 7

8.  1. Perceptive – focusing on the components – letters, words, punctuation. Bottom-up processing is implied  2. Selective – to check recognition of lexical, grammatical, or discourse features, within very short stretches of language.  3. Interactive – longer stretches of language where reader must interact (psycholinguistically) with text. Top-down processing required.  4. Extensive – more than 1 page NOTE: you’ll find varying descriptions of extensive reading 8

9.  Reading aloud (caution: since task is to test reading – any recognizable oral approximation of target should be considered correct)  Multiple-choice EXAMPLE: Circle “S” for same or “D” for Different 1. led let S D 2. bitbitS D 9

10.  Grapheme recognition task Circle the “odd” item, the one that doesn’t “belong.” 1. piecepeace piece 2. bookbook boot 10

11.  Picture-cued word ID In the picture, point to the word you read here: LampChairPictureTable 11

12.  Picture-cued sentence identification Point to the part of the picture that you read about in the sentence. 1.The woman is holding a cat. 2.It is snowing outside. 3.The man is reading the newspaper. 12

13.  Testing for reading knowledge of vocabulary and grammar  Everyone’s favorite: Multiple-choice! WORKSHOP : Working in pairs: On the following slides, you will see a stem. For each one, decide what you think the Key should be. Then write 2-3 distractors. Make your distractors effective! After all are done, compare your product with another pair. 13

14. Standard M-C: 1. He’s not married. He’s _________________. 2. If there’s no doorbell, please _________ on the door. Contextualized M-C: 1. Oscar: Do you like champagne? Lucy:No, I can’t _____________ it! 14

15. Multiple-Choice Cloze I’ve lived in the United States (1) _____ three years. I (2) ______ live in Costa Rica. I (3) _____ speak any English. I used to (4) __________ homesick, but now I enjoy (5) __________ here. I have never (6) _________ back home (7) ______ I came to the United States, but I might (8) _______ visit my family soon. 15

16.  Matching WORKSHOP : The test task is for Ss to match words with definitions Look at the words being tested – then think of the definition word(s) you would use for the match. Then compare your ideas with another pair. 1. Exhausted 2. Disappointed 3. Enthusiastic 4. Empathetic 16

17.  Editing Model: The abrasively action of the wind wears away A B softer layers of rock. C D 17

18. WORKSHOP: Look at the sentences below (they are 100% correct). Decide which word(s) you will make “incorrect” (you’ll need to change it.) What grammar point are you testing with this “error”? Then choose 3 other word(s) as your distractors. Label the key and distractors as A B C D. Show your ideas to another pair. 18

19. 1. There are two ways of making a gas condense: cooling it or putting it under pressure. 2. Researchers have discovered that the application of bright light can sometimes be used to overcome jet lag. 19

20.  Cloze tasks – several types:  1. fixed-ratio deletion (e.g. every 7 th word)  2. rational deletion (e.g. prepositions and conjunctions)  3. C-test procedure (2 nd half of every word is erased  The recognition th__ one’s feel____ of happin____... 4. Cloze-elide (inserts words that don’t belong; test- taker must identify interfering words)  20

21. Cloze-elide – EXAMPLE: The recognition that one’s now feelings of happiness and unhappiness can under coexist much like love and hate… 21

22.  Reading plus comprehension multiple-choice questions (typical on proficiency tests)  Reading plus short-answer tasks  Editing (like earlier sample, but longer passage)  should be authentic  should simulate real proofreading  content and domain tasks should reflect course content and domain 22

23.  Scanning  stimuli could be: news article; essay; chapter in a textbook; menu; etc.  objectives could be: date, name, place; setting for a story; principal research in an report; cost of an item; etc.  Ordering tasks (aka sequencing) EXAMPLE: Put the following sentences in order Ait was called “The Last Waltz” B the street was in total darkness C because it was one he and Richard had learnt at school DPeter looked outside Ehe recognized the tune Fand it seemed deserted Ghe thought he heard someone whistling 23

24.  Ordering tasks (aka sequencing) EXAMPLE: Put the following sentences in order Ait was called “The Last Waltz” B the street was in total darkness C because it was one he and Richard had learnt at school DPeter looked outside Ehe recognized the tune Fand it seemed deserted Ghe thought he heard someone whistling 24

25.  Information Transfer: Reading Charts, Maps, Graphs and Diagrams  answer simple, direct info questions  describe or elaborate on information  infer/predict information  choose the correct graphic for a written passage  interpret both graphic and passage 25

26.  Of course, many of the previously mentioned tasks work with longer reading passages  Additionally, you can test:  Skimming (for main idea; purpose; recognition of genre; recognition of style; etc.)  Summarizing and Responding  Note-taking and Outlining 26

27.  A quick overview:  Predictably, we can test for 4 types of listening performance: ▪ Intensive – for perception of components ▪ Responsive – listening to short stretch to make equally short response ▪ Selective – short monologues, scanning for info, testing ability to comprehend designated info ▪ Extensive – listening to develop top-down, global understanding 27

28.  Intensive  recognizing phonological and morphological elements  paraphrase recognition 28

29.  Responsive  Question-and-Answer (multiple-choice and open- ended) 29

30.  Selective Listening  Listening cloze  Information transfer (matching to listened-to information to picture, graphic, other text) 30

31.  Extensive Listening  Dictation  Communicative Stimulus-Response Tasks  Authentic Listening Tasks ▪ note-taking ▪ editing (noting difference between written and spoken versions of text) ▪ interpretive tasks (responding to songs, poetry, etc.) ▪ retelling 31

32.  http://www.voanews.com/specialenglish http://www.voanews.com/specialenglish  http://www.eslpod.com/ http://www.eslpod.com/  http://www.breakingnewsenglish.com/ http://www.breakingnewsenglish.com/  other? 32