Testing and Evaluation Lesson 6 Chapter 22

Teaching for Tests What are the positives and negatives of teaching for a specific test? What should you the teacher take into account when teaching for a specific test? What activities have you found useful or ineffective when teaching for a specific test? Why?

Teaching for Tests Negatives Washback/Backwash Effect: teaching becomes dominated by the test and all activities are stuck in an exam format Lessons become monotonous English improvement may be compromised at the expense of exam preparation

Teaching for Tests Positives Students have a clear sense of purpose Students are motivated Class works together with greater diligence Easier to teach Students develop good exam skills Encourages autonomous learning

Teaching for Tests Teacher “To Do” list: Train students for test types Familiarize students with scoring scales and what is considered successful Focus on what students will be asked to do and why Familiarize students with test items and how they should be approached effectively Discuss General Exam Skills Read questions carefully pace Do Practice Tests Lets students become familiar Helps with pacing

Teaching for Tests Teacher “To Do” list: Have Fun Ignore the Test Create activities that target/practice certain test items but are not boring or monotonous Ignore the Test Important from time to time in order to work on general language issues

Different Types of Testing What forms of testing do you use in your classes? Your school? Are there different forms of testing you prefer for different English skills? Explain.

Different Types of Testing Placement Tests Placing new students: grammar, vocabulary, productive & receptive skills Diagnostic Tests Expose difficulties, gaps in knowledge, skill deficiencies Once teachers are aware of problems, they can address the issues

Different Types of Testing Progress/Achievement Tests Measure language/skill progress Every few weeks Must assess items/topics that students are familiar with to reinforce learning Proficiency Tests General picture of student’s knowledge and ability Admittance tests (Universities, Certificates, Jobs) Portfolios Evidence of effort, effective with written work Time consuming, students helped by others

Direct vs. Indirect Test Items Direct: perform specific communicative skill being tested Examples: writing, speaking, listening, reading Indirect: measures a student’s knowledge and ability Examples: multiple choice, cloze procedures, paraphrase, sentence re-ordering