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179 161412 161826 221423 142

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- George S. Patton

T = 16 U=22 A=1 S=17 Y=23

17 4

221423 741222143 22

TEST TECHNIQUES

Reported by: AGUSTIN, Levin Jasper A.

BSE – E – 3 (Irreg.)

1. Direct versus Indirect Testing

… If it is direct It requires the candidate to perform the skill that the test wishes to measure

direct testing – intended to measure the productive skills of speaking and writing

AUTHENTIC vs. EFFORT

Number of Attractions

1) Activities that should be assessed is clear and relatively straightforward to create the conditions which will elicit the behavior on which judgment will be based.

2) In productive skills, the assessment and interpretation are quite straightforward.

3) Since practice for the test involves practice of the skills to foster, there is likely to be a helpful backwash effect.

Indirect testing• attempts to measure the ability that underlie

the skills in which the test is interested • Contains underlined items which the student

needs to identify as ERRONEOUS or INAPPROPRIATE in formal standard English

Example: Proposed method of testing pronunciation ability by a paper and pencil test

Semi-direct

Example: Candidates respond to tape-recorded stimuli, with their own responses being recorded and later scored.

2. Discrete Point versus Integrative testing

a. Discrete – A completely discrete-point item would test simple one point or objective such as testing for the meaning of a word isolation

Example:Choose the correct meaning of the word paralysis.(A) Inability to survive(B) State of unconsciousness(C) State of stuck(D) Being in pain

Discrete Point testing

• testing of one element at a time, item by item or series of items each testing a particular grammar structure

Integrative testing

• requires the candidate to combine many language elements in the composition of a task

Example: writing a composition, making notes while listening to a lecture

*Diagnostic tests of grammar ----- DISCRETE

Integrative test• integrative item that would test more than

one point or objective at a time (e.g. comprehension of words, and ability to use them correctly in context)

Example: Demonstrate your comprehension of the following words by using them together in a written paragraph: “paralysis”, “accident” and “football”

Sometimes an integrative item is really more a PROCEDURE than an item.

3. Norm-referenced versus Criterion-referenced Testing

• In norm-referenced test, students’ scores are interpreted relative to each other in a normal distribution (bell curve).– to facilitate proficiency and placement decisions

Criterion-referenced exams

• measure student ability against a predetermined standard, e.g. the learning objectives of a specific course or unit of a course.

• The interpretation of scores is, therefore, ABSOLUTE.

Objective versus Subjective Testing

• Objective – no judgment is required– There is only one right answer.

• Subjective – if judgment is called for– free composition, looking for series of factors

(creativity, style, cohesion and coherence, grammar and mechanics)

THANK YOU!