Testing, Testing, 1,2,3

Veronica Roberts Masuda Akie

Shimada Commercial High SchoolSkills Development Conference

Asunaro, Kakegawa November 14th, 2013

Why do we test students?

We have to!

We need to check student progress.

X

We need to check our teaching effectiveness.

We need to identify areas for further instruction.Students need feedback for a sense of purpose and accomplishment.

What Makes a Test Good?

It is fair It is objective It assesses what it's meant to. It is realistic

How to Create a Test:

Step 1: What are you testing? Step 2: What skills are being tested? Is it balanced?

Should it be? Step 3: Realistically, how long will this take? Step 4: What are your standards?

The Four Skills

The Four Six or Seven Skills.

No Skill is an Island

That said, there are testing methods that focus on each skill.

Vocabulary Test Example

_____________ ___________

_____________ _____________

Listening tests

Listening tests are probably the ALT's most natural responsibility.

They are very easy to standardize and often easy to mark.

The most common listening test is one in which students listen to a dialogue and answer multiple choice questions about it.

Another option are listening task assignments in which students listen to instructions and follow them.

Example Listening Task

Reading

When you test in English, as ALTs often do, the entire test is a reading test.

Depending on the response level, reading tests are often easy to standardize and mark. The more the test assesses, the more difficult to mark.

The basic reading test is reading a passage and answering multiple choice questions about it.

However, reading task assignments are also an option

Reading Test Example

Write the number 1 on the shelf, over the bed.

Write the number 2 on the dresser, between the bed and the lamp.

Write the number 3 on the wall below the window.

Writing

Writing tests are time consuming! They are time consuming for students, for ALTs and

especially for JTEs. Writing tests are subjective. Writing tests are a trouble spot. However, they are often used to check critical

thinking and usually have the most value.

Writing Test Example

Describe the location of 3 of the objects in the picture above

Speaking

Speaking tests are dangerously subjective. We must be very careful about them.

Speaking tests can overlap well with writing tests. They generally require the most preparation from your students.

Example Speaking Assignment

Name:______________ HRno:_______

Doctor's VisitYou and your partner (or group) will write and perform a skit that takes

place in a doctor's office. One person will be the doctor and one (or two) will be the patient. Each person must have at least ten lines (group of 3, 7 lines)

The first draft of your script is due [DATE]. Veronica will check it and hand it back by [DATE]. You will write a second draft due on [DATE]. You will memorize it and perform it on [DATE]

Communication

The Holy Grail of ALT testing! We want to be testing communication as much as

possible. The best way to test communication is conversation

tests. These are extremely subjective!

Communication Test Example

Provide the students with a train schedule in Japanese.

The ALT asks the student “Excuse me, could you help me?” “...” “Can you tell me when the next train to [Difficult-to-get to location] is?” “...”

Making Tests Objective

Step 1: Identify areas of assessment; for example, pronunciation, rhythm, memorization, presentation, content.

Step 2: Specify! Step 3: Clarify. Step 4: Record (?) Step 5: Be Conscientious.

Example Rubric

Student Name HRNo Pronunciation Rhythm Memorization Presentation Content Notes1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Discussion Questions

What are problems you have found while testing?

Do you have test-setting anxiety?

What have you noticed about your successful tests?