DELTA: ASSESSMENT AND TESTING
100% ACCURATE
Integrative testing - ANSWERtests a wider knowledge of language ability in certain
skills. eg. essay, dictogloss, oral test
Norm-referenced testing - ANSWERaims to test students against each other and
thereby determin the top percentage and different bands within the cohort.
eg. who can move up to the next level
who can enter University
Scorer Reliability - ANSWERidea that different markers or scorers would give the same
marks to the same tests (difficult within writing and speaking - subjectivity).
need clear guidelines
standardisation
double marking
Test Reliability - ANSWERReliable if the same students, with the same amount of
knowledge, taking the same test at a different time would get more or less the same
results.
eg. external exams - vital that there is not a large discrepancy in the level of difficulty in
each examining session.
Test Practicality - ANSWERHow easy it is to administer the test. (materials, time to
mark test etc.)
Backwash - ANSWERThe effect that the test has on the teaching programme LEADING
UP to it.
Can be positive or negative.
+ More motivations, does homework...
- learning only for the test, lacking functional communicative language
Spin-Off - ANSWERThe effect a test may have on the learner, teaching, and classroom
activities that FOLLOW the test.
Progress/Formative Test - ANSWERAdministered during the course. Test content is
based on teaching content. To test what has been taught on the course so far.
Teachers and learners can see progress.
Can be used to help teachers and learners set goals.
Final Achievement/Summative Test - ANSWERUsed at the end of a course to see if
students have achieved the objectives set out in the course. A lot of information about
this type of test is wasted as it does not feed back into the learning process.
100% ACCURATE
Integrative testing - ANSWERtests a wider knowledge of language ability in certain
skills. eg. essay, dictogloss, oral test
Norm-referenced testing - ANSWERaims to test students against each other and
thereby determin the top percentage and different bands within the cohort.
eg. who can move up to the next level
who can enter University
Scorer Reliability - ANSWERidea that different markers or scorers would give the same
marks to the same tests (difficult within writing and speaking - subjectivity).
need clear guidelines
standardisation
double marking
Test Reliability - ANSWERReliable if the same students, with the same amount of
knowledge, taking the same test at a different time would get more or less the same
results.
eg. external exams - vital that there is not a large discrepancy in the level of difficulty in
each examining session.
Test Practicality - ANSWERHow easy it is to administer the test. (materials, time to
mark test etc.)
Backwash - ANSWERThe effect that the test has on the teaching programme LEADING
UP to it.
Can be positive or negative.
+ More motivations, does homework...
- learning only for the test, lacking functional communicative language
Spin-Off - ANSWERThe effect a test may have on the learner, teaching, and classroom
activities that FOLLOW the test.
Progress/Formative Test - ANSWERAdministered during the course. Test content is
based on teaching content. To test what has been taught on the course so far.
Teachers and learners can see progress.
Can be used to help teachers and learners set goals.
Final Achievement/Summative Test - ANSWERUsed at the end of a course to see if
students have achieved the objectives set out in the course. A lot of information about
this type of test is wasted as it does not feed back into the learning process.
