test construction
TRANSCRIPT
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Test Construction
by Maria Lavella Torregosa
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The Mechanics of Test
Construction
• Requires:
• Decision about the nature of the item or
question to which we ask students to
respond
• How we will score the item
• The skill we purport to test
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What are Test Items?
• Is a specific task test takers are asked to
perform
• Can assess one or more points or
objectives and the actual item itself may
take on a different constellation depending
on the context.
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The Skill Tested and the
Intellectual Skills Needed
• The language skills that test include the
• more receptive skills on a continuum –
listening and reading, and
• More productive skills – speaking and
writing.
• Nonverbal skills – gesturing ( both receptive
and productive)
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The Skill Tested and the
Intellectual Skills Needed
• Require the domains of learning as identified in Bloom’s Revised Cognitive Taxonomy:
• Knowledge
• Comprehension
• Application
• Analysis
• Evaluation
• Synthesis
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Phases of Evaluation
Four Phases:
• Preparation Phase
• Assessment Phase
• Evaluation Phase
• Reflection Phase
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Phases of Evaluation
Preparation
• Teachers decide what is to be evaluated, the
type of evaluation to be used , the criteria
upon which student learning outcomes will be
judged, and the most appropriate assessment
techniques for gathering information on
student progress.
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Phases of Evaluation
Assessment Phase
• Teachers select appropriate tools and
techniques, then collect and collate information
on student progress.
• Teachers must determine where, when, and
how assessments will be conducted, and
students must be consulted and informed.
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Phases of Evaluation
Evaluate Phase
• Teachers interpret the assessment
information and make judgments about
student progress.
• Students are encouraged to monitor their
own learning by evaluating their
achievements on a regular basis.
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Phases of Evaluation
Reflection Phase
• Allows teachers to consider the extent to
which the previous phases in the
evaluation process have been successful.
• Teachers evaluate the utility, equity, and
appropriateness of the assessment
techniques used.
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Stages of Test Construction
1) Planning
Essentials:
a. Goal
b. Format
c. Tasks
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Planning
1. Goal
-test’s goal is a vital step in the development process. If
the goal is assigning students to a level before a course
begins, rather than evaluating them afterwards, your
test design will reflect this.
2. Format
- the test developer will have to consider a few
format – related dilemmas, such as paper- based test versus
digital one.
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Planning
3. Tasks
there are a myriad of possible test
tasks, all of which can be used in different
formats for different levels
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Stages of Test Construction
2. Design
a. Collecting testing material
Collecting material with an appropriate degree of
situational and/ or interactional authenticity.
Appear both meaningful and realistic to each testee
b. Writing a draft version
This draft will often contain more questions and
items than are taken down to the final test version.
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Design
c. Evaluating the draft version
- the team members that were not involved in
writing the draft version have a close look at the test
and decide which questions will be omitted, which
items need further clarification
d. Rewriting the draft version
- based on the observations and suggestions
made by the reviewers, the draft version is rewritten
and refined until the whole team is happy with the
test.
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Stages of Test Construction
3. Development
a. Piloting
- the test is distributed among a group of representative end users in the same settings and circumstances as the live test.
- by analyzing the results from this piloting quantitatively and/ or qualitatively the validity and reliability of the test can be determined and refined.
a. Revising
- based on the results from the piloting and the test analysis, the final test will be composed.
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