the second part of second language assessment 김자연 정샘 위지영
TRANSCRIPT
![Page 1: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/1.jpg)
The second part of Second Language
Assessment
김자연정샘
위지영
![Page 2: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/2.jpg)
Introduction *Objective
- key issues - theoretical framework - Reading comprehension - skill-listening, speaking and
writing
![Page 3: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/3.jpg)
*constructive view of language testing
- interaction - knowledge they have - improve their skills
Introduction
![Page 4: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/4.jpg)
*constructive view of language testing
-clear to students-in different methods of testing -trained-returned promptly -The results are discussed
Introduction
![Page 5: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/5.jpg)
Theoretical Foundations
![Page 6: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/6.jpg)
(1)Types of Language
Assessment Instruments
*JACOB
-administrative (Proficiency) -instructional(Achievement) -research purposes
![Page 7: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/7.jpg)
(1) Types of Language Assessment Instruments
*Distinction in testing
- Norm-referenced - Criterion-referenced
![Page 8: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/8.jpg)
(1)Types of Language Assessment Instruments
*Communicative competence (Canlae and Swain )
-Grammatical competence -Discourse competence -Sociolinguistic competence -Strategic competence
![Page 9: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/9.jpg)
(1)Types of Language Assessment Instruments
*Strategic competence
a. assessment component b. planning component c. execution component
![Page 10: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/10.jpg)
(2) Classifying an Item
-a given objective may be tested by a series of items
![Page 11: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/11.jpg)
(3) The Skill Tested
-receptive skills: listening and reading, nonverbal
-productive skills: writing and speaking, nonverbal
![Page 12: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/12.jpg)
(4)The nature of the item
-discrete-point -integrative -objectivity -subjective
![Page 13: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/13.jpg)
(5) The Intellectual Operation Required
-knowledge retrieval -comprehension -application -analysis -synthesis -evaluation
![Page 14: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/14.jpg)
(6) The Tested Response Behavior
*Items can test different response behavior
*Test familiarity may be the overriding factor
![Page 15: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/15.jpg)
(6) The Tested Response Behavior
-accuracy : pronunciation, grammar -fluency : how well -quick response: how fast -performance : real world task -authentic language assessment
![Page 16: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/16.jpg)
(7) Characteristics of Respondents
-personal characteristics -topical knowledge -affective schemata -language ability
![Page 17: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/17.jpg)
(8) Item-Elicitation Format
-The format for elicitation of the item has to be determined.
-An item can have a spoken , written, or visual stimulus as well as any combination of the three.
![Page 18: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/18.jpg)
(9) Item-Response Format
-fixed : true /false, multiple-choice, matching items -structured : ordering, duplication, identification, completion -open-ended : composing, speech, role playing
![Page 19: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/19.jpg)
(10) Elements of Language to be Assessed
-communicative competence
-untapped elements of language :
![Page 20: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/20.jpg)
ASSESSING LANGUAGE
SKILLS
![Page 21: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/21.jpg)
ASSESSING LANGUAGE SKILLS
- The testing of discrete language
items vs more integrative or global assessment of language
- traditional or standard means of
assessment vs alternative means
![Page 22: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/22.jpg)
Methods of Testing Reading Comprehension
(1) Types of Reading (2) Level of Meaning (3) Comprehension Skill (4) Testing Method
![Page 23: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/23.jpg)
(1) Types of reading
① Skim or Scan(≠search reading) ② receptively ③ responsively
![Page 24: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/24.jpg)
(2) Level of Meaning
①Grammatical meaning ② Propositional meaning ③ Discoursal meaning ④ Writer’s intent
![Page 25: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/25.jpg)
(3) Comprehension Skill
① recognize ② Identifying or locating information ③ Discriminating ④ Interpreting ⑤ Inferencing ⑥ Synthesis ⑦ Evaluation
![Page 26: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/26.jpg)
(4) Test Method
① The cloze and the C-test ⓐ The origins of the cloze test (traditional fixed word deletion) ⓑ Gap-filling procedure (rational-deletion cloze) ⓒ C-test
![Page 27: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/27.jpg)
② Computerized Adaptive Testing(CAT)
- Advantages of CAT ① Individual testing time may be reduced ② Frustration and fatigue are minimized ③ Boredom is reduced ④ Test scores and diagnostic feedback may be provided immediately ⑤ Test security may be enhanced ⑥ Record-keeping functions are improved ⑦ Information is readily available for research purposes
![Page 28: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/28.jpg)
② Computerized Adaptive Testing(CAT)
- Disadvantage of CAT Presumes that one major language
factor or underlying trait is being measured at a time.
![Page 29: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/29.jpg)
③ Communicative Tests of Reading Comprehension
Good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is acceptable-that is, accepted as fair, important, and interesting by test takers and test users. Also, feedback potential, rewarding both test takers and test users with clear, rich, relevant, and generalizable information.
![Page 30: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/30.jpg)
Story line test
-one of the particular variety of communicative test. - A test with a thematic line of development. -Common theme runs throughout to
assess the effects of context. -Respondents learn as they read on.
![Page 31: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/31.jpg)
Swain(1984)
The test consisted of six tasks around a common theme, “ finding summer employment.” There were four writing tasks and two speaking tasks. Swain’s main concern was to “bias for best”
![Page 32: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/32.jpg)
Brill(1986)
Complete a communicative story line test which included five tasks dealing with membership in a youth group.
![Page 33: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/33.jpg)
Canal(1985)
① Such tests put to use what is learned ② Focus on the message and the function ③ Group collaboration as well as individual work ④ The respondents use their resourcefulness in resolving authentic problems in language use ⑤ The testing itself is more like learning, and the learners are more involved in the assessment.
![Page 34: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/34.jpg)
Test Construction
and Administration
![Page 35: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/35.jpg)
(1) Inventory of Objective
-Test constructors first make an inventory of the objectives that they want to test. This involves distinguishing broad objectives from more specific ones and important objectives from trivial ones.
-The number of test items or procedures used to measure any given objective depends on several things. e.g. MASTERY
![Page 36: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/36.jpg)
(2) Constructing an Item Bank
1. the skill or combination of skills tested. 2. the language element(s) involved. 3. the item-elicitation and item-response
formats. 4. instructions on how to present the item. 5. the section of the book or part of the
course that the item relates to (if applicable)
6. the time it took to write the item (which gives an estimate of the time needed to prepare a series of such items for a test)
![Page 37: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/37.jpg)
(3) Test Format
One basic issue of test format is whether the test progresses to increasingly more difficult items or whether easy and difficult items and procedures are interspersed.
![Page 38: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/38.jpg)
(4) Instructions
The respondents should be informed as to whether guessing incorrectly counts against them. They should know the value of each item and section of the test. Finally, the time allowed for each subsets and/or for the total test should be announced. If speed is a factor for a subset, the respondents should be made aware of this.
![Page 39: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/39.jpg)
(5) Reliability
The reliability of a test concerns its precision as a measuring instrument. Reliability asks whether a test given to the same respondents a second time would yield the same results.
![Page 40: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/40.jpg)
(5) Reliability
1. Test Factors 2. Situation Factors3. Individual Factors
![Page 41: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/41.jpg)
(6) Validity
-Face Validity-Content Validity-Criterion-Related Validity1. Concurrent Validity2. Predictive Validity-Construct Validity-Convergent Validity
![Page 42: The second part of Second Language Assessment 김자연 정샘 위지영](https://reader036.vdocuments.site/reader036/viewer/2022062517/56649e915503460f94b969bc/html5/thumbnails/42.jpg)
(7)Test Administration Checklist
(8)Test-taking Strategies