Chapter 10 presents criteria and test types. This chapter include contents as: Validity, reliability, discrimination, administration, test instructions to candidates, backwash effects,...
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Nội dung Text: Bài giảng môn Phương pháp kiểm tra và đánh giá học tập: Chapter 10 - Phan Thị Thu Nga
- Chapter 10:
Criteria and Test Types
- A. Criteria
1. Validity
2. Reliability
3. Discrimination
4. Administration
5. Test instructions to candidates
6. Backwash effects
- 1. Validity
Validity the extent to which it
measures what it is supposed to
measure & nothing else (content)
Face validity
Content validity
Construct validity
Empirical validity
- Face validity
If a test item looks right to other testers,
teachers, moderators & testees
described as having face validity
In the past, regarded by test writers simply
as a public relations exercise
Now, designers of communicative tests:
face validity- the most important of all
types of validity
- Content validity
Depending on a careful analysis of the
language being tested & of the
particular course objective
When constructing tests, writers should
first draw up a table of test
specifications (language skills, areas
included…)
- Construct validity
A test having construct validity is capable
of measuring specific characteristics in
accordance with a theory of language
behavior and learning
For example, a test consisting of multiple
choice items will lack construct validity if
the communicative approach is adopted
during the language course
- Empirical /statistical validity
This kind of validity obtained as a result of
comparing the results of the test with the results
of some criterion measure such as:
An existing test, known to be valid and given at
the same time
The teacher’s ratings or any other such form of
independent assessment given at the same time
- Empirical /statistical validity
The subsequent (later) performance of the
testees on a certain task measured by some
valid test
The teacher’s ratings or any other such form
of independent assessment given later
- Summary (Validity)
The test situation
The technique used
important factor in determining the
overall validity of any test
- 2. Reliability (definitions)
A test administrated to the same candidates on
different occasions produces the same
results reliable
Reliability denotes the extent to which the same
marks /grades awarded if the same test
papers marked by
(i) 2 or more ≠ examiners
(ii) the same examiner on ≠ occasions
- 2. Reliability (affecting factors)
Reliability affected by the size of the sample &
the administration of the test
Other factors:
(1) test instructions (rubrics)
(2) personal factors like motivation & illness
(3) scoring of the test (the most important factor-
objective tests overcome this problem of marker
reliability)
- 2. Reliability (measuring methods)
(1) Re-administering the same test (the
same group of candidates) after a lapse
time
(2) Administering parallel forms of the test
to the same group (tests must be identical
in the nature of sampling, difficulty, length
& rubrics). If the correlation between 2
tests is high, the test can be termed
reliable.
- 3. Reliability versus Validity
2 chief criteria for evaluating any test (
an ideal test should be valid & reliable)
The greater the reliability of a test, the
less validity it usually has.
- 4. Discrimination
An important feature of a test is its capacity:
(1) To discriminate among ≠ candidates
(2) To reflect the differences in the
performances of individuals in a group
The extent of the need to discriminate will
vary depending on the purpose of the test
- 5. Administration/Practicality
A test must be practicable, i.e. fairly straight
forward to administrate or able to administrate (the
length of time for administrating, collecting answer
sheets, reading instructions).
Another practical consideration concerns the
answer sheets and the stationery used.
- 6. Test instructions to the candidates
All instructions are clearly written.
Samples are given.
Grammatical terminology should be
avoided.
- 7. Backwash effects
Def.: the influences of testing on teaching &
learning
Positive backwash effect (reading tests
development of reading skills)
Negative backwash effect (objective tests
reducing learners’ motivation
Implications: influences of tests on the
compilation of syllabus & language teaching
programmes
- B. Types of tests
1. Achievement /attainment tests
2. Proficiency tests
3. Aptitude tests
4. Diagnostic tests
- 1. Achievement /attainment tests
Class progress tests, the most widely
used types of tests
Achievement tests, formal tests
- Class progress tests
Designed to measure the extent to which Ss
have mastered the material taught in the
classroom, allowing Ss to show what they
have mastered
Used as a teaching device: backwash effects
on teaching & motivation
Good tests encouraging Ss to perform well
& gain confidence
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