Пәннің оқу-әдістемелік кешенін құрастырушы: Абадилдаева Ш. К



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Survey of test formats
Abbreviations:
IQ - intelligence quotient: a commonly used measurement of intelligence
ss - students info - information dk - don't know
Reading and listening


TEST FORMAT

PROS

CONS

Short answer questions eg 'How tall are elephants?' 'Three metres.'

Easy to write and mark. Very good for checking gist or intensive understanding of texts.

Some writing. Important not to mark for accuracy and to decide what answers are correct. Need to ensure q's do not test ss' knowledge of the world.

Table completion eg 'Complete the table with information.' (age / family etc).

Easy to construct and mark. Good for checking specific info or data form a text.

Some writing. Need to decide on what answers accepted as correct.

Diagrams/maps/pictures eg 'Label the places on the map'

Quite realistic, motivating tasks. Good for checking specific info.

Can be difficult to draw pictures. Could involve non-linguistic skills (eg map reading).

Listing eg 'List the kinds of food mentioned in the text'.

Realistic. Easy to write and mark. Better for listening than reading.

Tests recognition of words. Does not test understanding or meaning.

True, false, don't know eg 'Mark the sentences t/f or dk: Lions are cats.'

Easy to write. Quite realistic. Tests gist or intensive understanding well.

High guessing element: 50% for t/f, 33% for tlfldk.

Multiple choice eg 'Choose the correct answer: John goes out- a sometimes b rarely с never.'

Very easy to mark thus good for very large classes. Good for checking gist or intensive understanding.

Very difficult to construct. Wrong options (distracters/ can distract better students. Guessing element.

Sequencing (texts/ pictures) eg 'Listen and put the paragraphs in order.'

Easy to construct. Good for stories (listening) and for linking of discourse.

Very difficult to mark. If one answer is wrong, others are too. Impractical unless marking scheme is adapted.

Text Completion eg 'Listen and complete the information about the film.'

Quite realistic. Good for listening for specific info.

For reading it tests knowledge of language, (see close and gap-fill)

Problem solving eg 'From the following info work out the people's names'

Realistic and good fun. Tests global understanding.

Can test general IQ not ability to read or listen.

Word attack eg 'Work out the meaning of these words from the text.'

Tests ability to infer meaning from context (for reading).

NOT suitable for listening (when it can work as a vocabulary
test).

Identify topic (text/paragraph) eg 'Match the title with the text.'

Good for gist reading. Easy to construct and mark.

Need to think of suitable answers when questions are open (eg giving titles to texts).

Linking eg 'What does the underlined word refer to? Ц arrived late.'

Good for testing intensive understanding 1 linking within text, (cohesion)

Need to underline words and give line numbers to make task easier to do and mark.

Identify linking words in a text eg after/next etc

Good for working out how a text holds together (cohesion)

Can be more a test of word recognition than of understanding.

Discrepancies eg 'Read the text then listen and list the differences."

Realistic, integrative test of both reading and listening.

Difficult to see if problems are due to listening or reading.

This session is aimed at developing students' skills in selecting texts for reading in the classroom and designing activities for various texts.




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