TAP HUAN KTDGHS THEO DINH HUONG TICH CUC

SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH QUẢNG BÌNH
Workshop 2014
Quảng Bình 14/10/2014
TẬP HUẤN
KIỂM TRA ĐÁNH GIÁ KẾT QUẢ HỌC TẬP THEO ĐỊNH HƯỚNG PHÁT TRIỂN NĂNG LỰC HỌC SINH
QUANG BINH DEPARTMENT OF EDUCATION AND TRAINING
Workshop 2014
Quang Binh, 4-6 August 2014
A WORKSHOP
ON INNOVATION IN TESTING AND ASSESSMENT
Course objectives
Workshop 2014
Raise awareness of the innovation in assessment and testing
Reflect on your own testing and evaluation of your students
Apply what you learnt in your own teaching context


Do you understand?
Workshop 2014
What is your understanding of the terms: “evaluation”, “assessment” and “testing”?

Evaluation/Assessment/Testing
Workshop 2014
Evaluation

All the factors that influence the teaching/learning process
Assessment
A variety of ways of collecting information on a learner’s ability or achievement
Testing
One type of assessment: a formal, systematic way to gather information about students’ behavior


One view
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Do you understand?
Workshop 2014

Why do we have to assess students’ performance?

What are the purposes for Assessment?
Workshop 2014
To identify what they have learned (achievement over a term)
To identify Ss’ progress in learning EL
To give feedback on the performance of Ss
To diagnose problems and strengths Ss have in a skill
Views from Filipino
and Malaysian
teachers
To plan the next lesson
Types of tests
Workshop 2014



Using test purposes

Workshop 2014



Using test score procedure

Workshop 2014



Subjective Testing
Judgment is required on the part of the scorer.
Different degrees of Subjectivity in scoring
Complexity increases subjectivity
The scoring of a composition is more subjective compared to short-answer responses
Objective Testing
No judgment is required on the part of the scorer
Using construction approach
Workshop 2014
Direct Testing: requires the test taker to perform precisely the skill we wish to measure. For example, if we want to know how well a student writes essays, then we get them to write an essay.
Indirect testing: makes an attempt to measure the sub-skills which underlie the skills in which we are interested.



Testing Tips I
Workshop 2014
Test what has been taught and how it has been taught
Set testing tasks in a real-life context
Choose authentic formats for tasks and techniques
Inform students about what is to be tested
Make sure students are exposed to the format of the test before testing



Testing Tips II
Workshop 2014
Administer the test in uniform, appropriate conditions
Provide feedback as soon as possible after the test
Reflect on the test (teacher)
Be prepared to make changes to the test
Use multiple measures of assessment




Testing Tips III
Workshop 2014
Design tests based on course objectives
Keep the format the same within each section
Include items at different levels of difficulty–start with the easiest question
Avoid including negatives and ambiguous items
Check for bias–racial, gender, ethnic
Include items that require students to process information
Write/give clear, unambiguous instructions
Develop sample answers and the answer key during the test development







Any comments or questions???
Thank you