Castillo - Eng 505 M&F Exam

SAMAR STATE UNIVERSITY
Arteche Blvd., Catbalogan City, Philippines 6700

Graduate School
MIDTERM & FINAL EXAMINATION IN ENGLISH 505 (Methodology of Language Testing)

Summer Term 2021
Name: Abegail A. Castillo

Program: MAED-ENG
Subject: Methodology of Language Testing
Name of Professor: Alona Medalia Cadiz-Gabejan, D. A.
Date submitted: 07/29/2021
1. For Discrete Point Testing
1.1. Multiple Choice

Because my mother was sick, I _____ to go home last week.
a. had b. have c. has d. hadn’t
1.2. Completion Item (Supply the missing grammatical item.)
Give the book to the woman in the blue dress.
I will go to your house tomorrow.
John has been in this office since 2010.
1.3. Yes/No; True/False
In the simple present tense, we use did to make questions and negatives.
a. True b. False
We use present participle when we tell about plan.
a. True b. False
1.4. Phoneme Recognition (You do not need to answer these.)
 This form of listening assessment assesses students’ ability to correctly identify different phonemes and
morphemes commonly found in the English language.
Examples:
 Phonemic Pair, consonants Students hear:
(He is walking.; He is working.)
 Phonemic Pair, vowels Students hear:
(Is he living?; Is he leaving?)
 Morphological Pair, -ed ending Students hear:
(We walk to school.; We walked to school)
2. For Integrative Testing
Cloze Test
Directions: Read the following text and complete it by being guided with the words given in the options.
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I do remember it and I’m grateful, but I can’t help feeling that a woman capable of taking other people’s
lives and juggling with them as if they were rubber balls, as she did with ours, is likely at any moment to break
out in a new place. So, my gratitude to her is the sort of (1) Tippy [hat tip] you would feel toward a cyclone if
you were walking home late for dinner, and it caught you up and deposited you on your doorstep. Moreover, your
Aunt Lora is a human (2) Cyclone [storm]. No, on the whole, she’s more like an earthquake as she has a habit of
splitting up and altering the face of the world whenever she feels like it, and I’m too well satisfied with my world
at present to (3) relish [enjoy] the idea of having it changed.
Little by little the garrison of the studio had been (4) whittled [small slice] down. Except for Steve, the
community had no regular members outside the family itself. As Hank was generally out of town, and Bailey paid
one more visit, then seemed to consider that he could now absent himself altogether, and the members of Kirk’s
bachelor circle stayed away to a man.
Q 1. Q 2. Q 3. Q 4.
A) Tippy A) Cyclone A) Good A) slice
B) Gratitude B) giant B) relish B) whittled
C. Excellence C) Chin C) delicious C) Cut
D) Battle D) Hunter D) Happy D) levelled
3. For Communicative Language Testing
Role Play
Directions: Pick one from the three situations below and act out the scenario. You may ask for co-participants
whenever necessary. Have someone to video-record you while doing the role play. (15 points)
 Pretend that you are a sales clerk at a store and are trying to find an outfit for your client’s special
occasion. Tell what the hot trends are for a red-
 You are asking your class deeper-level questions to help them process a lesson you are teaching. One of
your students is acting particularly silly, raising a hand, and offering flippant and irresponsibly incorrect
answers. What do you do?
 A customer ordered a product online and has not yet received it after the expected delivery date.
The customer is irritated and demanding a refund. What do you do?
 Suppose you are a TV anchor and you have scheduled a Senator or Congressman for an interview on
the recently approved bill, the “Child Car Seat Law”.
4. For Performance Testing

Job-related Writing
Your school has received a letter from Juan dela Cruz, the leader of a local youth club, whom you have
not met before, asking for a donation toward the club’s activities. As the school principal, you have been asked
to reply. (10 points)
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Dear Mr Dela Cruz,

I have received your letter requesting for financial support for your local youth club. I am
delighted to know that young people such as you, are engaging in activities that champion
leadership and transformation among young people.
That being said, this is my first time knowing you and the organization. While I would like to
support this worthy cause, I think it is better if I could talk to you personally and know more
about your goals and plans for the club. In doing so, I will be able to assess the areas where I can
support best. Should you wish to visit me at my office, I am available every Wednesday at 2-3
pm.
I wish you much success in your goals.
Retelling
Listen to a story or watch a news event and simply retell it, or summarize it orally. In so doing, you must
identify the gist, main idea, purpose, supporting points, and/or conclusion to show full comprehension while
applying, of course, the grammar points. Send to my Facebook messenger account both your source (either the
audio for the story or the video for the news event) and your own video-recorded output. (15 points)
Evaluation (60 points)

Directions: On separate sheets of paper, answer as asked. Thereafter, attach it and the other sheets (where you
have written your answers to the earlier questions/tasks) to this page.
1. Differentiate the nature of teaching and testing in English language. (10 points)
In education, teaching is the concerted sharing of knowledge and experience, which is usually organized
within a discipline and, more generally, the provision of stimulus to the psychological and intellectual growth of
a person by another person or artifact (Glossary of Education Reform, 2014). Whereas testing is finding out how
well something works. In terms of human beings, testing tells what level of knowledge or skill has been acquired.
A test is used to examine someone’s knowledge of something to determine what that person knows or has learned.
It measures the level of skill or knowledge that has been reached. (Glossary of Education Reform, 2014).
2. Using a timeline, illustrate the history of language testing, mention authorities, and briefly explain the
essential details. (10 points)
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Historical Development in Language Testing
1940s – 1960s
 broadened view of language ability
 Language testing became an object for supported by proponents of
scientific research, with “Vilareal’s Test communicative competence
of Aural Comprehension in 1947 and (Widdowson 1983) (Savignon 1983)
Lado’s Measurement in English as a
(Canale and Swain 1980)
Foreign Language in 1949” (Kunnan
1999:707) being the first two Ph.D.  Their view of language use as the
dissertations in the field of language creation of discourse or the situation
testing. negotiation of meaning, and of language
 Emphasis on sentence- level ability as multi-componential and
grammatical paradigms, definitions of dynamic, force language testers out of
vocabulary items, and translation their narrow conception of language
 Test consisted of grammar and
ability as an “isolated trait”.
vocabulary items in MCQ with a variety
of translation exercises- words  John Oller proposed so-called tests on
sentences, and short paragraphs. the basis of his Unitary Competence
 Robert Lado went on to do further Hypothesis. He was convinced that
research and, in 1961, presented his language proficiency was indivisible and
views in Language Testing. His could consequently not be tested in
structuralist approach promoted part.
discrete point testing, a concept which
 Assessment methods used were cloze
“was reinforced by theory and practice
within psychometrics” (McNamara tests and dictation
2000:14).
 It is based on this assumption that the 1970s – 1980s
four basic language skills listening,
reading, writing, and speaking are  The new and more student-centred
independent from one another and can,
agenda
therefore, be assessed separately.
 Expanded connections between
I980s – 1990s language testing and mainstream
 The quest for authenticity. educational measurement, particularly
Communicative Testing approach was in the areas of methodology and the
formulated by Canale and Swain and concern for research interest in ethical
took into account the “interactive, direct issues and the consequences of test use
and authentic” (Shohamy 1997: 142) and in the professionalization of the
nature of language. field.
 As for the theory of Communicative  Involve oral production, written
Testing, Canale and Swain divided production, open-ended responses,
general language competence into four integrated performance (across skill
sub-competencies: grammatical areas), group performance and other
competence, strategic competence, interactive tasks.
discourse competence and
sociolinguistic competence, a concept
which was elaborated by Lyle Bachman New Era
in 1990 and revised by Bachman and Performance-Based Assessment
Palmer in 1996.
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3. Using the matrix below, differentiate the four approaches to language testing. (40 points)
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Four Approaches to PRINCIPLES STRENGTHS WEAKNESSES TYPES OF TEST

LT
1. Discrete point -Discrete point tests are constructed on the -The test of this approach can cover a - Constructing discrete point test -simple spelling test
testing assumption that language can be divided into its wide range of scope of materials to be items is potentially energy- and time- -True/false
component parts, and those parts can be tested put in the tests. consuming. -multiple choice
successfully. The components are the skills of -The test allows quantification on the - The test does not include social -fill in the blank
listening, speaking, reading, writing, and various students’ responses. contexts where verbal
units of language of phonology, morphology, -In the term of scoring, the test is also communications normally take place.
lexicon, and syntax. Discrete point tests aim to reliable because of its objectivity; the - Success in doing the test is not
achieve a high reliability factor by testing a large scoring is efficient, even it can be readily inferable to the ability of the
number of discrete items, but each question tests performed by machine. test taker to communicate in real-life
only one linguistic point. circumstances.
2. Integrative testing -Integrative language testing is based on the unitary -The approach to meaning and the total - Even if measuring integrated skills Cloze test and
trait hypothesis, which states that language is communicative effect of discourse will are better, but, sometimes, teacher Dictation
indivisible. be very useful for pupils in testing. should consider the importance of
-Integrative testing approach involves the testing of - This approach can view pupils’ measuring skills based on particular
language in context and is, thus, concerned proficiency with a global view. need, such as writing only, speaking
primarily with meaning and the total - The strength of the test such as only, etc.
communicative effect of discourse. This approach dictation, writing, and cloze test is that - The scoring is not efficient and not
states that communicative competence is so global relatively cheap and easy to make. reliable.
that it requires the integration of all linguistic
abilities.
3. Communicative -Tasks in the test should resemble, as far as role play such as
Language Testing possible, to the ones as would be found in real-life -The tests are more realistic to evaluate -Not efficient (time and energy pretending that the
in terms of communicative use of language. the students’ language use, as the consuming) students come to the
-There is a call for test items contextualization. students in a role as though they were -Problem of extrapolation (Weir, doctor, pretending
- There is a need to make test items that address a to communicate in the real world / daily 1990) that the students are
definite audience for a purposeful communicative lives. -We cannot guarantee that the in the market, etc.
intent (goal) to be envisioned (might happen). -It increases students’ motivation since students who successfully accomplish
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- Test instructions and scoring plans should touch they can see the use of language they the task in class will also be
on effective, communication of meaning rather than learnt in class in the real world. successful in the communication in
on grammatical accuracy. real life.
4. Performance -Performance-based assessment believes that the -Increasing learning motivation (The - Time consuming (for students: they -Any assessment
Testing students will learn best when they are given a students tend to be more motivated and need to prepare the performance e.g. can be considered a
chance to perform and show what they know involved when they are allowed to downloading information from the type of performance
according to their own plan, collect data, infer perform according to their own plan, Internet or preparing the costume and when a student is
pattern, draw conclusion, take a stand or deliver collect data, infer a pattern, draw property for role play; for teachers: placed in some
presentation. conclusions, take stand, or deliver a Teachers need to provide guidance in contexts and asked
- According to Brown (2004), in developing presentation.) every stage they are going to get to show what they
performance-based assessment, we, as teachers, -Meaningful (It is meaningful through. For example, in assessing know or can do in
should consider the following principles: assessment when we require students the students to make portfolio of that context, e.g.,
to show what they can do through essays, they need to check every oral work, research
 State the overall goal of the performance. project, performance, or observation. It single paper of the students, one by projects, skill
 Specify the objectives (criteria) of the will give them learning experience one every week, and when it has been demonstration etc.
performance in details. more than just paper-and-pencil test.) revised, they have to check them
 Prepare students for performance in step- -Authentic (Since the materials and again.)
wise progressions. topics we use in class are authentic, the
 Use a reliable evaluation form, checklist, or students can see the relation of what
rating sheet. they learn with the reality in their daily -Expensive (Students: the students
 Treat performances as opportunities for lives.) should provide extra money to
giving feedback and provide that feedback - Challenges high order thinking skills prepare the performance such as
systematically. of students (In order to prepare for the costumes for role play.)
 If possible, utilize self- and peer- best performance, the students will also -Expensive (Students: the students
assessments judiciously (wisely/carefully). try their best to analyze the problem should provide extra money to
deeper and find many learning sources prepare the performance such as
by themselves.) costumes for role play.)
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SAMAR STATE UNIVERSITY

Arteche Blvd., Catbalogan City, Philippines 6700

MIDTERM & FINAL EXAMINATION IN ENGLISH 505 (Methodology of Language Testing)

Name: Abegail A. Castillo

1. For Discrete Point Testing

1.1. Multiple Choice

2. For Integrative Testing

3. For Communicative Language Testing

4. For Performance Testing

Dear Mr Dela Cruz,

Evaluation (60 points)

Historical Development in Language Testing

Four Approaches to PRINCIPLES STRENGTHS WEAKNESSES TYPES OF TEST

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