Chapter III. Designing Classroom Language Tests: Language Assessment by Douglas Brown
Chapter III. Designing Classroom Language Tests: Language Assessment by Douglas Brown
Component
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purpose, objective, selecting and arrange items, types of scoring, grading, and feedback.
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Test Types:
Language Aptitude test: for prediction and measure capacity for ultimate success. Actually, it has limitation and flaw, because prediction is not easy to be made. When a person has appropriate knowledge, and nice strategies in learning, everyone can succeed.
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Aptitude
[cai2qing2], n., great ability, esp. litr. aptitude. 8. [cai2jU4], n., aptitude, capability (of person). 20. [cai2wu4], n., aptitude for understanding.
Test Types:
Proficiency test: it consists standardized multiple choice items on grammar, vocabulary, reading and aural part. It is summative and normreferenced. Such as TOFEL.
Test Types:
Placement test: for divide students into levels and put them into courses and indicate appropriate challenging materials for students.
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Test Types:
Diagnostic test: for diagnosing for a specified aspect. A placement based on a course level also serves diagnostic purposes. It is different from achievement test because it focuses on more detailed sub-categorized information learned.
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Test Types:
Achievement test:
It is directly related to classroom lessons, and it is limited within a particular material and curriculum in a time frame.
A good one can offer washback for learners performance quality.
Set clear and specific objectives. Determine a simple and practical outline, tested skills, and decide forms of item types and tasks.
Devising Test Tasks by drafting the questions, revising the draft, request aid from colleague, and imagine yourself as a student who write for this test.
teachers assign letter grade level depend on i. culture, context, and relations of the English classroom and teachers expectation.