In this unit we learned how to design some reading, writing, listening and speaking (four skills) exercices to use on tests.
We noticed that is difficult to select the appropriate items to evaluate our students but we practiced how to select them according to what our students are learning and also in what we want to know about their progress.
viernes, 29 de octubre de 2010
Unit 4
Reading Skill
Instructions: Read the next text about vacations and answer the following questions.
My Vacations to Florida
Have you ever been on a vacation? To me a vacation is a time to be with friends or family. When I think of vacations, I think of packing, the flight or drive, and relaxation. Not only is it very exciting to go on a vacation, but you also getting closer to the people that go with you.
Linda, my best friends´ mom, had asked me
in December, 2006, if I would want to go with their
family to Florida. When she asked me I thought she
was kidding, but when she said that she needed to
know because if I was going she needed to get me
an airplane ticket, I knew she was serious. I was so
excited I could have kissed her. I was going to Florida with my best friend, Lisa Rudrud, and her family. The people from Lisa´s family that were going were Tina, Randy, Ashley, and Linda. Tina is Lisa´s sister, Randy is Tina´s husband and Ashley is Tina´s daughter. Linda is Lisa´s mom and she was the only one out of all Lisa´s family I knew.
Comprehension questions:
1. Who is the best friend of her mom?
________________________________________________________________________________________________________________________________
2. With whom was she going to Florida?
________________________________________________________________________________________________________________________________
3. What is the name of Lisa’s sister?
________________________________________________________________________________________________________________________________
4. Where are they going to?
________________________________________________________________________________________________________________________________
5. Who was the only person that she didn´t know?
________________________________________________________________________________________________________________________________
6. Why are they going to that place?
________________________________________________________________________________________________________________________________
Writing Skill
Instructions: Imagine your e-pal is coming to visit you for the first time. You and a friend are meeting him/her at the airport. Write an e-mail describing yourself and your friend.
Example:
An e-mail describing people
Dear John,
I am meeting you at the airport at noon on Sunday. My friend is coming with me. Attached is a photo of both of us. As you can see, we’re both in our late teens. My friend is fairly tall and very pretty. She has …….
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Listening Skill
(Because we cannot send you an actual audio file, we are putting it here as a written one)
Instructions: Tell your students about your vacations to southern Mexico and tell them to answer some comprehension questions.
My Trip to the Maya Ruins of Mexico
I took a trip last September to visit the Mayan ruins of southern Mexico.
I flew into Cancun and then I took a bus to Chichen Itza, the most important archaeological zone in Yucatan. I was really exited to explore the ancient capital of the Mayan Empire and learn why it has been designated one of the modern wonders of the world. It’s a beautiful place and its extraordinary architectural beauty and geographical location leaved me in awe!
I went also to visit the cenote Ikil, it only was a 50-minute visit to this true nature wonder, but it was worth it, really beautiful place to swim. I had seen such a place like that ever in my life.
Now talking about the food there I had the opportunity to enjoy fresh salads, soups, rice, meat, chicken, fish, vegetables and other regional dishes. And while you are eating you'll enjoy a festive show in which the locals perform traditional dances to folklore music.
It was a really great experience in my life; I hope you all can have the opportunity to visit Chichen Itza at least once in your life; I’m actually planning on going there again pretty soon.
Oh! I took lots of photographs during my trip. I used a new Sony Mavica FD91 digital camera. It stores the pictures on 3.5" disks. I also had my old 35mm Minolta camera. The digital pictures are on the following pages.
www.myspace.com/myvacations
www.blogger.com/vacations
Comprehension questions:
1. ¿Which is the most important archaeological zone in Yucatan?
________________________________________________________________________________________________________________________________
2. ¿What activity can we performed in cenote Ikil?
________________________________________________________________________________________________________________________________
3. ¿What kind of food can you get there?
________________________________________________________________________________________________________________________________
4. ¿What can be enjoyed while eating?
________________________________________________________________________________________________________________________________
5. ¿What camera brands where used for the pictures?
________________________________________________________________________________________________________________________________
Speaking Skill
Instructions: Read the following dialogue with a partner and imagine it as if you were in that situation. Then, make two more dialogues with the giving situations, choose one and act it out in front of the class.
Example:
A wants to take the bus, but she finds herself short of small change, so she asks her friend B if he has some.
A: Do you have change for a dollar?
B: Yes, you're in luck. I do have some. What do you need it for?
A: I need some change for the bus.
B: How do you want it?
A: I need a couple of quarters and five dimes.
B finds a new job in New York and is about to move there. He doesn't want his friendship with A to drift apart. He wants to keep in touch.
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B wants to break up with his girlfriend because....
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
Instructions: Read the next text about vacations and answer the following questions.
My Vacations to Florida
Have you ever been on a vacation? To me a vacation is a time to be with friends or family. When I think of vacations, I think of packing, the flight or drive, and relaxation. Not only is it very exciting to go on a vacation, but you also getting closer to the people that go with you.
Linda, my best friends´ mom, had asked me
in December, 2006, if I would want to go with their
family to Florida. When she asked me I thought she
was kidding, but when she said that she needed to
know because if I was going she needed to get me
an airplane ticket, I knew she was serious. I was so
excited I could have kissed her. I was going to Florida with my best friend, Lisa Rudrud, and her family. The people from Lisa´s family that were going were Tina, Randy, Ashley, and Linda. Tina is Lisa´s sister, Randy is Tina´s husband and Ashley is Tina´s daughter. Linda is Lisa´s mom and she was the only one out of all Lisa´s family I knew.
Comprehension questions:
1. Who is the best friend of her mom?
________________________________________________________________________________________________________________________________
2. With whom was she going to Florida?
________________________________________________________________________________________________________________________________
3. What is the name of Lisa’s sister?
________________________________________________________________________________________________________________________________
4. Where are they going to?
________________________________________________________________________________________________________________________________
5. Who was the only person that she didn´t know?
________________________________________________________________________________________________________________________________
6. Why are they going to that place?
________________________________________________________________________________________________________________________________
Writing Skill
Instructions: Imagine your e-pal is coming to visit you for the first time. You and a friend are meeting him/her at the airport. Write an e-mail describing yourself and your friend.
Example:
An e-mail describing people
Dear John,
I am meeting you at the airport at noon on Sunday. My friend is coming with me. Attached is a photo of both of us. As you can see, we’re both in our late teens. My friend is fairly tall and very pretty. She has …….
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Listening Skill
(Because we cannot send you an actual audio file, we are putting it here as a written one)
Instructions: Tell your students about your vacations to southern Mexico and tell them to answer some comprehension questions.
My Trip to the Maya Ruins of Mexico
I took a trip last September to visit the Mayan ruins of southern Mexico.
I flew into Cancun and then I took a bus to Chichen Itza, the most important archaeological zone in Yucatan. I was really exited to explore the ancient capital of the Mayan Empire and learn why it has been designated one of the modern wonders of the world. It’s a beautiful place and its extraordinary architectural beauty and geographical location leaved me in awe!
I went also to visit the cenote Ikil, it only was a 50-minute visit to this true nature wonder, but it was worth it, really beautiful place to swim. I had seen such a place like that ever in my life.
Now talking about the food there I had the opportunity to enjoy fresh salads, soups, rice, meat, chicken, fish, vegetables and other regional dishes. And while you are eating you'll enjoy a festive show in which the locals perform traditional dances to folklore music.
It was a really great experience in my life; I hope you all can have the opportunity to visit Chichen Itza at least once in your life; I’m actually planning on going there again pretty soon.
Oh! I took lots of photographs during my trip. I used a new Sony Mavica FD91 digital camera. It stores the pictures on 3.5" disks. I also had my old 35mm Minolta camera. The digital pictures are on the following pages.
www.myspace.com/myvacations
www.blogger.com/vacations
Comprehension questions:
1. ¿Which is the most important archaeological zone in Yucatan?
________________________________________________________________________________________________________________________________
2. ¿What activity can we performed in cenote Ikil?
________________________________________________________________________________________________________________________________
3. ¿What kind of food can you get there?
________________________________________________________________________________________________________________________________
4. ¿What can be enjoyed while eating?
________________________________________________________________________________________________________________________________
5. ¿What camera brands where used for the pictures?
________________________________________________________________________________________________________________________________
Speaking Skill
Instructions: Read the following dialogue with a partner and imagine it as if you were in that situation. Then, make two more dialogues with the giving situations, choose one and act it out in front of the class.
Example:
A wants to take the bus, but she finds herself short of small change, so she asks her friend B if he has some.
A: Do you have change for a dollar?
B: Yes, you're in luck. I do have some. What do you need it for?
A: I need some change for the bus.
B: How do you want it?
A: I need a couple of quarters and five dimes.
B finds a new job in New York and is about to move there. He doesn't want his friendship with A to drift apart. He wants to keep in touch.
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B wants to break up with his girlfriend because....
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
A: ______________________________________________________________
B: ______________________________________________________________
sábado, 16 de octubre de 2010
Unit 3
TESTS
Proficiency tests
These tests are designed to determine the ability of people regarding in a particular language, but not considering previous training of the target language, this test is based on what participants are able to do in a language in order to be considered very capable. This test is often used to discover if the participant is able to fit into the needs or purpose wanted, it can be specific or more general.
• Example: A language knowledge test that we have to pass in order to be accepted in a university, like the test we do in Facultad de Idiomas U.A.B.C. or Cambridge First Certificate in English examination.
Achievement tests
These tests are related to language courses, and their purpose is to see how the students are progressing in completing the course objectives.
There are two kinds of these tests: final achievement and progress achievement tests. The final achievement tests, which content is related to the course, are the ones that are applied at the end of the course and they are written and given by superior official members, these are not done by the course teacher.
• Example: The final test in high schools in Mexican education system, they are sent from the state capital Mexicali.
The progress achievement tests are those applied during the course to measure student’s progress, their content is related to the course objectives.
• Example: A test for a specific unit from the course, this is applied after seen and reviewing the unit.
Diagnostic tests
These tests are applied to be aware of student’s weaknesses and strengths, this will help us to identify where students have problems so we can focus on the required skills.
• Example: A test done just to check how you are doing in all or some skills, it can be focus on reading, writing, listening, grammatical structures, and vocabulary.
Placement tests
These tests are designed to place students according to their level of language knowledge and command.
• Example: A test done by Centro de Idiomas U.A.B.C. to place students in the required level.
TESTING
Direct Testing
It’s the one that requires the candidate to perform precisely the skill that we wish to measure.
Indirect Testing
It’s the one that measures the abilities that underlie the skills in which we are interested.
Discrete Testing
It’s the one that refers to the testing of only one element at a time, item by item.
Integrative Testing
It’s the one where students have to demonstrate that they have the control over several aspects of language.
Norm-referenced Testing
It’s the one in which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.
Criterion-referenced Testing
Is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter.
Objective Testing
It’s a test in which no judgment is required on the part of evaluator.
Subjective Testing
It’s a test in which the judgment is required on the part of evaluator.
Analysis of a Test.
1. What is the purpose of the test? It is to measure students’ performance on grammar and vocabulary.
2. Does it represent direct or indirect testing (or a mixture of both)? It represents direct testing because students need to perform the skills.
3. Are the items discrete point or integrative (or a mixture of both)? It is integrative because it contains two aspects of the language to work on.
4. Which items are objective, and which are subjectivity? All the activities are objective because the test doesn´t have the need the judgment of the teacher. There are no subjective activities.
5. Is the test norm-referenced or criterion-referenced? It is norm-referenced because the tested person is in a predefined population.
6. Does the test measure communicative abilities? Would you describe it as a communicative test? Justify your answers. No, because the test is focused on specific aspects of grammar and vocabulary.
7. What relationship is there between the answers to question 6 and the answers to the other questions? There is no relation between the answers because the test we chose is not focused on any communicative aspect of the language, just in a part of the structure.
Validity
It refers to the extent to which a test's content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.
Reability
A reliable test should be a consistent measure of performance. In other words, the scores obtained by a student on one occasion should be very similar to those which would have been attained by the same student with the same level of language skills if the test were administered again on a different occasion.
Practicality
A test should be as economical as possible in terms of time and cost. Some considerations include administration, time, easy of marking and the reproduction of the test material. This is to make it simple and easy for both, students and the teacher.
Backwash effects
It refers to the effects a test has on teaching done prior to the test. This means that backwash is usually described as the effect that testing practices have on teaching practices. It is to quantify or directly describe such an effect. An important part of the description of a test is the description of any backwash effect that it hopes to have or is believed to have. It also depends on the ways in which teachers and learners interpret test requirements, and work with them in the classroom.
Proficiency tests
These tests are designed to determine the ability of people regarding in a particular language, but not considering previous training of the target language, this test is based on what participants are able to do in a language in order to be considered very capable. This test is often used to discover if the participant is able to fit into the needs or purpose wanted, it can be specific or more general.
• Example: A language knowledge test that we have to pass in order to be accepted in a university, like the test we do in Facultad de Idiomas U.A.B.C. or Cambridge First Certificate in English examination.
Achievement tests
These tests are related to language courses, and their purpose is to see how the students are progressing in completing the course objectives.
There are two kinds of these tests: final achievement and progress achievement tests. The final achievement tests, which content is related to the course, are the ones that are applied at the end of the course and they are written and given by superior official members, these are not done by the course teacher.
• Example: The final test in high schools in Mexican education system, they are sent from the state capital Mexicali.
The progress achievement tests are those applied during the course to measure student’s progress, their content is related to the course objectives.
• Example: A test for a specific unit from the course, this is applied after seen and reviewing the unit.
Diagnostic tests
These tests are applied to be aware of student’s weaknesses and strengths, this will help us to identify where students have problems so we can focus on the required skills.
• Example: A test done just to check how you are doing in all or some skills, it can be focus on reading, writing, listening, grammatical structures, and vocabulary.
Placement tests
These tests are designed to place students according to their level of language knowledge and command.
• Example: A test done by Centro de Idiomas U.A.B.C. to place students in the required level.
TESTING
Direct Testing
It’s the one that requires the candidate to perform precisely the skill that we wish to measure.
Indirect Testing
It’s the one that measures the abilities that underlie the skills in which we are interested.
Discrete Testing
It’s the one that refers to the testing of only one element at a time, item by item.
Integrative Testing
It’s the one where students have to demonstrate that they have the control over several aspects of language.
Norm-referenced Testing
It’s the one in which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured.
Criterion-referenced Testing
Is one that provides for translating test scores into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter.
Objective Testing
It’s a test in which no judgment is required on the part of evaluator.
Subjective Testing
It’s a test in which the judgment is required on the part of evaluator.
Analysis of a Test.
1. What is the purpose of the test? It is to measure students’ performance on grammar and vocabulary.
2. Does it represent direct or indirect testing (or a mixture of both)? It represents direct testing because students need to perform the skills.
3. Are the items discrete point or integrative (or a mixture of both)? It is integrative because it contains two aspects of the language to work on.
4. Which items are objective, and which are subjectivity? All the activities are objective because the test doesn´t have the need the judgment of the teacher. There are no subjective activities.
5. Is the test norm-referenced or criterion-referenced? It is norm-referenced because the tested person is in a predefined population.
6. Does the test measure communicative abilities? Would you describe it as a communicative test? Justify your answers. No, because the test is focused on specific aspects of grammar and vocabulary.
7. What relationship is there between the answers to question 6 and the answers to the other questions? There is no relation between the answers because the test we chose is not focused on any communicative aspect of the language, just in a part of the structure.
Validity
It refers to the extent to which a test's content is representative of the actual skills learned and whether the test can allow accurate conclusions concerning achievement.
Reability
A reliable test should be a consistent measure of performance. In other words, the scores obtained by a student on one occasion should be very similar to those which would have been attained by the same student with the same level of language skills if the test were administered again on a different occasion.
Practicality
A test should be as economical as possible in terms of time and cost. Some considerations include administration, time, easy of marking and the reproduction of the test material. This is to make it simple and easy for both, students and the teacher.
Backwash effects
It refers to the effects a test has on teaching done prior to the test. This means that backwash is usually described as the effect that testing practices have on teaching practices. It is to quantify or directly describe such an effect. An important part of the description of a test is the description of any backwash effect that it hopes to have or is believed to have. It also depends on the ways in which teachers and learners interpret test requirements, and work with them in the classroom.
Reflection 3rd Unit
Unit 3 reflection
We learned to recognize the different types of tests; this will be very useful for us as teachers to apply the correct test to our students and class´ needs.
We have realized that it is important at the beginning of the course to diagnose our students in order to measure their general, or in some cases specific, knowledge.
And also in this course we have seen the characteristics of the test, this will be important to produce and apply tests correctly.
We learned to recognize the different types of tests; this will be very useful for us as teachers to apply the correct test to our students and class´ needs.
We have realized that it is important at the beginning of the course to diagnose our students in order to measure their general, or in some cases specific, knowledge.
And also in this course we have seen the characteristics of the test, this will be important to produce and apply tests correctly.
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