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In fact in the both of part have same test but difference in technique in
testing, it depend which skill do you want to test to your students. The purpose of
techniques in testing is to help the teacher in making practicality, authenticity,
validity, reliability test.
PART I
I. VOCABULARY TESTS
In testing children and beginning level adults, you can use directed
physical responses and visuals. This techniques is to avoid language skills that
have not been mastered yet. That why in limited response technique is helps the
teacher to test children and beginning level in comprehend the meaning of
vocabulary. There are two kinds of test, they are individual test and group test.
a. Individual Testing
Direct physical responses can easily be used when you test one
students at a time. For example: if you have big class and want to test the
students individually, you arrange for small-group activity and you can asking
for only a very short answer.
b. Group Testing
You can use nonverbal physical responses as well to test the whole class at
the same time. For examples:
You can give the student picture of empty clock on paper then you
could have students draw hands on the clock showing.
Another example, give students some pictures, then circle the activity
that matches your sentence “My friend is eating noodles”
Good vocabulary test type for students who can read in the foreign
language is multiple-choice completion. It makes students depend on context
clue and sentences meaning.
After reading the sentence the student looks at the group of words
and choose which one best completes.
c. Chose several wrong words to put the right word with (are called
distractors)
Distractor preparation
Discussion:
1) The teacher who create their own distractors should follow certain
guidelines:
Make sure the distractors are the same form of word as the correct
answer.
When distractor are not same form as the right answer, the
students might answer the item correctly for the wrong reason. In the
example you may know that adjective needed in the questions and they
might notice that and weak is the only adjectives listed. In the other hand
you can change the words like (strong, energetic, and athletic) are
distractor that contrast with the old man’s weakened condition.
Also be sure you do not give away to the right answer through
grammatical cues.
Example:
Vocabulary choice
Example: She was irate when she heard about the new plan.
But, the students with very little English won’t know synonyms for every
many words. However, it can be stated by explaining the meaning.
Distractor preparation
Try to get distractors that are related to subject covered in the
sentence. This is particularly in testing intermediate and advance
students.
Try avoid pairing a word of opposite meaning with the right answer.
Example: He plans to purchase some candy for his sister
This test is like a fill in missing parts of words that appear in the
sentence. This missing parts are usually prefixes or suffix such as ‘un’ unreal
or ‘ful’ thankful.
Example:
Vocabulary choice
You can give your students some words of prefix and suffix and
they might also know the negative prefix such as “un”.
Context preparation
Example:
Instruction preparation
You can also test the student in a group by using drawing activity,
for example: “Preposition of place” Please drawing an airplane in the middle
of the paper (Pause) now draw an airport below the plane” and so on.
Just determine what structures you have taught since the last test. From
the result of quizzes or homework. Thus the students know well about
the use of the test.
Context preparation
First decided what point to test, what multiple choice type to use, and
how many questions to prepare. Then chose a structure and use it
correctly in sentence.
(3) SIMPLE COMPLETION (Sentence)
- Free from
Example:
Source:
http://www.nuis.ac.jp/~hadley/publication/nucloze/NUCLOZE_file
s/image003.jpg
For students who cannot read or write and the students just simply listen
and repeat.
Can be used for students who are literate or not yet literate in English. In
this test you can evaluating how well your students can recognize the differences
in meaning that a sentence can have, depending on how the teacher pronounces
various part of it.
Example:
(3) READING ALOUD
Like oral repetition, this provides excellent control. One problem; the
skill of reading aloud is different from that of taking conversationally.
1. When using lists of sentences, evaluate only one or two points per
sentence
E.g.,
I. READING TEST
Picture cues:
Depend on what kind of reading matter teachers have used with their
students. You can used source from; articles, stories, advertisements and so
on.
Multiple-choice cloze:
E.g.:
Limited Response
o Techniques for Evaluating Pre-Writing
Growing out of grammar instruction are pre-writing activities, there
are five procedures that used in this stage, they are as follows:
- Sentence Combining:
a commong pre-writing task, takes many forms.
For example:
For example:
- Oral Cloze: It combines dictation with selected cloze using high
frequency. For deletion. For instance:
Guided Writing
Guided-writing test is to check student ability to handle controlled or
directed writing tasks. There are various specialized skills tested in writing
classes:
For Instance:
Dictation
It is one of the easiest test to use, and it gives very good information
on the students’s language ability. Thus, the teacher have to prepare,
presesent, and score it properly. The steps below:
For example:
Free Writing
One reason for this is that the skills used in telling a story are quite
different from those used in making analogies or refutting arguments.
Thus, it have to provide clear and rather detailed guidlines for writing-even
for advanced students.
For Instance:
Limited Responses
There are three ways to test listening skill of beginning adult or
children, as follows:
o Native-Language Response
- For beginners, you coul tape random sentences or two line
dialogs of English for.
- For those just sloghtly more advanced, you could use true-false
questions.
For Instance:
o Picture Cues
Visuals of various kinds have long been used to test listening
comprehension.
- You could duplicate them, so each student has his own
- You could make a transparancy and use and overhead
projector to display them to the class.
- To sketch them on the chalkboard.
- If students have their own, they can circle objects referred
to, or you can have them identify pictures by number.
For Instance:
- Another easier items, they use yes-no response, but could
have been written as true-false questions:
For Instance:
o Task Response
- Individually Responses
You can have students do various things to show how well
they understand.
For Instance:
- Group Responses
It possible for both children and adults.
For Instance:
Limited Response
o Directed Response
Some forms of directed-response cues are quite artificial-very close
to imitation.
For Examples:
(1)
(2)
o Picture Cues
For Example:
(1)
(2)
o Reading Aloud
There are basically two types of reading aloud tests; they are a group
of sentence (unrelated to each other), and a passage of connected prose.
Guided Techniques
There are three guidances techniques in speaking, as follows:
o Paraphrase
It combines speaking with either listening or reading. For instance,
a teacher of intermediate students might say:
o Explanation
Explanation and description can be used with students beyond the
beginning level. And, it refers to the task of desrcibing something
from memory, usually a familiar physyical object or location.
For example:
For examples:
(1)
(2)
(3)
Scoring Procedures
On a speaking test, getting the student to say something appropriate is
only half the job. Scoring the test is equally challenging. The scoring
system, it tends to depend on two things; how well trained we are to
evaluate oral communication, and what factors we choose to evaluate.
There are two contarsting ways of grading or quantofying student
speech, they are as follows:
o Holistic Scoring
o Objectified Scoring