multimodal approaches to ela

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lesson 12: multimodal approaches to ela the general learning objective: · to understand and use some kinds of alternative ways of assessment · to be able to mention some kinds of alternative ways of assessment · to be able to describe each of them key words: stating the problem, content, readability, vocabulary, range, timing, accuracy, appropriacy, range, flexibility warming up activity provocative statements write a provocative statement on the board and then put students into small groups to discuss their opinion of it. for example, some drugs should be legalised, facebook should be banned, breaking bad is overrated, one child is enough, organic food is a waste of money, etc. have students report back to the class. you could make a list of arguments for and against the thesis. lead- in questions: 1. how should one prepare test? stages of test development 1. stating the problem 2. writing specifications for …

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ation and scoring)? once the problem is clear, steps can be taken to solve it. it is to be hoped that a handbook of the present kind will take readers a long way towards appropriate solutions. in addition, however, efforts should be made to gather information on tests that have been designedfor similar situation. if possible, sample of such test should be obtained. there is nothing dishonourable in doing this ; it is what professional testing bodies do when they are planning a test of a kind for which they do not already have first-hand experience. nor does it contradict the claim made earlier that each testing situation is correct. it is not intended that other test should simply be copied; rather that their development can serve to suggest possibilities and to help avoid the need to ‘reinvent the wheel’. 2. writing specifications for the test a set of specifications …

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prescriptive; readers may wish to describe test content differently. the important thing is that content should be as fully specified as possible. operations · · scan text to locate specific information · · guess meaning of unknown words from context types of text letters forms academic essays up to three pages in length addressees of texts-this refers to the kinds of people that the candidate is expected to be able to write or speak to or the people for whom reading and listening materials are primarily intended. native speakers of the same status and age native speaker university student length of text(s) for a reading test, this would be the length of the passages on which items are set. for a listening test, it could be the length of the spoken texts for a writing test, the length of the pieces to be written topics- it may be specified quite …

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in each? (for example: 3 sections- grammar, careful reading, expeditious reading) number of items (in total and in the various sections) number of passages (and number of items associated with each) medium/channel (paper and pencil, tape, computer, face-to-face, telephone, etc.) timing (for each section and for entire test) techniques what techniques will be used to measure what skills or subskills? (iii) criterial levels of performance the required level(s) of performance for ( different levels of) success should be specified. this may involve a simple statement to the effect that, to demonstrate ‘mastery’, 80 percent of the items must be responded to correctly. for speaking or writing, however, one can expect a description of the criterial level to be much more complex. for example, the handbook of the cambridge certificates in communicative skills in english (ccse) specifies the following degree of skill for the award of the certificate in oral interaction …

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cale will be used ? how many people will rate each piece of work? what happens if two or more raters disagree about a piece of work? 3. writing and moderating items a. sampling it is most unlikely that everything found under the heading of 'content' in the specifications can be covered by the items in any one version of the test. choices have to be made. for content validity and for beneficial backwash, the important thing is to choose widely from the whole area of content. b. writing items items should always be written with the specifications in mind. it is no use writing 'good' items if they are not consistent with the specifications. as one writes an item, it is essential to try look as if through the eyes of test takers and imagine how they might misinterpret the item. the writing of successful items is extremely difficult. …

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lesson 12: multimodal approaches to ela the general learning objective: · to understand and use some kinds of alternative ways of assessment · to be able to mention some kinds of alternative ways of assessment · to be able to describe each of them key words: stating the problem, content, readability, vocabulary, range, timing, accuracy, appropriacy, range, flexibility warming up activity provocative statements write a provocative statement on the board and then put students into small groups to discuss their opinion of it. for example, some drugs should be legalised, facebook should be banned, breaking bad is overrated, one child is enough, organic food is a waste of money, etc. have students report back to the class. you could make …

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