WHAT IS A TEST?
-In teaching and learning, test is inevitable. A test is a method of measuring a person‟s ability, knowledge. or performance in a given domain (Brown, 2000:384).
In other words, a test is a technique or method that is intended to measure students knowledge or their ability to complete a particular task.
Oxford Advanced Learner’s Dictionary defines test as:
“…an examination of somebody’s knowledge or ability, consisting of questions for them to answer or activities for them to perform”
Cambridge Advanced Learner’s Dictionary describes test as:
“…a way of discovering, by questions or practical activities, what someone knows, or what someone or something can do or is like”
Andrew Harrison in his “A Language Testing Handbook” (1983) writes:
“A test is seen as a natural extension of classroom work, providing teacher and students with useful information that can serve each as a basis for improvement.”
WHAT MAKES A TEST EFFECTIVE?
On the other hand, test is effective if it has these following characteristics :
- Validity-The test must really measure what it has been designed to measure.
- Reliability- This means that the test should give similar results even though different testers administrate it, different people scores in different forms of the test are given and the same person takes that test at two or more different times. Reliability is usually checked by comparing different sets of scores.
- Objectivity- By objectivity of a measuring instrument is meant for the degree to which equally competent users get the same results.
Objective-based tests measure or evaluate the entire human development in three domains that is cognitive, affective and psychomotor. - Norms-In addition to reliability and validity good test needs norms. Norms are sets of score obtained by whom the test is intended. The scores obtained by these groups provide a basic for interpreting any individual score.
WHAT IS THE PURPOSE OF THE TESTING?
-The purpose of testing could be to evaluate learners’ educational needs, to diagnose students’ academic readiness, to measure their progress in a course, or to measure skill acquisition
DISCUSS TEACHING AND TESTING? HOW DO YOU RELATE ONE TO THE OTHER?
-Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection. While Testing is finding out how well something works. In terms of human beings, testing tells what level of knowledge or skill has been acquired. Testing is a powerful means of improving learning and not just assessing it. With this, Teaching and testing are interrelated. Because there will be no teaching without testing, and there will be no testing if there is no teaching occurs.
WHAT SHOULD BE TESTED AND WHAT ARE THE STANDARDS?
Tests is an important part of assessing students understanding of course content and their level of competency in applying what they are learning.
Guidelines for Assessing Student Learning
Effective assessment design enhances student learning, and engages students with different learning styles. Assessment influences what a student interprets to be the important learning goals for a course. The assignments we design constitute the means by which we assess student learning. In the best case scenario, assessments should be aligned with course goals and objectives. The following guidelines will help you to design assessments that promote your students’ learning.
Assessment Influences the Process of LearningProvide spaced assessed tasks to enable students to allocate sufficient time to study over a suitable time period and avoid “cramming.”
Students submit drafts/works in progress or display work publicly at specific points during the course.
For group work, provide mechanisms for formalized peer feedback throughout the project.
Design frequent tasks rather than one end of course assessment (or build in steps).
Provide spaced assessed tasks to enable students to allocate sufficient time to study over a suitable time period and avoid “cramming.”
Students submit drafts/works in progress or display work publicly at specific points during the course.
For group work, provide mechanisms for formalized peer feedback throughout the project.
Design frequent tasks rather than one end of course assessment (or build in steps).
Design the assessment so that students tackle the task appropriately, i.e., they engage in the process of learning rather than simply producing a final product.
Allocate some percentage of the overall mark to drafts/works in progress or justifications of decisions made while completing the assignment.
Allow students to reveal their errors and explain their corrections to validate the process of learning.
Value the learning process rather than only the final assignment by allocating marks to students’ self-analysis of their learning.
Give students the opportunity to practice the skills they need for each assessment.
Clearly explain the assessment criteria.
Give feedback on formative work.
Discuss the assessment task with students.
Continue to improve your assessment tasks for future iterations of your course based on feedback and based on how effective they were (or not) in enhancing students’ learning.
Use Feedback to Enhance Learning
Provide sufficient and detailed feedback.
Use feedback and self-assessment sheets.
Consider using audio or video recordings (e.g., for student presentations) and provide opportunities for students to discuss their reflections on their presentations and how they would like to improve.
Avoid checks and crosses, or less meaningful terms like “Great work!” or “Poor.”
Focus your feedback on student performance, learning, or actions the student can control.
Identify errors clearly.
Outline options for action that are reasonable.
Avoid personal comments which can reduce a student’s sense of competence (linked to motivation).
Provide timely feedback, or feedback that is given while it matters to the student and can be used to improve future performance.
Discuss model answers or exemplars immediately after students submit their work, while the ideas are fresh in their minds.
Use peer feedback: immediate peer feedback is preferable to late professor feedback.
Computer-based practice tests (e.g., multiple choice tests on Canvas) can provide immediate feedback for student self-paced study; however, ensure that explanations for incorrect and correct answers are provided. Also, provide “thought questions” to encourage students to consider the critical aspects of the questions (and discourage them from randomly guessing).
Align feedback with the learning goals of the assignment and the assessment criteria.
Align your feedback with the aim of the assignment: are you trying to increase interest and motivation with new students, or promote reflective learning, or identify and correct misconceptions?
Use self and peer assessment to encourage critical thinking and internalization of assessment criteria and standards.
Provide feedback that is appropriate to the student’s breadth and depth of background, experience, and level of independence.
Feedback needs to be understandable to the student and provide ways for the student to progress to the next stage or level of understanding.
Provide feedback sensitive to the student’s understanding of the discipline involved (i.e., separate generic study skills feedback from discipline-specific comments).
Feedback needs to be read and noticed.
Provide ways for students to have an active role in eliciting useful feedback. For example, you can have them identify and list points they need feedback on.
Where appropriate, it helps to give feedback only (no grade).
Use self-assessment prior to any official grading.
Use two-part assignments: formative feedback at part 1; grade only at part 2.
Use self-assessment, professor feedback, and then supply a grade.
Feedback is acted on by the student.
Follow up the feedback and be encouraging.
Provide “feed-forward” (applies to future work).
https://www.languagetesting.com/language-testing-and-assessment
Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, Issue 1
Brown, S, Race, P & Smith B (1996) 500 Tips on Assessment, London: Kogan Page
Woolcock, M.J.V. (2005) Constructing a Syllabus: A handbook for faculty, teaching assistants and teaching fellows. A publication of The Harriet W. Sheridan Center for Teaching and Learning, Brown University.
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