AN INTRODUCTION TO TESTING AND ASSESSMENT SAN DIEGO STATE UNIVERSITY

1. AN INTRODUCTION TO TESTING AND ASSESSMENT SAN DIEGO STATE UNIVERSITY LANGUAGE ACQUISITION RESOURCE CENTER June 30, 2011 Alan Svidal Office of Language Acquisition, San Diego Unified School District

2. An Introduction to Test and Assessment AGENDA • Gathering background information • Using backward design • Some important definitions • Test and assessment protocols • Writing tests with practice • Writing assessments with practice • Practical considerations about tests and assessments • Taking a test: level 1 French • Overview of scoring rubrics • Writing rubrics f0r reading activity

3. Gathering background information • Recall a time you took a test that was an unpleasant experience. • Recall a time it was a pleasant experience. • What made the difference between these experiences?

4. When is it necessary to test students? • When is it not necessary to test them? • What do teaches hope to learn from tests? • What do students learn from tests?

5. Backward or Reverse Lesson Design First, I ___________________________________________ Then, I ____________________________________________ Next, I ____________________________________________ Then, I ____________________________________________ Next, I _____________________________________________ Finally, I ___________________________________________ identify target standards. (Which ones will guide the lesson development?) select functions and knowledge. (What will students need to do and know?) develop the scoring rubric. (How I will measure student performance?) develop the assessment. (How well can students use the language.?) select activities that allow students to succeed. (What and how will they practice?) teach. (What will I do to provide frequent, meaningful practice?)

6. DEFINITIONS Define the word " ______________"; Define the word " ________________"; test assessment

7. DEFINITIONS Define the word " ______________"; test Tests measure academic knowledge, facts, formulas, processes, rules, etc. Tests measure what a student should know in comparison to other students at the same grade level or in the same course of study. Tests are summative measures that reveal mastery of language at specific points in time.

8. Which statement about Napoléon II is NOT true: • A. He was the son of Napoléon Bonaparte. • B. He never ruled France. • C. He was the older brother of Napoléon III. • D. He was the king of Rome. • Fill in the blanks with the correct form of the verb “to swim”. • The form may only be used once. • 1. I like __________. • 2. Yesterday, I ________ for two hours. • 3. By the end of the week, I will have _____ for 20 hours. • 3. Is _________ you favorite activity? • Match the word in column A to its opposite in column B. • 1. Original a. necessary • 2. Superfluous b. quiet • Raucous c. redundant • Salacious d. praiseworthy • e. bodacious

9. DEFINITIONS Define the word " ________________"; assessment Assessments are ‘performance based’ evaluations that examine behavioral outcomes and the means students use to produce those outcomes. Assessments do not measure a given body of knowledge but rather how that knowledge is applied to performance. Assessments are formative measures that highlight the functional use and on-going development of language over time.

10. You are planning a trip to Paris with friends. • On a map of Paris, share your itinerary with the class. • Point out what you will see, • where the sites are located, • how you will get there on the metro.

11. Fill in the blank with a single word that fits the context of this paragraph. Martin lived near Paris with __1___ parents whom he loved very ____2__. They were kind ___3______loving but ____4___ poor. Martin loved school, ____5___. Every ___6____ , when his mother ____7____ him up, Martin was _____8____ to get out of ____9_____, put ___10___ his clothes, eat his ___11_____ and __12___ hurry __13___ to school. This morning, however, Martin looked____14___ the widow but did ___15___ smile. “What’s the _____16____, Martin?”, his mother ____17___.“Well, ”Martin ____18___, “it’s the __19__ day of school and I am very ____20____.” Choose the word that best completes the sentence. Martin lived near Paris with __1___ parents whom he loved very ____2__. They were kind ___3______loving but ____4___ poor. 1. a. many b. his c. whose d. one 2. a. true b. good c. much d. restfully 3. a. so b. but c. and d. however 4. a. well b. they c. however d. terribly

13. What is a “rubric”? My definition: Our group’s definition: What the experts say: “A rubric is… (1)a scoringguide (2) that lists key indicators of a performance (3) in which numericvalues are applied (4) to descriptions of different achievement levels (5) allowing scorers to differentiate among performance outcomes.

14. “A rubric is… • (1) a scoring guide • (2)that lists significant indicators of a performance • (3) in which numeric values are applied • (4) to descriptions of different achievement levels • (5) allowing scorers to differentiate among performance outcomes. 1. Writing Rubric Ann Jones Score: 7 / 9

15. AN OVERVIEW OF TEST AND ASSESSMENT PROTOCOLS

16. Assessment Protocols: From Linear to Non-linear We define “linear” assessments as those that produce predictable, non-spontaneous responses. Why are standardized tests and computer-based language programs largely “linear”?

17. Assessment Protocols: From Linear to Non-linear • We define “non-linear” assessments as those that allow for unpredictable, spontaneous responses. • What are the advantages of “non-linear” assessments? • What are the disadvantages of “non-linear” assessments?

18. 1. As you examine the following assessment protocols, identify those that are: • Linear • Give an example of a “linear” assessment question. • Give an example of a “non-linear” assessment question. Bridging to non-linear Non-linear • 2. When you have looked at all the assessment options: • Write an example of a “linear” assessment question. • Write an example of a “non-linear” assessment question.

19. TEST AND ASSESSMENT PROTOCOLS • DISCRETE POINTS • Focus on language details and recall of facts: •  •  •  •  •  True/false Matching Multiple choice Fill in blanks Vocabulary/grammar drills

20. ASSESSMENT PROTOCOLS 2. INTEGRATIVE Focus on student control of the language to expand mastery through combining prior and current learning via listening, reading, speaking, writing, and viewing:      Cloze Dictation Writing Interviews/polls Summaries

21. ASSESSMENT PROTOCOLS 3. PROMPTED Focus on the use of manipulatives, visuals, and realia to stimulate language production:      COCI (Classroom Oral Competency Interview) CWCA (Classroom Writing CompetencyAssessment) A/B pictures Story boards/posters Flash cards

22. ASSESSMENT PROTOCOLS 4. PERFORMANCE Focus on demonstration, negotiation, interaction, and coping with uncertainties:      Problem solving “games” or info gap act. Group discussions Classroom presentations Reaching consensus Role-playing

23. ASSESSMENT PROTOCOLS  5. CREATIVE Focus on individual or group product, reflection, and exposition:      Cultural Expeditions and presentations Projects (radio, broadcasts, podcasts) Skits Puppet shows Videos

24. ASSESSMENT PROTOCOLS 6. SUMMATIVE Focus on language acquisition over time:     Flosem Student Portfolios Dairies/journals Student books

25. ASSESSMENT PROTOCOLS 7. OPEN-ENDED Focus on non-specified responses, varied contexts and contents, broad range of appropriate responses:      Computer based research Student constructed tests “Instruction” by students Descriptions using pictures Situation role play

26. 10 Ways Language Learners can Demonstrate Learning 1. 2. 3. 4. 5. Portfolios Scrapbooks Interviews Phone call to teacher Skits/charades

27. 10 Ways Language Learners can Demonstrate Learning Dialogues/conversations 6. 7. 8. 9. 10. Projects (videos, shows, books) Writing samples Storyboards Tests/quizzes

28. PROCEDURES FOR CONSTRUCTING A READING OR LISTENING TEST 1. Establish goal for summative testing. • achievement test: to measure short-term mastery of knowledge quizzes   • prochievement test: to measure mastery at the end of unit of study unit test, mid-term exam, final exam   • proficiency assessment: to measure language mastery as well as skill placement exam, end of course exam  2. Decide what type of test is most appropriate for the purpose. • teacher-made test • textbook test • standardized test • modified combination 3. Select reading or listening passage to be tested. • authentic or simulated • appropriate length • appropriate level of difficulty • relevant/interesting 4. Provide a context or setting, especially for listening. • You are about to hear a weather forecast.  • You will read about all the things Dan, an American student, did during the course of one day in Rome.

29. 5. Develop items that test the most significant elements of the content • be sure students are tested on what they have learned and practiced. • keep the language of test questions at the students’ proficiency level. • do not ask too many questions per reading or listening passage. • write directions in the English. • make sure the choice of answers is not ambiguous • do not ask questions about minor details when testing listening. • 6. As you write test questions, consider advantages and disadvantages of • test formats • multiple choice • true or false • matching • etc

30. Key Components for Oral and Written Assessment • Comprehensibility: • How well are students understood by others? Comprehension • How well do students understand others? Language Control: • How accurate is their language? Vocabulary Use: • How extensive and appropriate is their vocabulary? • Communication Strategies: • How do theymaintain communication? • Cultural Awareness: • How is their cultural understanding reflected in their communication with others?

31. Nicolas and theBicycle Linear, bridging, and non-linear assessment

32. ASSESSING ABILTY TO SPEAK OR WRITE IN A SENTENCE • If you want to measure a students ability to speak in the dreaded “COMPLETE SENTENCE”, try this technique that gives students a logical and natural way to write or speak in complete sentences. • In natural speech, statements and answers are often single words or phrases. Questions, however, are almost always framed as complete sentences. • So, give students an ANSWER and ask them to say or write a logical question. • HERE ARE A FEW ANSWERS. WRITE AN APPROPRIATE QUESTION FOR EACH • “15 minutes.” • “No, I don’t think so.” • “Because I said so!” • “Friday, before school.” • “$35.00 plus tax.”

33. PRACTICAL CONSIDERATIONS ABOUT TESTS AND ASSESSMENTS • Give advance notice. • Avoid surprise tests and quizzes • Plan ahead for possible conflicts. • Have an alternative test form ready. • Know what you will do about cheating and tell the class. • Be aware of the amount of time to take the test and to correct it. • Give clear directions, in English if necessary.

34.  Allow no distractions on the desks or in the room. • Be sure the test will be ready on test day. • Keep all the test materials in a secure place. • If using equipment, be sure it works. • If using rubrics, give them to students early on. • Do not let standardized tests leave the room

35. Using the Framework: Stage I • Under each bullet, provide two ways in which your students might demonstrate that they can fulfill the Stage I functions, one as a test, the other as an assessment. • express likes and dislikes: • Paul loves sports. Circle the activities in this list that fit his interest. • Make a power point slide showing foods you would like to see served in the school cafeteria and tell the class what these foods are. • make requests: • Match the 5 common classroom requests in column A to appropriate pictures in • column B. • Write a note to your parents listing 3 reasons why you would like a bigger allowance. • obtain information: • Read the 5 sentences below about the time each student goes to bed and then drawn in that time on each student’s clock. • Interview 10 students about how much time they spend watching TV and share the results with your study group.

36. Using the Framework: Stage II • Under each bullet, provide two ways in which your students might demonstrate • they can fulfill Stage II functions, one as a test, the other as an assessment. • express their needs: • Match Paul’s needs listed in column A with appropriate solutions in column B. • You are spending the winter break in Alaska. Make a list of things you will need to pack and share this list with your study group. • make requests: • Read the statements below. Then, fill in the blank with the appropriate question word you would use to ask a question about the statement. • You will role play (as the customer) a phone conversation with your partner (as the travel agent) in which you discuss hotels and sights to see in Paris. • compare / contrast: • Look carefully at pictures A and B. They are similar but not identical. List five differences you see. • Your cousin from Egypt is coming to stay with your family. Write a letter in which you describe the differences he/she will encounter in San Diego.

37. UNIQUE 1 Vocabulaire . interrogation quiz

38. UNIQUE • u- • ni- • que • u-ni-que • UNIQUE

39. Voilà Notre Dame unique? Oui? Non? __ ! Notre Dame estunique. Unique? Oui

40. Unique? • Voilà la Tour Eiffel • unique? • Oui? Non? • ___! La Tour Eiffel estunique. Oui

41. Unique? • Voilà le drapeau de la France. • unique? • Oui? Non? • ____ ! • Le drapeau de la France estunique. Oui

42. Interrogation 1a la lettre correcte #A.Notre Dame #B.le drapeau de la France #C.la Tour Eiffel 1. # ________ 2. # ______ 3. # _______

43. Interrogation 1a #A.Notre Dame #B.le drapeau de la France #C.la Tour Eiffel 1. # ______ 2. # ______ 3. # _______ C B A

44. Interrogation 1b Complétez la phrase. • La Tour Eiffel ______ unique. • Notre Dame______ unique. • Le drapeau de la France ________ unique.

45. Interrogation 1b Complétez la phrase. • La Tour Eiffel ______ unique. • Notre Dame______ unique. • Le drapeau de la France ________ unique. est est est

46. Interrogation 1c

47. Interrogation 1c Notre Dame est unique. La Tour Eiffel est unique. Le drapeau de la France est unique.

48. Meaning from context • Directions: • Read ALL of the following entries from Madame Videau’s • planning agenda. • You will be asked to respond to some questions after you read. • You may make notes if necessary.

49. Les dates Le calendrier de Madame Videau 27 Place Édith Cavell H2Y 1H3 Montréal, Québec le 5 mai : oncle Bernard arrive de Rome (à l’aéroport) le 9 mai : la famille dîne au restaurant Le lion bleu. le 10 juin : le 18ième anniversaire de Julie le 26 juin : le mariage de Fabien et d’Alice, église de Ste.-Thérèse le 1ier juillet: le Jour du Canada, célébration publique (Île Ste-Hélène) le 19 juillet : oncle Bernard retourne en Italie. le 30 juillet : la famille fait du camping aux États-Unis.

50. What do you know ? (Answer as much in French as you can.) 1. List five facts you learned about Bernard ? 2. Name two things that Madame Videau has planned for the family. 3. What two things do you know about Julie? 4. On which date do you suppose there will be a fireworks display in town? Why? 5. How are dates written differently in French than in English? (You should be able to see two differences.) 6. Madame Videau’s birthday is May 25th. Write that date in French and wish her happy birthday.