Saņem informāciju par jaunajiem Atlants.lv darbiem!
Akcija: ZiņotājsPRO uz 6 mēnešiem - bezmaksas!Abonēt bez maksas
|1.4||Validity and Reliability||4|
|2.||TESTING ADVERTISING COLLOCATIONS||5|
|2.1.1||The Purpose of the Test||5|
|2.1.2||The Definition of the Construct to be Measured||5|
|2.1.3||The Characteristics of the Task Types and the Setting of the Test||6|
|2.1.5||Instructions for Responding to the Tasks||7|
|2.2||Sample of the Developed Test||10|
|2.2.2||Key to Part I||11|
|2.4.1||Analysis of the Part I||18|
|2.5||Results of the Writing Part||19|
|2.5.1||Analysis of the Part II||20|
|Appendix 1 Test Results||23|
This chapter draws attention to various features of language testing. Firstly, test types are mentioned and described and then a categorisation of test items is given. Furthermore, a framework for a test specification is included and, finally, the concept of validity and reliability is explained.
Desmond Allison (1999:5) has said that “language testing involves the assessment of some or all aspects of the language ability of individuals in some context […] and for some set of purposes.” This point of view shows that there are many reasons why students are assessed and, because these reasons are usually very different, the way how students are tested should be also different and the necessary type of a test should be carefully selected.
1.1 Test Types
Although, Common European Framework of Reference for Languages (CEFR) has included a description of 26 test types (2001:183), according to Jeremy Harmer (2001:321) there are four main categories of tests:
1) Placement tests, which are used when placing new students in the right class. They are “usually based on syllabuses and materials the students will follow and use once their level has been decided on, these test grammar and vocabulary knowledge and assess students’ productive and receptive skills” (ibid.). …
E-pasta adrese, uz kuru nosūtīt darba saiti:
Saite uz darbu: