background preloader

Testing & Assessment

Facebook Twitter

Cambridge English. Revised Cambridge English: Young Learners tests – an overview. Linksammlung für ENGLISCH. Teachers’ Responses to Feedback from Evaluators: What Feedback Characteristics Matter? Basic Concepts in Item and Test Analysis. Basic Concepts in Item and Test Analysis Susan Matlock-Hetzel Texas A&M University, January 1997 Abstract When norm-referenced tests are developed for instructional purposes, to assess the effects of educational programs, or for educational research purposes, it can be very important to conduct item and test analyses.

Basic Concepts in Item and Test Analysis

These analyses evaluate the quality of the items and of the test as a whole. Paper presented at the annual meeting of the Southwest Educational Research Association, Austin, January, 1997. Making fair and systematic evaluations of others' performance can be a challenging task. Test analysis examines how the test items perform as a set. However, some best practices in item and test analysis are too infrequently used in actual practice. Item Difficulty Item difficulty is simply the percentage of students taking the test who answered the item correctly. A p value is basically a behavioral measure. Who was Boliver Scagnasty? Table 1 Note. * denotes correct response Table 2 Table 3. Statistical analyses for test fairness. In earlier writings (Kunnan 2000, 2004), I presented an ethics-inspired rationale for my Test Fairness Framework (TFF) with a set of principles and sub-principles.

Statistical analyses for test fairness

The principles use a mixed deontological system which combines both the utilitarian and deontological systems. Frankena suggests reconciling the two types of theories by accepting the notion of rules and principles from the deontological system but without its rigidity and by using the consequential or teleological aspect of utilitarianism but without the idea of measurement of goodness, alleviation of pain, or to bring about the greatest balance of good over evil.

Thus, two general principles of justice and beneficence and sub-principles are articulated as follows: Principle 1: The Principle of Justice: A test ought to be fair to all test takers, that is, there is a presumption of treating every person with equal respect. Linksammlung für ENGLISCH. Berufsbildende Schulen. RIS - Gesamte Rechtsvorschrift für Bildungsstandards im Schulwesen - Bundesrecht konsolidiert, Fassung vom 13.09.2016. Anlage Bildungsstandards und Kompetenzmodelle.

RIS - Gesamte Rechtsvorschrift für Bildungsstandards im Schulwesen - Bundesrecht konsolidiert, Fassung vom 13.09.2016

RIS - Gesamte Rechtsvorschrift für Prüfungsordnung BMHS und Bildungsanstalten - Bundesrecht konsolidiert, Fassung vom 13.09.2016. Langtitel Verordnung der Bundesministerin für Bildung und Frauen über die abschließenden Prüfungen in den berufsbildenden mittleren und höheren Schulen sowie in den höheren Anstalten der Lehrerbildung und der Erzieherbildung (Prüfungsordnung BMHS und Bildungsanstalten)StF: BGBl.

RIS - Gesamte Rechtsvorschrift für Prüfungsordnung BMHS und Bildungsanstalten - Bundesrecht konsolidiert, Fassung vom 13.09.2016

II Nr. 177/2012. RIS - Gesamte Rechtsvorschrift für Prüfungsordnung AHS - Bundesrecht konsolidiert, Fassung vom 13.09.2016. Themenfestlegung, Inhalt und Umfang der vorwissenschaftlichen Arbeit.

RIS - Gesamte Rechtsvorschrift für Prüfungsordnung AHS - Bundesrecht konsolidiert, Fassung vom 13.09.2016

Writing performances (BHS) – Universität Innsbruck. Testing Listening Comprehension: The Listening Comprehension Construct. Testing Listening Comprehension (1 of 4 in a series) The Listening Comprehension Construct Testing listening comprehension is a complex undertaking.

Testing Listening Comprehension: The Listening Comprehension Construct

One good source of information is my book, Assessing Listening, by Gary Buck, published by Cambridge University Press. I have compiled some basic information on Testing Listening Comprehension into a series: The Listening Comprehension ConstructTexts for Testing Listening ComprehensionWriting Listening Comprehension ItemsPlaying the Recording Once or Twice. Course handbook for promoting sustainable dxcellence in English language testing and assessment - University of Bedfordshire Repository. Formative E-Assessment in Plenary Lectures - Nr 01 - 2012 - Nordic Journal of Digital Literacy - Idunn - tidsskrifter på nett.

Introduction This article focuses on the question of whether, and eventually how, audience response systems (ARS) and feedback clickers (TurningPoint®) can be used to overcome some of the challenges experienced by lecturers in large plenary lectures at universities.

Formative E-Assessment in Plenary Lectures - Nr 01 - 2012 - Nordic Journal of Digital Literacy - Idunn - tidsskrifter på nett

New international as well as national policies demand that student curricula in Norway must be more specifically formulated around learning outcomes as well as the use of information and communication technology (ICT) as a tool in teaching and student learning processes. However, a recent report by the Ministry of Education and Research concludes that we have access to a great deal of information about intended learning outcomes in the Quality Framework of Higher Education (Ministry of Knowledge (MOK), 2010), but that we have limited knowledge about teaching quality and teaching methods in higher education. Equally importantly, we know very little about students’ subjective and objective learning outcomes.

Background. Assessment for learning - Research summaries. The effective promotion of assessment for learning requires teachers to recognise that feedback is a two-way process.

Assessment for learning - Research summaries

Teachers not only need to find ways to give more effective feedback to learners, they must also find ways of receiving better feedback from learners. B6: Leistungsfeststellung und Leistungsbeurteilung. Ferdinand Eder, Georg Hans Neuweg und Josef Thonhauser Die „Leistungsbeurteilungsverordnung“ (LBVO)[1] unterscheidet zwischen Leistungsfeststellung als einem Vorgang des Messens und Leistungsbeurteilung als einem Vorgang des Bewertens der gemessenen Leistungen.

B6: Leistungsfeststellung und Leistungsbeurteilung

Zugleich scheint Leistungsbeurteilung in der Verordnung auch als Oberbegriff für den gesamten Prozess des Prüfens und Beurteilens in der Schule verwendet zu werden. Dieser Sprachgebrauch wird für den vorliegenden Text übernommen.[2] Startseite. Answer the Question Frames. Sample Exit Tickets. Classroom Assessment & Feedback. Listen: Comprehension progression. Understand discourse on a range of topics beyond everyday contexts and immediate experiences listen for the gist or for specific information in a wide range of oral texts use comprehension strategies selectively and flexibly use a range of strategies when comprehension breaks down in different listening situations.

Listen: Comprehension progression

Listeners get the gist of a wide range of complex connected discourse in a variety of situations. Topics may include those associated with personal, community, work and education settings. Self-Directed Learning: Learning Contracts. Learning contracts are argued to be the most important tool for successful and positive independent study experiences for both students and advising faculty members. Learning contracts should be constructed by the student and reviewed by the advising faculty member for constructive feedback and suggestions for modification.

A final version of the learning contract should be signed by both student and advising faculty member. The contract then serves as an outline for the independent study units and a tool to aid evaluation. Learning Contracts. Looking for Strategies and Activities? Click Here! What is a learning contract? A learning contract is an agreement established between a student and the teacher; it sometimes involves the student’s parents.

The contract specifies concrete learning and/or behavioural objectives for the student that all parties agree need to be achieved. The contract also specifies: the goals of the contract the obligations of each party to the contract the time frame within which the terms of the learning contract are to be fulfilled the basis on which it will be determined that the conditions of the contract were met. Learning Contracts. Learning contracts are agreements between a teacher (or teaching team) and a learner (or occasionally a group of learners). They normally concern issues of assessment, and provide a useful mechanism for reassuring both parties about whether a planned piece of work will meet the requirements of a course or module: this is particularly valuable when the assessment is not in the form of a set essay title, or an examination.

This page concentrates on the commonest application, relating to assessment. Obviously, there are occasions on which the contract is much wider, specifying what the client/learner wants to learn; these are more common in consultancy agreements and go beyond the purview of this site, which is principally concerned with the institutional delivery of learning. However, there is more to the principle of the learning contract than a convenient administrative device. Merely using the technique, however, does not automatically bring about this ownership and involvement. Edutopia. Language shapes our worldview. The narratives we hear around us influence our perceptions and understandings. Take Carol Dweck's concept of fixed versus growth mindset. One of the primary tools for fostering a growth mindset is changing how we talk about learning, from how we give feedback to how we address failure. Dweck's work shows that simple shifts in language of praise and feedback can hold immense power in children's view of themselves and of learning.

We should harness this same power to better support our students who struggle with mental health challenges on a daily basis. One in five children between age nine and 17 have mental health challenges that impair their daily functioning. PRO-ED Inc. Price: $345.00 Ages:4-0 to 8-11Testing Time:30 minutes to 1 hourAdministration:Individual The Test of Language Development-Primary: Fourth Edition (TOLD-P:4) assesses spoken language in young children.

It is well constructed, reliable, practical, research-based, and theoretically sound. The 6 Types Of Assessments (And How They're Changing) British Council - Word Family Framework. About What is the Word Family Framework (WFF)? The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference. What can the WFF be used for? Canadian Language Benchmarks. The Canadian Language Benchmarks (CLB) comprise a 12-point scale of task-based language proficiency descriptors used to guide the teaching and assessment of ESL learners in Canada. Like the Common European Framework of Reference for Languages and the ACTFL Proficiency Guidelines, the Canadian Language Benchmarks describe ESL learners' successive levels of communicative achievement.

The CLB's 12 benchmarks are divided into 3 parts: Stage I: Basic Proficiency; Stage II: Intermediate Proficiency; and Stage III: Advanced Proficiency. WebABLLS Online Assessment for Children with Autism. WebABLLS is a web-based platform for the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) – an assessment, curriculum guide, and skills tracking system that mirrors the ABLLS‑R in an electronic format. WebABLLS incorporates the latest updates and revisions from ABLLS-R and provides an innovative level of program data management.

WebABLLS is designed for use with students with autism, language delays, or other developmental disabilities. Like the print version, WebABLLS covers a range of skills necessary for students to learn to communicate successfully and learn from their everyday experiences. WebABLLS offers electronic features that enable the user to track intervention programs via the Internet platform in addition to being able to generate a total of seven types of reporting documents with various degrees of customization. WebABLLS also enables users to authorize sharing rights amongst other program team members – with various levels of control. The Analysis of Verbal Behavior. The Analysis of Verbal Behavior (TAVB) is a scientific journal that was established in 1982 as a peer-reviewed psychology journal. It publishes research in conceptual and empirical analysis of verbal behavior and problems of social importance.[1] History[edit] The journal was created by Mark Sundberg in 1982 after he completed his PhD at Western Michigan University in 1980.

Assessment of basic language and learning skills. The assessment of basic language and learning skills (ABLLS, often pronounced "ables") is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities. Development[edit] Common European Framework of Reference for Languages. Qu_Mod6.pdf. Doc0a15.pdf. Ropean Association for Language Testing and Assessment. About WebCEF. English. Www.pasadena.edu/resources/online/online_124.pdf.

First Moodle rubrics for pronunciation practice. Rubrics are a new feature in Moodle 2.2, part of the new advanced grading methods that are now possible in the Assignments module (see the official Moodle announcement here). They are designed to save you time by writing lots of feedback once on a scale and then just picking the bits you need to grade your students’ submissions. I’ve used Paul Nicholl’s Online Audio Recorder assignment to create a rubric to grade speaking . Plugins directory: Online Audio Recording. Advanced grading methods. Advanced grading methods enable various assessment forms to be used for calculating grades. Advanced grading method types. Advanced grading methods. Examples: tasks: high school: foreign languages (spanish level 3 - debate oral evaluation rubric)

ORAL PRONUNCIATION TEST rubric - F6W345: RCampus. Pronunciation Assessment rubric - P98X99: RCampus. Www.ielts.org/PDF/vol12_report1.pdf. Cowgill.ling.yale.edu/sra/phonology.htm. Www.fikkert.com/fikkert_glot.pdf. Second-language phonology. Phonological development. Table 4 - Phonetic Development. Ati.pearson.com/downloads/Helping-Students-Understand-Assessments-by-Jan-Chappuis.pdf. Steve Chappuis - Assessment Training Institute. Www.ets.org/Media/Research/pdf/CEF_Mapping_Study_Interim_Report.pdf. Time needed to reach language level - Google Search. Casls.uoregon.edu/pdfs/tenquestions/TBQHoursToReachIH.pdf. How Long Does it Take to Become Proficient? - Language Testing International. WELCOME TO THE WEBSITE FOR THE EUROPEAN LANGUAGE PORTFOLIO.

Www.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.asp? Rubrics.

Testing

B1 level English language practice tests. Multiple Measures:The Quest for Quality. Www.islpr.org/PDF/ISLPRoverview.pdf. Scale Levels. Guttman scale. ILR. Criterion-referenced Language Testing. Criterion- and Standards- Referenced Tests. Criterion-referenced test. Criterion-referenced assessment.