TERMS IN TESTING REVIEW

TERMS IN TESTING

Review

Introduction to Key Testing Concepts

●Validity: Measures if the test assesses what it's supposed to

●Reliability: Ensures consistent results each time

●Practicality: How easy it is to create, administer, and score

●Impact: How the test affects learning and teaching

These elements are crucial for effective and meaningful tests.

Types of Validity

●Content Validity: Covers all relevant topics or skills. E.g. A grammar test about the past simple must check students’ understanding of all the forms and usages of the past simple.

●Construct Validity: Measures the intended theoretical concept E.g. if a reading skills test was designed to measure the critical thinking skills of students, then the test should follow the same rules as other critical thinking skills tests.

●Criterion-related Validity: Compares results to specific external criteria.

●Concurrent Validity: Comparison with current outcomes. Eg. Level-test results compared with results of class work.

●Predictive Validity: Prediction of future outcomes. Eg. Mock test results compared with future test perfomance.

●Face Validity: Test appears appropriate for its purpose. Looks like a test.

Multiple Choice

__________ checks that the test covers all relevant topics or skills. For example, A grammar test about the past simple must check students’ understanding of all the forms and usages of the past simple.

• Content Validity

• Concurrent validity

• Construct validity

• Criterion-related Validity

Multiple Choice

__________ checks how well a test’s result compares to a specific external criterion or outcome like performance in a job or success in a future course..

• Content Validity

• Concurrent validity

• Construct validity

• Criterion-related Validity

Multiple Choice

__________ measures the intended theoretical concept of the test. E.g if a reading skills test was designed to measure the critical thinking skills of students, then the test should follow the same rules as other critical thinking skills tests.

• Content Validity

• Concurrent validity

• Construct validity

• Criterion-related Validity

Multiple Choice

__________ shows that the test looks appropriate. Basically, the test looks like a test.

• Content Validity

• Concurrent validity

• Face validity

• Criterion-related Validity

Multiple Choice

__________ compares the test results with current outcomes. Eg. Level-test results compared with results of class work.

• Content Validity

• Concurrent validity

• Construct validity

• Criterion-related Validity

Marking Methods

Holistic Marking:

●Single overall score for the whole task

●Focuses on general quality

●Quicker but less detailed

Analytic Marking:

●Breaks task into different parts (e.g., grammar, vocabulary)

●Scores each part separately

●More detailed but time-consuming

Direct vs. Indirect Testing

Direct Testing:

●Directly measures specific skills or knowledge

●Example: Speaking test to assess speaking skills

Indirect Testing:

●Assesses knowledge/skills through related abilities

●Example: Multiple-choice grammar test to check writing ability

Discreet Point vs. Integrative Testing

Discreet Point Testing:

●Tests specific skills/knowledge individually

●Example: Vocabulary quiz with gaps, and multiple choice questions/

Integrative Testing:

●Measures multiple language skills simultaneously

●Example: Writing an essay (combines grammar, vocabulary, organization)

Task vs. Item

Task:

●A specific activity consisting of instructions and a set of items students complete during a test to show their skills.

●Example: Write a paragraph about your favorite hobby

Item:

●Individual question assessing particular knowledge/skills

●Example: Multiple-choice question about verb tenses

Multiple Choice

Example: Write a paragraph about your favorite hobby.

• Task

• Item

Multiple Choice

Example: Multiple-choice question about verb tenses

• Task

• Item

Norm-referenced vs. Criterion-referenced Marking

Norm-referenced:

●Compares student's score to peers

●Shows relative performance within a group

Criterion-referenced:

●Measures performance against defined standards

●Shows if students have learned specific material

Objective vs. Subjective Tests

Objective Tests:

●Based on clear, specific criteria

●No personal judgment involved

●Example: Multiple-choice questions

Subjective Tests:

●Depends on evaluator's judgment

●Can vary based on scorer

●Example: Essay questions

Pre-testing vs. Piloting

Pre-testing:

●Administered to a small, random group

●Checks test validity before full development

Pilot Testing:

●Given to a group similar to actual test-takers

●Assesses how test works in practice

Marking Scale and Answer Key

Marking Scale:

●System for grading based on clear rules and instructions

●Helps maintain consistency in scoring

Scoring / Answer Key:

●Guide showing correct answers

●Ensures quick and accurate checking of responses

Distractors and Stems in Multiple Choice Questions

Distractor:

●Incorrect options in multiple-choice questions

●Makes the test more challenging

Stem:

●Part of the question presenting the problem

●Provides context for the answer choices

Achievement vs. Proficiency Tests

Achievement Test:

●Measures learning from a specific course/subject

●Example: Final exam in a history class

Proficiency Test:

●Assesses overall skill level, regardless of learning method

●Example: TOEFL for English language proficiency

Multiple Choice

In multiple choice questions, a stem is part of the question that presents the problem and 1. __________ while the distractors are 2. _________ options that make the test more 3. ______________.

• 1. contest 2. correct 3. exciting

• 1. context 2. incorrect 3. challenging

• 1. context 2. correct 3. challenging

Cloze Test vs. C-test

●Cloze Test:

●Words systematically removed from text

●Students fill in blanks (e.g., every 5th or 6th word)

●C-test:

●Part of every second word removed (starting from 3rd sentence)

●Tests overall language comprehension

Sample of behavior vs. specification.

Sample of Behaviour

specific examples of how a test-taker performs a task or answers questions during an

assessment.

Specification

detailed outline or description of what the test will cover.

Test Method Effect and Moderation

●Test Method Effect:

●How test design influences student performance

●Considers impact of format on results

●Moderation:

●Process of reviewing and adjusting assessments

●Ensures fairness, quality, and reliability

Backwash and Standardization

●Backwash (or Washback):

●Influence of tests on learning and teaching

●Can be positive (encouraging deep learning) or negative (promoting rote
memorization)

●Standardization:

●Creating consistent test conditions for all takers

●Ensures fair and comparable results

Intra-rater vs. Inter-rater Reliability

●Intra-rater Reliability:

●Consistency of scores given by same examiner over time

●Checks if an examiner is consistent in their marking

●Inter-rater Reliability:

●Agreement between different examiners

●Ensures fairness across multiple scorers

Split half method vs. alternative forms method.

Split half method:

This method checks if a test measures consistently across different sections.

The test is divided into two equal parts. Then, the scores from both halves are compared.

Alternative forms method

This method involves creating two different versions of the same test that

cover the same material. After students take both versions, their scores are compared.

It shows that both forms are reliable.

Multiple Choice

When tests are overly narrow or focus only on rote memorization, teachers may 'teach to the test' concentrating solely on test-specific content. This situation is known as ___________

• positive washback effect

• negative washback effect

Formative vs. Summative Assessment

Formative Assessment:

●Ongoing "check-ups" during learning process

●Provides feedback for improvement

●Example: Quizzes, class discussions

Summative Assessment:

●Final evaluation at end of learning period

●Measures overall achievement

●Example: Final exams, standardized tests

Continuous vs. Fixed-point Assessment

●Continuous Assessment:

●Regular evaluations throughout learning process

●Provides ongoing feedback

●Example: Weekly quizzes, project milestones

●Fixed-point Assessment:

●Evaluations at specific times

●Measures learning at particular moments

●Example: Midterm and final exams

Assessment Types: Learning, For Learning, As
Learning
Assessment of Learning:

●Measures what students have learned at end of unit/course

●Used for grades or certification

Assessment for Learning:

●Helps students improve during learning process

●Provides feedback to adjust teaching

Assessment as Learning:

●Encourages students to reflect on their own learning

●Promotes self-assessment and goal-setting

Multiple Choice

This assessment is used to help students learn better while they are still

learning. It involves giving feedback during the learning process, such as quizzes or informal checks. The

goal is to understand what students know and what they need help with, so teachers can adjust their

teaching accordingly.

• Assessment of learning

• Assessment for learning

• Assessment as learning

Multiple Choice

This type of assessment looks at what students have learned at the end of a

lesson, unit, or course. It is like a final exam or project that shows how much knowledge a student has

gained. The focus here is on measuring learning outcomes, usually for grades or certification.

• Assessment of learning

• Assessment for learning

• Assessment as learning

Multiple Choice

This approach encourages students to take an active role in assessment of their

own learning. Students reflect on their understanding and skills, often setting their own goals and

assessing their progress. It promotes self-awareness and helps students become more independent

learners.

• Assessment of learning

• Assessment for learning

• Assessment as learning

Multiple Choice

_____________ is the process of drawing a conclusion based on evidence and reasoning rather than from direct statements.

• independence

• inferential

• inference

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