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There is such thing as too much testing

Ved Paweł Badeński

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Ved Steven Silvern

PRINCIPLES OF LANGUAGE ASSESSEMENT

VALIDITY

TYPES

Construct

Face

The degree to which a test looks righ

Criterion

Specified classroom objectives are measured

Content

Clear objectives are presented in the test

The test should be match with the contents taught to the student

Teacher should avoid subjectivity

A test of reading ability must actually measure "READING"

If the teacher wants to know the students knowledge about speaking ,he/she must be use speaking in the test ,he/she must be direct ,and achieve the class objectives

If we create a test, this must have validity to succed in the assessment

A valid test measures exactly what it aims at

RELIABILITY

There are some factosr to exit "unrealibiality"

Do the test objective with clear instructions

TEST ADMINISTRATION

Avoid noise when students are having a test , for example in a listening text

If the teacher is tired he/she may score wrong

Rater

STUDENTS-RELATED ISSUES

"Bad day"

Fatigue

Temporary Illness

If results have a huge difference ,there is not realibility

If students got "10" in the fist test, but they got a "5" in the another test ,probably they were cheating

If the teacher takes an exam one day and students got "10" ,the next time they should have the same results

It should be consistent and dependable

PRACTICALITY

To testing is necessary not to have a lot students , because teacher can't control is a student is cheating or not.

The time of the test should be balance ,if the teacher took 10 minutes creating the test , students need to take the similar time

A test should not be difficult to score

A test is practical when it is not to long for students or teachers

Test doen't need to be expensive

To create and effective test we need to be practical