Target Audience
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For all teachers who have to, or will have to, design their own tests. |
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For all teachers whose school syllabus includes testing students. |
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You will need an intermediate and above level of English to participate in this course |
Course Summary
This course offers a clear overview of the basic principles of testing and will engage you in designing tests for your language classroom. These practical activities will help you develop tests which are effective and fair, and will help turn test-anxiety into a motivating learning experience for your students.
Programme of the training activities
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Topics include: |
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essential principles behind good tests. |
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different purposes – different test types |
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designing tests for all language skills – listening, speaking, reading and writing. |
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practical guidelines for test development and moderation. |
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do’s and don’ts of a speaking test |
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self – assessment and portfolio assessment. |
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How to tell whether a test is too difficult or too easy |
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reducing test-stress |
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washback effect – how do tests affect teaching? |
Description of training content:
Preparation
Each applicant to send in action plan 4 weeks before the course outlining hopes and objectives for achievement as a result of attending this course.
Objectives
The course aims to provide the participants with thorough knowledge of key issues concerning test design.
Expected results
As a result of attending this course, the participants will be familiar with best humanistic practices in test design and administration.
Is this the right course for me?
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Yes – if you want to see what makes tests work effectively |
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Yes – if you want to make your classroom testing effective and learner-friendly |
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Yes – if you want to create a set of tests ready to be used in your classrooms |
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Yes – if you want to see how well designed tests can have a positive affect on your teaching |
If this is not the right course for you, please consider one of the following:
Programme of the training activities day by day:
Please note this is an example of a daily programme. Course content may often be usefully adapted to incorporate the needs of each specific group.
Week 1
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.30-10.30 |
Group bonding |
The learner’s perspective |
Proficiency tests |
Validity |
Testing speaking 2 |
| 11.00-12.30 |
Needs analysis and goal setting |
How to make tests stress-free |
Achievement Tests |
Test Design: guidelines |
Testing Listening |
| PM 14.00-15.30 |
Why test? |
Entry tests |
Reliability |
Testing Speaking1 |
Week review and feedback |
Week 2
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.30-10.30 |
Portfolio assessment |
Writing good test items |
Testing Writing |
Evaluating a test |
Group Project |
| 11.00-12.30 |
Wash-back effect |
Language test and language teaching |
Test Authenticity |
Interpreting Test results and setting scores |
Feedback on group project |
| PM 14.00-15.30 |
Self assessment |
Testing Reading |
The Common European Framework of Reference |
Test bias and fairness |
Final Feedback and farewells |
Recommended reading: Please note it is not necessary to buy or bring these books to the course.
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| • | McNamara, T. (2000). Language Testing. Oxford: Oxford University Press |
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Alderson, J. Clapham, C. & Wall, D. 1995. Language Test Construction and Evaluation. Cambridge, CUP |
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