Slide 7 GrammarWHAT to test?. Syntax sentence structure Mechanics: e.g Punctuation, capital letter, comma, etc.... Slide 13 GrammarWHAT to test?. Syntax sentence structure Mechanics: e.g
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Dinh Cong Triet
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TEST DESIGNING
&
TEST SPECIFICATION BUILDING
Summer training course- August 2011
_ _ _ _ _ _ _ Slide 3 10 Questions for thought _
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WHAT
to test?
Skills
Knowledge
Language
Grammar
lexis semantics
syntax morphology
_ _ _ _ _ _ _
WHAT
to test?
pronunciation
Stresses & intonation
• Identify main facts & details,
• Relate cause & effect
• Identify sequence of events, predicting outcomes
• inferring meaning from contextual clues Subskills
_ _ _ _ _ _ _
WHAT
to test?
•Identify main facts & details,
• Relate cause & effect
• Identify sequence of events, predicting outcomes
• inferring meaning from contextual clues Subskills
_ _ _ _ _
Trang 3Slide 7 Grammar
WHAT
to test?
Syntax (sentence structure)
Mechanics: e.g Punctuation, capital letter, comma, etc
Rules of grammar
pronouns nouns verbs
subject & verb agreement prepositions
tenses
adjectives comparatives adverbs
_ _ _ _ _ _ _
WHAT
to test?
Language
Presentation skills
Content / ideas
Pronunciation
Organization
quantity quality
clarity
accuracy appropriacy format
vocabulary Sentence complexity
syntax grammar fluency confidence
Eye contact style
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WHAT
to test?
Language Content / ideas
Organization
quantity
quality clarity
accuracy
appropriacy
Paraphrasing
voc Sentence complexity
syntax
Topic sentence Supportive
sentences
compound Simple complex
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WHAT
to test?
Skills
Knowledge
Language
Grammar
lexis semantics
syntax morphology
_ _ _ _ _ _ _
WHAT
to test?
pronunciation
Stresses & intonation
• Identify main facts & details,
• Relate cause & effect
• Identify sequence of events, predicting outcomes
• inferring meaning from contextual clues Subskills
_ _ _ _ _ _ _ Slide 12 Listening
WHAT
to test?
•Identify main facts & details,
• Relate cause & effect
• Identify sequence of events, predicting outcomes
• inferring meaning from contextual clues Subskills
_ _ _ _ _
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WHAT
to test?
Syntax (sentence structure)
Mechanics: e.g Punctuation, capital letter, comma, etc
Rules of grammar
pronouns nouns verbs
subject & verb agreement prepositions
tenses
adjectives comparatives adverbs
_ _ _ _ _ _ _
WHAT
to test?
Language
Presentation skills
Content / ideas
Pronunciation
Organization
quantity quality
clarity
accuracy appropriacy format
vocabulary Sentence complexity
syntax grammar fluency confidence
Eye contact style
_ _ _ _ _ _ _
WHAT
to test?
Language Content / ideas
Organization
quantity
quality clarity
accuracy
appropriacy
Paraphrasing
voc Sentence complexity
syntax
Topic sentence Supportive
sentences
compound Simple complex
_ _ _ _ _
Trang 6Slide 16 What makes test questions difficult?
THINKING LEVELS
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Designing test questions
in accordance with the levels of thinking
_ _ _ _ _ _ _ Slide 18 Bloom’s taxonomy
Old version, 1956, Benjamin Bloom
New version, 1990’s , Lorin Anderson
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Trang 7Slide 19 BLOOM’S TAXONOMY.
Knowledge
Comprehension Application Analysis Synthesis
Evaluation
Arrange, define, list, memorise, name, relate, recall, repeat, state
Classify, describe, discuss, explain, express, recognise, identify, report
Apply, choose, demonstrate, illustrate, solve, use, interpret
Analyse, calculate, categorise, criticise, contrast, distinguish
Arrange, collect, compose, plan, construct, create, design, develop
Argue, assess, justify, judge, rate, support, value, evaluate
_ _ _ _ _ _ _ Slide 20
Useful verbs Sample questions stems
Tell List Describe Relate Locate Write Find State name
• What happened after….?
• How many… ?
• Who was it that…… ?
• Can you name the …….?
• Describe what happened at… ?
• Who spoke to… ?
• Can you tell why….?
• Find the meaning of … ?
• What is …….?
• Which is true or false…….?
Bloom’s taxonomy – Knowledge level _
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Useful verbs Sample questions stems
Explain Interpret Outline Discuss Distinguish Predict Restate Compare Translate Describe
• Can you write in your own words….?
• Can you write a brief outline….?
• What do you think could happen next….?
• Who do you think….?
• What was the main idea… ?
• Who was the key character… ?
• Can you distinguish between….?
• Can you provide an example of … ?
• What do you mean ….?
• Can you provide a definition for….?
Bloom’s taxonomy – Comprehension level _
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Useful verbs Sample questions stems Solve
Show Use illustrate Construct Complete Examine Classify
• Do you know another instance where….?
• Could this have happened in ….?
• Can you group by charateristics such as….?
• What factors would you change if… ?
• What questions would you ask of… ?
• From the information given, can you develop a set of instructions about……?
• Would this information be useful if you had….?
Bloom’s taxonomy – Application level _
_ _ _ _ _ _ Slide 23
Useful verbs Sample questions stems
Analyse Examine Compare Contrast Investigate Identify Explain Separate
• Which events could have happened….?
• What do you see as other possible outcomes…?
• How was this similar to….?
• Can you explain what must have happened when…?
• What are some of the problems of ….?
• Can you distinguish between….?
• What were some of the motives behind….?
Bloom’s taxonomy – Analysis level _
_ _ _ _ _ _ Slide 24
Useful verbs Sample questions stems Create
Invent Compose Predict Plan Construct Design Imagine Propose devise
• Can you design a… to….?
• Can you see a possible solution to ….?
• If you had access to all resources how would you deal with….?
• What would happen if … ?
• How many ways can you……?
• Can you write a new recipe for a tasty dish?
• Why not compose a song about… ?
Bloom’s taxonomy – Synthesis level _
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Useful verbs Sample questions stems
Judge Select Choose Decide Justify Debate Verify Argue Recommend determine
• Is there a better solution to ….
• Judge the value of….
• Can you defend your position about… ?
• Do you think……is a good or bad thing?
• What changes to ……would you recommend?
• Do you believe….?
• Are you a … person?
• How would you feel if….?
• How effective are… ?
• What do you think about…….?
Bloom’s taxonomy – Evaluation level _
_ _ _ _ _ _ Slide 26 BLOOM’S TAXONOMY.
Skills Subskills Question types Levels
_ _ _ _ _ _ _ Slide 27 BLOOM’S TAXONOMY.
Skills Subskills Question types Levels
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Skills Sub-skills Question types Question
levels Reading Identifying main facts & details
(FD)
Recognizing cause & effects relationship (CE)
Inferring meaning from contextual context ( ICC)
Predicting outcomes (PO)
Sequence of events (SOE)
Evaluating writer’s attitude &
view
True/ false
Re-arrangement
Structured
Open-ended (subjective response, free writing)
MCQ (wh-question, matching, completion with options)
Cloze procedure Listening Identifying facts & details
relate cause & effect
identify sequence of events
Inferring meaning from contextual clues.
Predicting out comes
Inferring speaker’s attitude &
emotion (sad, happy, worried)
Inferring relationship between speakers.
MCQ with pictures or without pictures.
Fill in the blanks/
completion item.
Labelling.
Matching
True / false.
sequencing
_ _ _ _ _ _ _ Slide 29 BARRETT’S TAXONOMY. _
_ _ _ _ _ _ Slide 30
Table of Specifications
Question levels
Bloom’s(Know,Comp, App, Ana, Syn, Eva)
Barrett’s (LC, RO,
IC, Eva, Appr)
Skills & subskills
Mark allocation Question
Sections/numbers Time allocation
Curriculum specs knowledge Question types
(MCQ, T/F, gap-fill, matching, sequencing, open-ended)
LSRW
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Dinh Cong Triet
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