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At issue in
any test are its validity and reliability. In their simplest form,
these concepts represent two questions: "How do I know that what I
am measuring is what I really wanted to measure? (Validity) How do I know that I
am measuring consistently? (Reliability) These issues, the
most important in constructing any test.
Assessments, tests, are used to gather information about the test-takers (candidates) abilities. So, when developing a test the first thing you have to know is facts about the people who will be taking the test. What knowledge and abilities do they bring with them and how can this information be used to create a test that measures what I want to know about this student, consistently.
Does this test promote effective learning and teaching? The effect a test has on teaching and learning is known as 'washback.' Washback can be either positive of negative. For example, if a test requires that students spell a number of unusual (or "low frequency") words and recite their definitions, then students facing this test are likely to spend their time memorizing the spelling and the definitions of such words. This would be a good example of a negative washback for a course that is promoting communication skills, since the preparation would most likely not promote the learners' abilities to use the target language for their day to day use.
The issues of validity and practicality intersect with the questions: "What are we testing? How shall we test it? and What will the results tell me? In language testing, the authors expertise, a communication test would have to cover reading, writing, listening and speaking. These skills are classified in terms of directionality and modality.
Directionality is the choice of language used relative to the learner/test-taker. Can the test-taker understand the language (s)he is being required to listen/read in the rubrics (directions) and text. If the test-taker is generating the language used, then we are talking about productive skills. Productive skills are speaking and writing skills used by the test-taker.
Modality refers to how the language is used, written or aural/oral (listening and speaking).
Usually for a framework (outline of skills (functions) and purpose of use (notions)) of classifications of the four skills of language is constructed or chosen from published frameworks so that skill levels can be defined and grading schemes can be constructed. it is often best to used published frameworks as they are based on statistically analyzed information about learners within particular bands of (in this case) language development.
Any good teacher and/or test developer need to do investigation about the users of their curriculum and/or testing materials to determine what their basic skills and knowledge base is before defining aspects of the syllabus or by defining an already defined sector of the population. Syllabus is an outline of skills and activities required to meet the criteria set for the curriculum/assessment
How to develop language curriculum and testing?
First, sketch out what you are required or desire to cover in your curriculum or assessment tool(s) (test(s)). Define the learners or test candidates (target population) in terms of skill abilities, amount of background and cultural knowledge. Create a framework or use a framework that meets you needs. I personally recommend using a statistically sound framework and if needed customizing it to meet your particular population needs. Then develop syllabus for curriculum and/or assessment tools (testing, portfolios, etc.) based on information gathered about your target population. Regularly visit your framework (criteria) as you develop the goals and objectives of our course/assessment and as you create the different components of the curriculum/assessment. It is essential that the rubric (directions), context and content remains within the language level, cultural and knowledge base of the target population.
Your assignment: Pick and describe your target population. Send to Babceo.
