Choosing and devising test tasks

     As teachers sometimes we have to design tests and when this happens we realize that it is not an easy thing to do. When it comes to test and task designing there are many factors that must be taken into account such as the instructional objectives, which is related to the process of selecting tasks that focus on the same kinds of skills described in the objectives as well as the range and standards of performance expected of the students.  In the case of close-ended tasks it permits the examiner to assess precise language skills and the responses are controlled by the examiner. On the other hand, open-ended tasks do not control the students’ specific responses; as a result they respond using very different ways as the ones expected by the examiner.

     Another factor to talk about is the students’ level of proficiency.  In here, close-ended and limited-response tasks are suitable for assessing skills for beginners in second language learning; in comparison, open-ended tasks are suitable for assessing advanced students’ skills taking into account the exact content of the item in the test.  Also, instructional activities should be taken into account in test tasks in order to know if students are familiar and understand the response demands of the task. Finally testing resources refer to how practical test tasks are. Some of the resources that should be taken into account when testing and scoring are time and physical resources such as the space for both open and close-ended tasks and limited response test tasks.

 

     When making closed-ended test tasks it is important to take into account that they can be particularly suitable for beginners because they don’t require language production, though they are also used for advance students. They involve comprehension skills and do not require the test take to produce or generate response. They also have the options of multiple choice and matching tasks attempting that the examiner can control precisely the response required to perform the task. Closed-ended test tasks provide advantages in terms of response alternatives and time, although this kind of test requires preparation.

     On the other hand, in open-ended test tasks, examiners should bear in mind that this kind of test task do not control in a precise way the specific responses to be made by the test taker and that they are free to respond in whatever way they choose. However, test tasks should have and follow a structure to be scored correctly. Open-ended test tasks are suitable to assess language proficiency and the way authentic language is used. An advantage of this kind of test is that they are easy to device but the scoring is much more demanding because each student’s response can be different. Open-ended task tests must take in to account the understandability of task topic, task feasibility and the appropriateness of the task.

     After analyzing some of the aspects of choosing and devising test tasks it can be concluded that there are many ways and tools for assessing but as teachers and examiners it is necessary for us to look for a well-designed test that give us the certainty of students’ achievement and the fact that our students will feel comfortable with a test that fits their knowledge and needs.

     

Journals, interviews and questionnaires

     Sometimes teachers need to gather necessary information about their students to know more about them; there are ways and tools in which info can be gathered, such as journals, interviews and questionnaires.  As it is said by the author, the primary use of journals, interviews and questionnaires is in the collection of information about students’ backgrounds and about teaching and learning processes; also these methods can also be used to collect info about second language proficiency. 

Journals (also referred to as interactive diaries or dialogue journals) are written conversations between students and teachers.  Because of their personal-centered nature, journals provide opportunities for students to provide feedback about their learning experiences, and allow students opportunities to express themselves personally about their interests, goals, and desires using the second language.  Some of the benefits that dialogue journals have are:

• ·  They provide useful info for individualizing instruction such as writing skills, writing strategies, students’ experiences in and outside of school, learning processes, interests, expectations, goals, etc.
• ·       They increase opportunities for functional communication between students and teachers.
• ·  They give students opportunities to use language for genuine communication and personalized reading.
• ·   They permit teachers to individualize language teaching by modeling writing skills in their responses to student journals.
• ·         Promote the development of certain writing skills and
• ·         Enhance student involvement in and ownership of learning.

Some guidelines are suggested for using journals, as for example:

• ·         Have separate book for journal writing.
• ·        Set aside regular times, as for example at the end of the class or at the beginning or end of the day.
• ·         Collect students’ journal on a regular basis and read them carefully before returning them.
• ·         Provide direction to students in order to know what you are looking for.
• ·   Allow students time to develop confidence in the process of sharing their personal impressions.
• ·         Help students interpret their own feedback. Among others.

    On the other hand, Interviews and questionnaires are very similar due to the fact that both consist of a set of questions or statements the student is expected to respond to.  It also can be said that both are structural and formal and they are more useful with older learners with more than beginning levels of L₂ proficiency.  The organization of interviews and questionnaires can be a) Linear when all students respond to all questions in the same sequence and b) nonlinear when students may skip certain questions or may asked to respond additional questions.  When constructing Interviews and questionnaires it is important to take into account the amount of thought and time that in put into them, for doing so a general procedure is suggested for the planning and construction of those tools:

• ·         Identify what you want to make and use the information that will be collected.
• ·         Draft questions pertaining to the information you are seeking.
• ·         Organize the questions according to some logical order and revise it.
• ·         Prepare a set of instructions in order to explain the purpose of the questionnaire.
• ·    Ask colleagues who are familiar with these tools to review the questionnaire, among others.

     In conclusion, it can be said that all these tools are useful and important not only for teachers but also for students because it’s a different way to express ideas, expectations, feelings and opinions.  Also, those tools allow teachers to give the necessary assessment based on the known students’ weakness and strengths and needs.