DESIGNING CLASSROOM LANGUAGE TESTS

Jun 22nd, 2015
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In this chapter we will examine tests type to begin the process of designing tests or revising existing ones. TEST TYPES: Determine the purpose for the test is the first task that we will face in designing a test for students so that we as a teacher can focus on the specific objectives of the test.

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NUR ALFI LAELA20400112016PBI 1CHAPTER 3: DESIGNING CLASSROOM LANGUAGE TESTSIn this chapter we will examine tests type to begin the process of designing tests or revising existing ones. TEST TYPESDetermine the purpose for the test is the first task that we will face in designing a test for students so that we as a teacher can focus on the specific objectives of the test. Language Aptitude TestsA language aptitude test is designed to measure capacity or general ability to learn a foreign language. Language aptitude tests are ostensibly designed to apply to the classroom learning of any language. MLAT (Modern Language Aptitude Test) task consists of five different tasks: Number learning, phonetic script, spelling clues, word in sentence, and paired associates. Virtually, theres no unequivocal evidence that language aptitude test predict communicative success in a language. Moreover, any test that claims to predict success in learning a language is undoubtedly flawed. Proficiency TestsThe purpose of proficiency test is to test global competence in a language. A proficiency test is not limited to any one course, curriculum, or single skill in the language; rather, it test overall. It includes: standardized multiple choice items on grammar, vocabulary, reading comprehension, and aural comprehension. Proficiency test are almost always summative and norm referenced. These kinds of tests are usually not equipped to provide diagnostic feedback. One of a standa

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