Shohamy, Brown Ch 23, 24

Lauren Watters

November 26, 2012

Shohamy

Brown Ch 23, 24

            Some teachers have a hard time distinguishing assessment from testing. I believe that assessment in the classroom is most useful for second language learners because it is an ongoing assessment that tests the students’ knowledge on certain topics. Tests measure knowledge in one given domain. I think it makes teacher’s jobs easier if they use a certain grading rubric. That way the teacher knows that they are grading each student fairly and by the same criteria. I think the best assessment for second language learners would be a portfolio. I really like the idea that students can see their work progress from the beginning of the year to the end. Students’ parents can also see the students writing and be able to see how their child is doing in the classroom. Practicality is also really important in the classroom for students. Teachers cannot give students a test that is not practical or give homework that takes each individual 10 hours to complete. Teachers need to make sure tests are reliable so when the teachers score the tests, they can grade the students on the same scale because the test is consistent. If the test is valid, it will measure what it is intended to. Validity can be established by observation and theoretical justification. A classroom test is designed to assess the masterly of grammar and communication use. I am also taking the Assessment and testing class for the TESOL endorsement and I have learned all of the above from that class. I think that class is very important for those who plan on teaching second language learners because it shows strategies and methods that can be used in the classroom. What should be used more in the classroom, testing or assessment?

            Norm-referenced tests are also standardized test that differentiate students by their performance. Criterion-referenced tests are designed to give test takers feedback. For criterion-referenced test, teachers are required to give appropriate feedback to students. Teachers need to have clear objectives and draw up test specifications from that. Drafting a test is important before giving it to students because it will give a good idea what the test will look like and how valid it will be. Revise, final editing and word processing the test is important so you as the teacher can make sure directions are clear, there are examples for each section, and if the difficulty is appropriate for your group of students. Before giving students the test make sure you go over what the test will cover and give practice if it is necessary. After the test is distributed, tell the students to concentrate and be reminded of the time limit while they are testing. After the test, include feedback and encourage questions from students.

Shohamy discusses how discourse can affect language testing and there are various ways discourse can affect this type of test. What is important is the extent to which these features are used in testing situation and how they affect test takers’ scores. Sometimes I forget that whoever writes the tests that students take, whether it is a first or second language learner, may not think about the audience they are writing for. Standardized tests for students can determine their entire future; it may be for class placement or to gain admittance for a university. Background knowledge could help some students advance quicker than others. However, knowledge of background knowledge does not affect test performance. The test writer(s) may not culturally understand some topics that are written and that could change the outcome of their results. What can test writers do to make the tests equal for all students?