This is my presentation at PUCE. Hope you like my

1.  TRIPLE T !
 TEACHING, TRAINING, TRANSLATION
for Effective Strategies of Sustainable
Language Learning!
Session: Testing

2. Tests arouse fear and anxiety
 Helpful
 Overwhelming
 Necessary
evils

3.  Have you ever asked if:
*Your teaching has been effective in class
* You have made good planning to reach
your target
* Your students have advanced in
communicating the new language far
enough?

4. • What is testing?
• Tests means to check results
• A wide variety of assessments
• evaluating skills
• achievement

5. TESTING should:
 reflectthe curricula
 enhance learning
 promote equity
 be an open process
 promote valid inference
 be coherent

6. General division
 Artificial assessments
◦ Scholastic Aptitude Test
◦ Any standardized test
◦ Any publisher’s test
◦ Any teacher made test.
 Authentic assessments reckon with :
◦ The “doing” of a long-term learning experience

7. SAMPLE
 The Comprehensive English
Language Learning Assessment
(CELLA) is a tool to measure the
progress of English Language
Learners (ELLs) proficiency in
English; thus, ensuring the skills
needed in school to achieve at high
levels, academically

8. Why to TEST?
Purposes to:
 Determine appropriate placement
 Diagnose problems
 Check on achievement and progress

9. Steps to follow in Authentic
TESTING
 Prepare fair tests
 Make them valid
 Design them clear
 Make them easy to mark/grade
 Form them reliable

10. Types of tests
 Placement tests
 Diagnostic tests
 Achievement tests
 Proficiency tests

11. How to TEST?
Give Ss a feel of whether they
are making progress
 Design the test
 Suitable number of pages
 Way to test
 Total grading points divided equitably
 Material to purpose
 Time for answering

12. Timing
What is the right time for
testing?
 In listening
 For speaking
 For reading
 And writing

13.  Different ways to test
 Multiple- choice
 True/false
 Matching pictures with words/phrases
 Scrambled sentences
 Fill in the blank
 Cloze procedures
 Statement and response
 Using given words
 Dictation

14.  Multiple- choice
The multiple-choice test is a set of
exercises that examines learners'
ability to recognize and select the
correct item in a context.

15.  True/false
The main reason of this test
is to check students'
understanding after they
have listened to or read a
passage.

16.  Matching
pictures with
words/phrases
When matching certain
words or phrases with their
pictures, the teacher has a
suitable test of vocabulary
comprehension at a very
practical way.

17.  Scrambled sentences
This is a simple exercise
that can test students’
comprehension of
grammar use and
sentence order

18.  Fill in the blank
A common resource of
testing is to require the
student to fill-in -
blanks, usually with a
single word

19.  Cloze procedures
The cloze test deletes a
number of words from a
passage so that the student
has to fill the blanks. His
work has to make actual
sense in the story

20.  Statement and response
Whenever the teacher
uses a statement and
response way of testing,
instruct students to fill-in
blank places in dialogues

21.  Using given words
You should check that
learners know how to
place the missing words
appropriately in a passage

22.  Dictation
It is a form of exercise in
which students write
something that is said by
you, another student, or
someone

23. Current Tests
TOEFL
The test of English as a
Foreign Language
Used as a criterion for admission
to U.S. universities. Tests
listening, reading and grammar.
No test of extended writing skills

24. Current Tests
IELTS (British Council
and Australian
Universities
International English
Language Testing System
Test for non- native speakers who wish
to study at a British or Australian
university.

25. Current Tests
Cambridge University
Exams Syndicate
Preliminary English Test (P. E. T.)
First Certificate in English (F. C. E.)
Cambridge Advanced Exam (C. A. E.)
Cambridge Proficiency Exam (C. P. E.)
Teaching Knowledge Test (TKT)
Emphasis on communicative skills.
Test all four skills as well as vocabulary and grammar.
Emphasis on authentic use of language.
More emphasis on formal English.
The core teaching knowledge needed by teachers of
any age learners.

26. Current Tests
Oxford University EFL Exams
= Preliminary and Higher
Focus on reading and writing
skills
ARELS Oral Exams =
Preliminary, Higher and
Diploma
Test listening and speaking

27. garizzoch@yahoo.com
Ambato School