Traditional and Alternative Assessment
Implied in some of the earlier description of permance-based classroom assessment is a trend to supplement traditional test designs with alternative that are more authentic n their elicitation of meaningful communication. Table 1.1 highlights differences between the two approaches (adapted from Armstrong,1994, and Bailey 1998,p.207)
Two caveats need to be stated here.First,the concepts in Table 101 represent some overgeneralizations and should therefore be considered with caution. It is difficult, in fact, to draw a clear line of distinction between what Armstorng (1994) and Bailey(1998) have called traditional and alternative assessment. Many forms of assessment fall in between the two, and some combine the best of both.
Second,it is obvious that the table shows a bias toward alternative assessment, and one should not be misled into thinking that everything on the left-hand side is tainted while the list on the right-hand side offers salvation to the field of language assessment! As Brown and Hudson (1998) aptly pointed out, the assessment traditions available to us should be valued and utilized for the functions that they provide. At the same time, we might all be stimulated to look at the right-hand list and ask ourselves if, among those concepts, there are alternative to assessment that we can constructively use in our classrooms.
It should be noted here that considerably more time and higher institutional budgets are required to administer and score assessments that presuppose more subjective evaluation,more individualization, and more interaction in the process of offering feedback. the payoff for the latter, however, comes with more useful feedback to students, the potential for intrinsic motivation, and ultimataely a more complete description of a student's ability. ( See Chapter 10 for a complete treatment of alternatives in assessment.) More and more educators and advocates for educational reform are arguing for a de-emphasis on large-scale standardized tests in favor of building budgets that will offer the kind of contextualized, communicative performance-based assessment that will better facilitate lrarning in our schools.(In Chapter 4, issues surrounding stsndardized testing are addressed at length.)
Computer-Based Testing
Recent years have seen a burgeoning of assessment in which the test-taker performs responses on a computer. Some computer-based tests (also known as "computer-assisted" or"web-based" tests) are small-scale "home-grown" tests available on websites. Others are standardized, large-scale tests in wich thousands or even tens of thousands of test-takers are involved. Students receive prompts (or probes, as they are sometimes refered to) in the form of sporken or written stimuli from the computerized test and are required to type (or in some cases, speak) their responses. Almost all computer-based test items have fixed, closed-ended responses; however, tests like the Test of English as a Foreign Language (TOEFL) offer a written essay section that must be scored by humans (as opposed to automatic, electronic, or machine scoring) As this book goes to press, the designers of the TOEFL are on the verge of offering a spoken English section.
A specific type of computer-based test, a computer-adaptive test, has been available for many years but has recently gained momentum.In a computer-adaptive test (CAT), wach test-taker receives a set of questions that meet the test specifications and that are generally appropriate for his or her performance level. The CAT start with questions of moderate difficulty. As test-takers answer each question, the computer scores the question and uses that information, as well as the responses to previous questions, to determine which question will be presented next. As long as examinees respond correctly, the computer typically selects questions of greater or equal difficulty. Incorrect answers, however, typically bring questions of lesser or equal difficulty. The computer is programmed to fulfill the test design as it continuously adjusts to find questions of appropriate difficulty for test-takers at all performance levels. In CATs, rhe test-taker sees only one question at a time, and the computer scores each question before selecting the next one. As a result, test-takers cannot return to questionsor to any earlier part of the test.
Computer-baesd testing, with or without CAT technology, offers these advantages
classroom-based testing
self-directed testing on various aspects of a language(vocabulary,grammar,discourse,one or all of thr four skills,etc.)
practice for upcominghigh-stakes standardized tests
some individualization, in the case of CATs
large-scale standardized tests that can be administered easily to thousands 0 test-takers at many different stations, then scored electronically for rapid reporting of results
Traditional and Alternative Assessment
Implied in some of the earlier description of permance-based classroom assessment is a trend to supplement traditional test designs with alternative that are more authentic n their elicitation of meaningful communication. Table 1.1 highlights differences between the two approaches (adapted from Armstrong,1994, and Bailey 1998,p.207)
Two caveats need to be stated here.First,the concepts in Table 101 represent some overgeneralizations and should therefore be considered with caution. It is difficult, in fact, to draw a clear line of distinction between what Armstorng (1994) and Bailey(1998) have called traditional and alternative assessment. Many forms of assessment fall in between the two, and some combine the best of both.
ประการที่สอง มันชัดเจนว่า ตารางแสดงอคติต่อการประเมินทางเลือกและหนึ่งไม่ควรเข้าใจผิดคิดว่าทุกอย่าง ด้านซ้ายมือเป็นรอยเปื้อนในขณะที่รายการด้านขวามือมีความรอดในฟิลด์ของการประเมินภาษา ! เป็นสีน้ำตาลและฮัดสัน ( 1998 ) เบิร์ด ชี้ให้เห็นว่า the assessment traditions available to us should be valued and utilized for the functions that they provide. At the same time, we might all be stimulated to look at the right-hand list and ask ourselves if, among those concepts, there are alternative to assessment that we can constructively use in our classrooms.
มันควรจะสังเกตว่าเวลามากขึ้นและสูงกว่างบประมาณของสถาบัน จะต้องดูแล และ คะแนนการประเมินที่สันนิษฐานการประเมินผลรายบุคคลมากกว่าอัตนัยมากขึ้นและการโต้ตอบมากขึ้นในกระบวนการของการเสนอความคิดเห็น จ่ายที่หลัง แต่มาพร้อมกับประโยชน์เพิ่มเติมข้อเสนอแนะเพื่อให้นักเรียนเกิดแรงจูงใจภายใน and ultimataely a more complete description of a student's ability. ( See Chapter 10 for a complete treatment of alternatives in assessment.) More and more educators and advocates for educational reform are arguing for a de-emphasis on large-scale standardized tests in favor of building budgets that will offer the kind of contextualized,การสื่อสารที่ดีขึ้นจะช่วย lrarning ผลงานการประเมินโรงเรียนของเรา ( ในบทที่ 4 ปัญหารอบข้าง stsndardized การทดสอบจะอยู่ยาว )
ทดสอบคอมพิวเตอร์ที่ใช้ปีล่าสุดได้เห็นการ burgeoning ของการประเมินที่สอบผู้เข้าสอบประสิทธิภาพการตอบสนองในคอมพิวเตอร์บางการทดสอบด้วยคอมพิวเตอร์ ( เรียกว่า " บทเรียนคอมพิวเตอร์ช่วยสอน " หรือ " ผ่าน " การทดสอบ ) มีขนาดเล็ก " บ้านโต " การทดสอบที่มีอยู่บนเว็บไซต์ คนอื่นมีมาตรฐานการทดสอบขนาดใหญ่ในพันหรือหมื่น ซึ่งแม้พันของผู้สอบด้วย นักเรียนได้รับแจ้ง ( หรือ ) ,เช่นที่พวกเขามีบางครั้งที่อ้างถึง ) ในรูปแบบของ sporken หรือเขียนสิ่งเร้าจากการทดสอบด้วยคอมพิวเตอร์และจะต้องพิมพ์ ( หรือในบางกรณีพูด ) การตอบสนองของพวกเขา เกือบทั้งหมด คอมพิวเตอร์ ข้อสอบมีการแก้ไข , การตอบสนองที่สิ้นสุดปิด อย่างไรก็ตาม tests like the Test of English as a Foreign Language (TOEFL) offer a written essay section that must be scored by humans (as opposed to automatic, electronic, or machine scoring) As this book goes to press, the designers of the TOEFL are on the verge of offering a spoken English section.
A specific type of computer-based test, a computer-adaptive test, has been available for many years but has recently gained momentum.In a computer-adaptive test (CAT), wach test-taker receives a set of questions that meet the test specifications and that are generally appropriate for his or her performance level. The CAT start with questions of moderate difficulty. As test-takers answer each question, the computer scores the question and uses that information, as well as the responses to previous questions, to determine which question will be presented next. As long as examinees respond correctly, the computer typically selects questions of greater or equal difficulty. Incorrect answers, however, typically bring questions of lesser or equal difficulty.คอมพิวเตอร์เป็นโปรแกรมที่ออกแบบเพื่อตอบสนองการทดสอบเป็นอย่างต่อเนื่องปรับจะหาคำถามยากเหมาะสำหรับผู้สอบทุกระดับงาน ในแมว , taker การทดสอบผู้ถูกเห็นเพียงคำถามเดียวที่เวลาและคอมพิวเตอร์คะแนนแต่ละคำถามก่อนที่จะเลือกต่อไป ผล สอบ ไม่สามารถกลับไป questionsor ใด ๆก่อนหน้านี้เป็นส่วนหนึ่งของการทดสอบ .
Computer-baesd testing, with or without CAT technology, offers these advantages
classroom-based testing
self-directed testing on various aspects of a language(vocabulary,grammar,discourse,one or all of thr four skills,etc.)
practice for upcominghigh-stakes standardized tests
some individualization, in the case of CATs
large-scale standardized tests that can be administered easily to thousands 0 test-takers at many different stations, then scored electronically for rapid reporting of results
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