TEA in Istanbul: Lightbulb moments from the delegates (Thursday Feb 16th)
- The first thing that really struck me was the need for more academic stuff for my testing.
- Useful websites like www.lexile.com
- Having the chance of meeting people from different places with great experiences
Yeşim Ensari, Işık Schools
Things that I will try to use;
- Preparing headings for note-taking in listening tests
- Not to be obsessed with introductions and conclusions in an essay
- The need to write specifications before preparing a test
Mazal Dozbahar, Işık Schools
- Tests should all be context specific
- Thesis statements were probably invented by bad writers!
I have benefitted from the workshops in Tea in Istanbul in the ways below:
- How to write better quality items
- How to fit them on the CEFR
- How to better plan before starting to design a new measurement tool
- How to fine tune levels of difficulty in reading texts
Huriye Sümer, Yaşar University
- the importance of validity
- how to choose an appropriate text for a test
- writing different types of questions
Ayşem Mert, Işık Schools
- In matching items, for instance if you are asking 5 items, make sure to ask 5 extra options, otherwise it will be a sort of double jeopardy!
- In SAF, limiting the number of words in the response prevent copying and pasting
- EAQUALS – the Core Inventory for language
Aylin Geron, Işık Schools
- Vocab Profile for analysis of lexis in a text
- Three option MCQs
- Test specifications- very important
- 3-5 words for short answer questions
- Minister for exam poem
Gülce Bayrakçı, TED University
- Specification writing is much easier with the CEFR
- Deeper look at global proficiency tests is important when selecting one
“Every test is a series of compromises, no test is perfect.” BOS
Ahu Dereli, Istanbul Ticaret University
- As a group we understand that the concept of specifications is the key and has a great importance when preparing exams to ensure standards
- Try to avoid using so many multiple questions in our exams. Open ended questions and SAF are much more reliable in assessing students success
- Preparing a reading framework is crucial
Muge Tokman, Istanbul Ticaret University
- In our institution with limited resources and skills, the outsourcing of appropriate testing to recognized and established test providers while not perfect is a viable short term option
- The importance of making concrete test specifications
- Put “can do” statements on the students’ websites
- Make student friendly rubrics/criteria
- Don’t measure grammar in speaking assessment interaction tests
Peter Campbell, Beykent University
- Analysing the reading texts you intend to use, using computer programmes is much more reliable than depending on your instinct.
- Using MCQ type questions should be reconsidered!
- Everything that is related to testing is about your context. Analyse your context carefully and then you know really what you are testing.
Yalçın Ünal, Hacettepe University
Some terms I have encountered
- Expeditious reading
- Europass (European Extended CV developed by Council of Europe)
Sevgi Şiranli, Işık Schools
- 95-98% of words need to be understood for text comprehension
- Test specifications need to be developed asap
- Different sets of criteria for production and interaction tasks in speaking tests
- Coh-metrix and Lexile websites.
- Setting standards for text difficulty in the tests according to the levels in our context
Selen Şirin, Özyeğin University
- SAF (short answer format) should not exceed 6 words.
- Try to avoid MCQ(Multiple Choice Questions) format
- Test specifications are an indispensible part of the test preparation
- International tests are not always reliable
- There are many things to consider especially when assessing the productive skills
- Descriptor play a crucial role in testing
- Listening is the most difficult skill to test
- Different scales for different tasks
- Testing is a team effort
- Reliability equals consistency
- More tasks ensure a higher reliability than having more raters.
- Most of the time, raters listen to errors and disregard other essential components of the criteria like range
- Detailed reading questions-using exact words from the question turns the task into a matching activity
- Don’t have more than 3 options in MCQ format
- EAQUALS has some faboulous resources available for everyone online
- British National Corpus (BNC20) @lextutor.ca
- The idea of certainty elements to T/F questions
- Steps to prevent cheating internationally on public exams
- You can’t really compare scores on different tests unless you do it item by item
- It is impossible to get a completely accurately test.
- Testing is validity
- Testing is making decisions,
- For real interaction in a speaking exam, the examiner needs to be prepared to let the examinee to take control
- There is no bets way of testing. You as the institution know what is best in your context, your resources and your purpose
Emine, Ebru, İzlem from Bilgi University
- The validity frameworks for different skills
- Text complexity and the Core Inventory- British Council and EAQUALS
Mohammed Ghazwan, Bahrain Polytechnic
- We do so much need to start writing specifications to develop proper classroom assessment
- Some practical ways of assessing text difficulty (lexical, syntactic) and setting a range for use in specifications
- A potential place for L1 in areas such as rubric /summarising
James Brannan, Doğuş University
- The workshop helped to clarify how to use the CEFR book
- The workshop provided lots of information that allowed us to find answers to our own questions related to our institutional needs.
- The workshop participants were divers and this was good as it allowed exchange of ideas
Pembe Garip, Eastern Mediterranean University
- We need to use more university texts instead of texts taken from newspaper articles, etc.
- A test itself isn’t valid; the inferences we draw need to be valid
- Using coh-metrix to analyse text is a great idea
Özlem Atalay, METU
- Analyzing texts that students use in undergraduate programmes for lexical difficulty, choosing and analyzing text for tests in the prep programme accordingly
- Using the Core Inventory for General English for syllabus, revision and test writing
Dilek Eryılmaz Salki, Özyeğin University
- Creating a test is along process and needs to be planned effectively taking into account the teaching context, institutional needs and realities as well as the students’ characteristics.
- Test specifications are crucial.
Çiğdem Tuncergil, Eastern Mediterranean University
- Specifications need to be dealt with much more emphasis
- Despite the differences in terms of student numbers, physical conditions, etc. we all think in a similar way re assessment
- We should reconsider asking vocabulary and reference questions while assessing reading
- Double checking in high stake exams is necessary and we should find a way of doing it
- Keep it practical above all else
- Institutional proficiency exams- interesting concept (as opposed to using IELTS or TOEFL as an external measure