Criterion-referenced Language Testing Chapter 2

Summary In this chapter, you have seen that Criterion-referenced testing and curriculum are, or at least should be, highly interrelated. The chapter began by discussing how testing is involved in all the components of curriculum including needs analysis, goals and objectives, testing (of course), materials development, teacher support, and evaluation. The chapter next focused in more detail on the relationship between objectives and Criterion-referenced testing. The discussion began by examining the negative reactions of some teachers to objectives. Then various definitions of instructional objectives and performance objectives were given including discussion of how instructional and performance objectives differ in our view. The chapter also provided ample examples of both types of objectives. The chapter ended with a brief discussion of how to fit assessment to curriculum including discussion of why the washback effect is important, what role feedback plays, and why using multiple sources of information is important.

Key terms and symbols achievement testing conditions criterion criterion level diagnostic testing educational objectives experiential objectives gain scores instructional objectives needs analysis negative washback effect objectives operationalize performance performance objectives positive washback effect posttest pretest progress testing washback effect

Review questions 1. What are the six curriculum components discussed in this chapter? How are they interrelated? 2. How are each of the six curriculum components related to testing? 3. Valdman (1975) and Tumposky (1984) both argue against the use of objectives. What arguments do the authors of the present book counter with? 4. How do educators use the following terms differently, and why are the differences important? Educational objectives, instructional objectives, and performance objectives? 5. What was the mismatch between testing and curriculum reported in Brown, 1981? What are three sets of issues that can help you to avoid or correct such a situation? 6. What is the significance of the washback effect with regard to curriculum development? 7. What is the role of feedback in testing and curriculum development? 8. How are pretests, posttests, and gain scores important in feedback processes? 9. Why is using multiple sources of information important? 10. How are objectives directly related to Criterion-referenced test development? And, how can they serve to link testing and curriculum?

Application exercises A. Examine a language program that you are familiar with. What types of decisions are made in the program? What types of assessment procedures are applied to each of the decisions? B. Look at the syllabus for a particular course in some language program with which you are familiar. 1. What areas of the syllabus are appropriate for the development and application of Criterion-referenced tests? Sketch an outline for the overall test design. 2. For this syllabus, what view of instructional objectives is taken? How does this view affect the way in which Criterion-referenced tests can be developed? C. Look at the information in Figure 2.2. Specify how you would write an assessment procedure for the context. D. Look at the scoring grid in Figure 2.4. Clearly, that grid was designed by a specific group of teachers for a specific curriculum at UCLA. What major categories would you change in adapting such a grid to a curriculum you are familiar with? What wording changes would you make in the descriptors inside of the grid?