Week 10

Communicative Tests/Tasks

How to write a test

 Communicative Competence:

Hymes’s theory of communicative

Competence:

“Apart from knowing the knowledge of

grammar, the learners should know
culturally specific rules of use related to
features of the communicative context ”
 Models of communicative ability
Michael Canale and Merrill Swain(1980) divided the
components of knowledge of the language into 4 parts:
1. Grammatical or formal competence
(knowledge of systematic features of grammar, lexis,
and phonology)
2. Sociolinguistic competence (rules of language use
appropriate to different interlocutors, settings,
topics)
3. Strategic Competence (the ability to compensate in
performance for incomplete or imperfect linguistic
resources)
4. Discourse Competence (the ability to deal with
extended use of language) in context
 Sociolinguistic competence (1)
(VDO: British Double Speak)
https://www.facebook.com/all4/videos/119578
5550556129/UzpfSTEwMDAwMDQxODcxOTQ1
NToyMjM5ODg3NjU2MDM1MTcw/
Sociolinguistic competence (2)
 Strategic Competence
NNS: Well, my brother has just begun taking driving lessons, you
know, and he‘s just got er... how would you call that... a sort of a
document by which he ‘s allowed to drive with a person with the
driving licence beside him.
NS: Yes.
NNS: Yes.
NS: Er.. he ‘s a learner driver.
NNS: I see. Would you call that document learner driver? Would
you.. would you …
NS: No, you would call it a provisional licence.
NNS: Oh, that'sit.
 Discourse Competence

Boys and coach found alive in cave

The 12 missing boys and their football coach have been found in Tham Luang
by a British cave explorer - all alive and apparently safe.

A …………..…1………………. video from the Pattaya Beach area deep inside the
cave indicated an English cave explorer was the first to reach the boys.

The group, mostly seated and with football shirts pulled over
………………2………………. knees, asked for food and to leave the cave
………………3………………., according to the video, which was shared on the
official Facebook page of the Royal Thai Navy Seals.
 Communicative language tests

should have 2 features:

They were performance tests engaging the

learners in an extended act of communication

They paid attention to the social rules

candidates were to assume in real world settings
 Characteristics of Communicative
tests
1. Information gap
2. Task dependency
3. Integration of test tasks and content within a
given domain of discourse
4. Measurement of broader range of language
abilities
5. Interactional and situational authenticity
6. Multi skills

(Bachman, 1991)
 Degrees of Communicative tests
- communicative------------------------------communicative+
multiple choice completion interview
matching question-answer free writing
true-false cloze test role-play
sequencing controlled speaking simulation
short-answer controlled writing interaction
performance-based & situation tasks
indirect testing semi-direct testing direct testing
Examples of Communicative tests/tasks
• Interviewing a classmate
1. Write the questions to get the facts about a
classmate. Work with your class.

2. Work with a partner. Ask your partner the

questions. Write the answers on a piece of
paper.

3. Introduce your partner to the class. Tell the

class about your partner’s answers to the
questions.
Examples of Communicative tests/tasks(2)
Interviewing a classmate

- full name……………………….…………………….
- nickname……………………….……………………
- occupation…………………………………………..
- reason(s) for studying this program…….
- plans for the future……………………………..
- free-time activities………………………………
Examples of Communicative tests/tasks(3)

• Role Play
Student 1: You work as a receptionist in a hotel
in Bangkok. Two tourists come to ask you for
tourists attractions in Thailand. Give them
the needed information.
Student 2: You are a Japanese man/woman on
your first visit to Thailand. You want to see
temples and buy some souvenirs for your
friends. Seek advice from the receptions.
Examples of Communicative tests/tasks(4)

Writing tasks

• Writing a composition
• Writing a report.
• Write memos, notes, letters, etc.
• Write a research paper etc.
 How to write a test
Step 1: Test Objectives
• You need to determine what you are testing, and
state that at the beginning of your test.
• Students should know what is expected of them on
the test.
• Remember your objectives should have a well –
defined goal within the test.
• There should be some products that can be
produced by the students.
• Ambiguity is your enemy. Be specific.
Sample Testing Objectives

• This test will determine if the student…

• ……………. is able to find and correct
punctuation errors.
• ……………. can explain the theme of a short
story.
• ……………. can correctly use the covered
vocabulary in a sentence.
 How to write a test
Step 2: Test Format
1. Multiple Choice
This type of question is where several possible
answers are given and the student must pick the best
one.
- Multiple Choice questions should be worded so that
there is no confusion about what the answer should
be.
- You can conclude some answers that are worded
similarly, but the best answer should be definite.

Ex. Directions: Circle the letter of the best answer to each

of the following questions
 How to write a test
2. Short Response
This type of question is where a sentence or two
is given and the student must synthesize an
answer.
- Short Response questions should not be open
ended.
- Unless you are willing to accept any answers,
make sure the question only has a few
answers or you risk confusing the students.
Ex. Directions- in the blank provided, answer
each question with the best possible response.
 How to write a test
3. True/False
This type of question is where a sentence is
given and the student must decide if it is true or false
- True/False questions should focus on a single idea.
- Questions that are only partially true can lead to
confusion of what a student does and not
understand.
- If the student is writing out the answer, make sure
they write word not just a “t” or “f”.
Directions-Read each of the following statements. If
the statement is true, circle the letter, “T”. If the
statement is false, circle the letter, circle the letter,
“F”.
 How to write a test
4. Matching
This type of question consists of two columns.
- The column could be broken up into words and their
definitions.
- The students must match these together.
- These should be concise and clear.
- All options in the columns should be in the same
category to prevent confusion.
Ex. If you have a lot of words and one of the definitions, do
not put a word in the definition list and its definition in
the word list.
Directions- On the line to the left of each description listed
in column A, write the letter of the character in column
B that best fits that description. Each description in
column may be used once, more than once or not at all.
 How to write a test
5. Completion
• This type of question consists of a statement
with a blank.
• The student must fill in the blank.
• These questions should have a definite
answer.
Ex. Directions - Complete the following
statements by writing the best response in the
blanks provided.
 How to write a test
6. Essay
• These types of questions consists of a number of
sentences that often take at least a paragraph or two
to answer. Essay questions should be specific. broad
essay questions are not as productive as several
items within the essay that ask for specific
responses; evaluate, summarize, analyze, etc.
• Make sure you give context to the essay questions.
• You should attach a rubric to help students with
answering the essay.
 How to write a test
Example: Essay

Directions- Read the following prompt and refer

to the attached rubric for guidelines to
answering the questions. You will receive up to
three points for each criteria.
 Step 3: Wording

Step 3: Wording
• It is important that you chose your words
carefully when writing a test. Avoid
ambiguous language, over wordy questions,
and passive voice. Give directions for each
step of the test, and be sure to tell students
you want the best answer to a question.
Specific words to avoid
• it - every part of your sentence should have a direct
reference.
Example: Which of the answers should it be?
• generally - or any word that cannot be quantified.
Example: Generally what is the best way to diagram a
sentence?
• always, never, all, every - these words imply certainty
and should be use carefully.
Example: What type of figurative language is always used
in poetry?
Specific words to avoid

• Comparative - anything ending in -est is suspect. If you

must use it make sure it is obvious what is being
compared. Example: Who is the greatest poet?

• not - also any negative words, these will only confuse

the student. If a student is going to miss a question it
should be because they do not know the material not
because the question was worded in a confusing way.
Example: Which of these is not an example of a simile?
Step 4: Points

• Determine how many points the questions on

your test are worth. Make sure you let
students know how much each of the
questions are worth.
Step 5: Review

• The important points to remember when

making a test are to be specific and let
students know what it is you are looking for. A
well made test acts as both an assessment
and an instructional tool.