TEC_NA_DT_ Pt2

Teaching Exam Classes:

Teaching Exam Classes Needs Analysis and Diagnostic Testing Part Two

Diagnostic testing : Why aren’t past papers suitable?:

Diagnostic testing : Why aren’t past papers suitable? If the students haven’t yet done the course, will they be able to do the test? - unfamiliarity with format could lead to unreliability - level of difficulty could be demotivating - will it actually give you any useful information?

Will it give you the information you want ?:

Will it give you the information you want ? The test specification lists all the items/subskills etc to be covered Any individual paper will only test a sample of these. It will therefore give you no information about the others

Will it give you the information you want ?:

Will it give you the information you want ? Most exams are direct tests. They therefore tell you if the learners can apply knowledge of an subskill to a communicative situation. They don’t tell you if s/he has the background knowledge necessary to start developing that subskill. Eg : story writing – flashback technique – past perfect

While we’re at it…:

While we’re at it… Past papers aren’t necessarily suitable as progress tests either – unless by chance they cover exactly those subskills you’ve focused on up to that point in the course.

So what are past papers useful for?:

So what are past papers useful for? To allow the T. to analyse how the test specification “translates” into the actual exam. To familiarise the learners with the format and requirements of the exam. As mock exams shortly before the exam itself when Ss have already covered all major areas. Eg : - just before the entrance date - to determine which areas to focus on in the final hours of the course

An exception : Group B:

An exception : Group B Using a past paper as a diagnostic tool with this group could tell you : a) how far from passing are they? Will they make it in 20 hours? b) is there a specific paper which is the weak area for all the candidates? If so, concentrate on that in the course c) do all the candidates have different weak areas? If so, the course may need to be individualised. But once you’ve decided, you might still need to do a more comprehensive diagnostic test for the area you’ve decided to focus on.

What might the Diagnostic Test consist of?:

What might the Diagnostic Test consist of? Thorough coverage of the test specification items to see exactly which have already been mastered, which not, and which only partially – ie learners know the elements of the subskill but can’t yet apply it at the level of the exam.

Direct or Indirect Testing?:

Direct or Indirect Testing? Both? Only direct tests can tell you how the students would actually use the language themselves. Direct tests will give you some information about what the Ss can do, and some information about what they can’t do But the Ss’ answers won’t include everything that could be in the test. So can or can’t they do the others?

And …:

And … Direct tests won’t necessarily tell you if the students possess the “foundations” for the skills and subskills which you want to teach.

For example?:

For example? If the writing paper involves students choosing between formal and informal style, you might test receptive competence as well as (or instead of) productive competence.

For example…:

For example… 1. All of the following sentences say the same thing – but what style are they written in? Label them I (informal), N (neutral) or F (formal). a. I’m afraid that I won’t be able to come to the Finance Meeting on Thursday because of other commitments. ---- b. Sorry – can’t make it to the meeting on Thursday. Up to my eyes in work. ---- c. I regret to inform you that, due to prior commitments, I shall be unable to attend the Finance Meeting on Thursday May 4th. --- 2. Imagine that you are writing this e-mail to a colleague who is going to attend the meeting. Ask him/her to send you a report on the meeting afterwards. Write your request twice : a) in informal/neutral style b) in neutral/formal style. ………………………………………………………………………………. ………………………………………………………………………………..

Another example…:

Another example… If the writing test involves narratives (stories etc) you might want to test knowledge of past verb forms : At 9 o’clock I stopped for a break. I …… (make) a cup of coffee and …….(sit) out in the garden. The sun ………(shine) and it ….(be) a beautiful day. I …. (decide) I could feel pleased with myself. Only 9 o’clock and I …. (already/write) the first chapter of my new book!

Advantages of indirect tests?:

Advantages of indirect tests? They allow you to cover a lot of items in a reasonable time They allow you to focus on partial knowledge as well as performance – useful for course planning purposes

Diagnostic Test Format:

Diagnostic Test Format Probably not the same as the exam. While any directly tested elements may mimic exam format, the need for exhaustive coverage, and the aim of testing partial knowledge as well as the ability to apply it to communication may mean eg… - using a sequence of short reading/ listening texts rather than two or three long ones, each text suitable for testing a specific subskill. - including indirect tests (presuming the exam doesn’t) of knowledge of a language point rather than direct testing of the ability to use it spontaneously.

Slide 16:

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