Language Testing & Assessment: December 2012

Listening Activity

Advantages & Limitations In Using Google Docs.

After several attempts on using Google docs to create test items, these are my verdict towards the usage of Google docs.

Advantages:

Distance learning is definitely comprehensible for both teacher and students. We're able to save time and conduct online learning and it helps teacher to gather and document students' answer automatically. It also provides several formats to create a document that can be embedded in a website, or even shared online. We can also upload our own files and use Google Docs as a medium for others to view and download.

Limitations:

It's a problem when situation is not granted with internet, therefore it would be problematic for certain students to not able to complete task on time. Apart from that, Google Docs does not provide drawing/graphic embedding function. Some exercises might require students' to draw or to speak, and Google Docs does not provide such feature.

Reading Test Item 5

The question is designed based on Bloom's Taxonomy Level 2- Comprehension. Students will have to analyse and learn how to interpret the graph in order to answer the question.

Reading Test Item 4

Question 1 is designed based on Bloom's Taxonomy Level 2- Comprehension. Students will have to go through the passage to understand the meaning of "once in a blue moon".

Question 2 is designed based on Bloom's Taxonomy Level 1-Knowledge as the question is straight forward and students are able to find the answers from the text.

Question 3 is designed based on Bloom's Taxonomy Level 2- Comprehension. Students will have to understand the types of moon given in the text well in order to get the correct answer.

Question 4 is designed based on Bloom's Taxonomy Level 3- Application. Students will have to apply what they have learned from the test in order to construct the sentence.

Question 5 is designed based on Bloom's Taxonomy Level 4- Analysis. Students are required to analyse about the blue moon, ie, ways it is formed, and summarise it in their own way of putting it but does not derive far from the original meaning.

Reading Test Item 3

The test item is designed based on Bloom’s Taxonomy Level 2 – Comprehension, whereby students will have to identify the message in the extract in order to answer the question.

Reading Test Item 2

The test item is designed based on Bloom’s Taxonomy Level 1 – Knowledge. Students will just have to use their schemata on sign boards/notice to answer the question.

Reading Test Item 1

This C-test is created based on Bloom's Taxonomy Level 1- Knowledge. Students are required to use their schemata to answer the missing syllables.

Holistic VS Analytic Marking

An interesting read about holistic and analytic marking by Bacha. You may download it HERE.

As a teacher, it's always a choice to make between holistic and analytic marking. We have the responsibility to make sure each of our student get the fair evaluation that they deserve. You may click to read which marking method I chose.