بسم
الله الرحمن الرحيم
|
[
|
Open University
of Sudan
Directorate
of Postgraduate Studies
Education Program
Language
Testing in Practices: Designing and Developing Useful English Language Testing
A
case study of education program at Open University of Sudan
2004
-2013
A
Research Submitted in Partial fulfillment for the Requirements of the of
Master’s Degree in Education (ELT)
By: Asma Alamin Moubark
Supervisor: Dr: Omar Elshikh Hago
2014 May
Chapter One
Introduction
1.0. Overview
When we consider
using a language test, it is generally because we have some particular use or
purpose in mind. For example, we may need to select the most qualified
individuals from among a pool of job applicants, or we may need to place
students into an appropriate level in language programme. Whatever the specific
purpose of which we need to use a language test, this purpose is likely to fall
into one or more of the following general categories of test use (1) to make inferences
about language ability (2) to make predications about test taker‘s ability to use language in
contexts outside the test itself, and to make decisions about individuals based
on these interference or predictions. The primary consideration in developing a
language test then is the use for which it is intended. It would thus make
sense to ask the question, ‘what make a given test useful for its intended purpose?’ or ‘what are the qualities that we need to
consider when evaluating the usefulness given test. Another question that we
need to ask is, ‘what
is setting in which we will make our inferences about language ability to
generalise beyond the test itself, so that we need to carefully consider the
extent to which the performance we elicit in a language test corresponds to the
language use testing or domains will have important implications for the
validity of our uses of the test results. [1]
To some
extent, good testing procedure, like good language use, can be achieved through
avoidance of errors. Almost any language-instruction program requires the
preparation and administration of tests, and it is only to the extent that
certain common testing mistakes have been avoided that such tests can be said
to be worth while selection, diagnostic, or evaluation instruments.
There are several uses for the tests in educational programs, and often resort teachers to use the same test for more than one purpose. The informal classroom tests a common daily activity carried out by teachers spontaneously. English as
second language students struggle to represent accurately on tests what they
know. Understanding what constitutes equitable testing practices in university
settings for English as second language
students poses a significant challenge to educators This study concerns,
strategies, and preferences in testing.
English as second language students provide evidence that language
proficiency, test anxiety, and preferences for particular test formats, such as
multiple-choice over essay questions, affect their ability to demonstrate
content knowledge. Students describe context, culture, language-related
problems intesting, and show awareness of various test-taking strategies. The
study suggests practical implications for making testing outcomes more
equitable for English testing.
1. 1. Statement of the problem:
The researcher find
some problem that faced the testing in designing and developing like the Lack of knowledge about the ability
of language such as authenticity testing and the factors influencing them, the
common mistakes in English language testing in general examination
characteristics, item characteristics, test validity concern, The inability to
critically read published research in language testing and information about
published tests in order to make informed decisions, Lack of knowledge of the
authors of the examinations for the development of concepts and design of the
English language testing.
1.2. Research objectives
This study aims to
achieve the following objectives:
1. To enable the
tester to become competent in the design, development, and use of English
language tests.
2. To make visible
English as second language students’ perspectives on classroom testing
practices.
3. To
highlight practical implications for how university faculty can address English as second language students’
testing concerns.
4. To survey the
common misconceptions about development and use of language tests and the
resulting of the problems.
5. To know what
language tests can do and what they should be like.
6. To know the aim
of developing the tests to produce test specifications which can be used to
construct live tests.
1.3. Research questions:
1. What are the
understandings of the fundamental considerations that must be addressed at the
start of any language testing effort, whether this involves the development of
new tests or the selection of existing English language tests?
2.
What are the
understanding of the fundamental issues and concerns in the appropriate use of
English language tests?
3. What are the
fundamental issues, approaches, and methods used in measurement and evaluation?
4. How can we
design, develop, evaluate and use English language tests in ways that are
appropriate for a given purpose, context?
1.4.
Hypotheses of the study
1. There an
understanding of the fundamental considerations that must be addressed at the
start of any language testing effort, whether this involves the development of
new tests or the selection of existing
2. The fundamental
issues, approaches, and methods used in English language tests do not well
understood.
3. There is an understanding of the fundamental issues
and concerns in the appropriate use of English language tests are measurement
and evaluation
4. Who can design,
develop, evaluate and use English language tests in ways that are appropriate
for a given purpose, context.
1.5. Significance of
the study
The importance of this
study comes from that testers themselves need to know what the problems faced
when they put the test and how can avoid form the mistake when they put the
exam and know the ways to improve and development and design in practice the
English language testing.
1.6. Scope and limits of the study:
The
study is carried out with respect to the following limits:
1. Temporal boundaries: The examination of
English language program of Open University of Sudan 2004-2013 in the course (language in use)
2. Spatial boundaries :Open University of
Sudan
3. Objectivity border: Analysis of the
English language examinations for
the breeding program
of the year 2004-2013 in the course
(language in use)
1.7. Research Method
In this
study the researcher adopted the descriptive analytical method and
questionnaires as a tool for collecting data.
1.8. Research Sample
English Language examination at Open
University of Sudan in the course (language in use)
1.9 .
Summary
This chapter provided a relevant
introduction to the research problem. It also introduced the study statement of
problem, research questions, research hypotheses, the purpose, the significance
of the study, basic assumption, limitations of the study, research method and
research sample .
ليست هناك تعليقات:
إرسال تعليق