Test Taking Abstract: Testing is something that very few people know about in theory, yet many people do on an everyday basis. In this workshop we will explore some of the issues involved in testing such as 'what to test' – i.e. skills or language, 'how to test' – i.e. summative or formative, proficiency or achievement, and how tests affect teaching or ‘washback’. We will examine different tests types, how tests are developed and the range of ‘high stakes’ tests that are available along with their advantages and disadvantages. By the end of the session, attendees should have a better understanding of tests and how to use them as more than just a tool for student assessment. Bio: Tim Dalby, is from Portsmouth, England and has been teaching since the summer of 2000. He has taught in Korea, New Zealand and the Czech Republic in a variety of contexts including business English, general English, EAP, FCE, CAE, IELTS, TOEIC and TOEFL. He has been a head teacher and a teacher trainer and is about to complete his M.A. in English Language Teaching from Reading University. He currently teaches at Jeonju University, coordinates KOTESOL’s teacher training department and is available at [email protected].

What does it feel like to take a test…? Match the following words with the definitions A-Z given alongside. You have four minutes for this task. Once you have finished, write down your reactions to this question. 1. pall 2. flare 3. imbue 4. impost 5. impeach 6. obloquy 7. cavil 8. exculpate 9. yaw 10. evince 11. ascetic 12. mercurial 13. ensconce 14. scintilla 15. termagant 16. trumpery 17. chafe 18. lode 19. tilt 20. vest

A. B. C. D. E. F. G. H. I. J. K. L. M.

dispute volatile worthless finery free from blame calumny tediously long trace bestow vein of ore become boring settle comfortably spread outwards given to self denial

N. O. P. Q. R. S. T. U. V. W. X. Y. Z.

be irritated accuse shrewish woman saturate find fault with levy show plainly move unsteadily shabby anger carry dismiss metal

(Ref: Weir, C.J. (1993) Understanding and Developing Language Tests. Hemel Hempstead:Prentice Hall International. Pg 1)

Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

Faulty Test Items A. Knowledge of tenses Select the most semantically appropriate option from those available: John is at school today. Sally ______________________________________the piano for half an hour because she is unhappy. a) play b) unfortunately hasnt been able to play c) Brown d) will be playing

B. Lexical knowledge Complete the gaps with an appropriate lexical item: John was a very _______boy. He_______every day. He is coming_______. John speaks English very well but his sister_______ speak at all.

C. Knowledge of spelling Unscramble the jumbled letters below to form English words: MEAX GMAEUZ TAC ALAVGI

Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

D. Working out the meaning of words from context Read the passage below on Estimating the Age of Trees. Some of the words are in italics. Most of them match the dictionary definitions given. There may however be an occasional definition which has no equivalent word from the passage. If so indicate this by writing X. (NB there may be a word in italics that is not defined). Write the word from the passage by the appropriate definition. One can make a rough estimate of a tree’s age from the state of its bark and branch structure. Until it has been felled however one can only guess at its exact age. After it has been cut down one can get a precise estimate from the concentric rings which spread outwards across the stump. It is even possible to tell from these rings when there were sunspots in the tree’s life. 1. not smooth, coarse in texture 2. to determine 3. inexact 4. strictly correct 5. to originate 6. outer sheath 7. to report 8. the outside of an object

E. Writing ability Write an essay on one of the following: a) Write a spirited defence of the English public school system. b) Describe what you did yesterday. c) What are the shortcomings of Einstein’s theory of relativity? d) The funniest thing that ever happened to me.

(Ref: Weir, C.J. (1993) Understanding and Developing Language Tests. Hemel Hempstead:Prentice Hall International. Pgs 8-9)

Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

IELTS band scores 9. Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding. 8. Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well. 7. Good user Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning. 6. Competent user Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations. 5. Modest user Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field. 4. Limited user Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language. 3. Extremely limited user Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur. 2. Intermittent user No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English. 1. Non user Essentially has no ability to use the language beyond possibly a few isolated words. 0. Did not attempt the test No assessable information provided. Information available from: http://www.ielts.org/PDF/Information_for_Candidates_2007.pdf Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

TOEIC Equivalence Tables Various International levels 12

Language Level

TOEIC Score

Certificate Colour

TOEFL Score

IELTS Band

Proficiency

900+

Gold

600+

8-9

Competencies

Expert

Use language fully Appropriate, accurate,fluent Close to mother tongue proficiency

11

Pre-Proficiency

815+

Blue

575+

7-8

Very good

Communicate effectively Most situations

10

Advanced 2

750+

Blue

550+

6-7

Good

Follow a formal study course Generally effective, some inaccuracies

9

Advanced 1

690+

Green

525+

6

Competent

Can modify style to the situation Handles complex, stress, & delicacy requirements

8

Upper-

625+

Green

500+

5-6

560+

Green

475+

5

Independent

Give presentation, participate in formal meetings etc

Modest

Understand and contribute to formal meetings. Frequent mistakes,

Intermediate 2 7

UpperIntermediate 1

though

6

Intermediate 2

500+

Green

450+

4-5

5

Intermediate 1

375+

Brown

400+

4

Basic

Participate in small groups Receive classroom training

Limited

Understand meetings. Contributes basically Cannot handle complex language

4

Pre-Intermediate 2

250+

Brown

250+

3-4

Threshold

Communicate successfully in non-abstract areas. Frequent breakdowns

3

Pre-Intermediate 1

200+

Brown

330+

3

Very limited

Communicate with hesitation in routine topics

2

Elementary 2

Orange

2

Intermittent

Locate & describe self, others & objects

1

Elementary 1

Orange

1

Non-user

Identify self & Others. Isolated words

It is critically important to recognise that these approximations are guidelines only and are not based on extensive research, but rather experience and familiarity. Use Caution in interpretation. Use the free TOEIC "Can Do" Guide for detailed interpretation of competencies. Information available from: http://www.kmdc.com.my/html/forms/2006/TOEIC_Equivalence_Tables.pdf Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

A note on washback Washback is the positive or negative effect that a test has on teaching (Taylor 2005:154). A test that has beneficial washback encourages good teaching practice, rather than simply practising test-taking strategies. For example, a good reading test examines a range of reading skills with a variety of question types meaning it would be sensible for teachers to equip students with a wide-range of reading skills as well as good test-taking strategies. A review of IELTS teaching materials shows that a mix of teaching strategies are recommended to gain a high-band score in IELTS (Terry 2003:66-76) even though the teaching materials themselves vary in their ability to do this. A study by Read and Hayes (2003, cited in Spratt 2005:9) shows that intensive IELTS preparation courses in New Zealand tend to spend more time on specific IELTS test skills, whereas longer courses tend to be more balanced. Spratt suggests that it is largely in the hands of the teachers and institutions to decide how much of a positive or negative impact an exam will have (2005:23). This is also supported by Alderson and Wall’s assertion that washback should not be a sole test of validity as the relationship between validity and washback is not direct (1993:116).

References: Alderson, J.C. and D. Wall 1993. ‘Does Washback Exist?’ Applied Linguistics 14 (2): 115129 Spratt, M. 2005. ‘Washback and the classroom- the implications for teaching and learning of studies of washback from exams’, Language Teaching Research 9 (1):5-29 Taylor, L. 2005 ‘Washback and Impact’, ELT Journal, 59 (2):154-155 Terry, M. 2003 ‘IELTS Preparation Materials’, ELT Journal, 57 (1):66-76

Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

Answers to the faulty test items: Match the following words with the definitions A-Z given alongside. 1J, 2W, 3L, 4S, 5O, 6E, 7A, 8D, 9U, 10T, 11M, 12B, 13K, 14G, 15P, 16C, 17N, 18I, 19R, 20H

C. Knowledge of Spelling Exam, Zeugma (a figure of speech in which an adjective or verb is used with two nouns but is appropriate to only one of them or has a different sense with each, as in 'During the race he broke the record and his leg'), Cat, Vagal (relating to the tenth pair of cranial nerves vagi). Definitions from http://uk.encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx D. Working out the meaning of words from context

1. not smooth, coarse in texture 2. to determine 3. inexact 4. strictly correct 5. to originate 6. outer sheath 7. to report 8. the outside of an object

Testing Times for Teachers – a workshop by Tim Dalby. Contact [email protected]

X tell rough exact concentric bark X X