<< Chapter < Page
  Collection     Page 31 / 53
Chapter >> Page >
  • Use of test results

The last factor under evaluation involves ways of how test results or students’ final scores in test performance are used. As previously described in 4.1, students’ oral test scores are used to grade them in terms of their progress or achievement after a term/course of study. This is the most popular and common purpose of all achievement tests, that is to make the final decision on students’ proficiency kept in their study record in the form of grades. Furthermore, teachers and students are really interested in receiving feedback on students’ progress which helps students ‘guide their own subsequent learning’, and helps teachers ‘modify their teaching methods and materials so as to make them more appropriate for their students’ needs, interests and capabilities’ (Bachman&Palmer, 1996, p. 98). However, TNU students’ test scores have never been used to either evaluate the effectiveness of instructional programs or make any improvement in teachers’ teaching methods and materials. In other words, oral testing at this institution has no effect on the teaching and learning of speaking skill which is named negative washback or backwash by Hughes (1989), Heaton (1988) and McNamara (2000). Information regarding inferences about students’ proficiency made from test performance can be really useful for assessing the efficiency of a teaching program as well as teachers (Bachman&Palmer, 1996, p. 98).

In conclusion, the analysis of TNU current practices of developing oral language tests reveals a number of weaknesses as follows:

There is no principled basis for oral test operationalization and administration

Oral tests in use lack construct validity and reliability

There is lack of consideration of communicative stress in oral test operationalization

There is lack of test administration standardisation

There is lack of a supportive test taking environment

These current practices are thus far from being consistent with the theoretical framework for test development.

4.2 evaluation of tnu staff’s perceptions of oral testing

As previously mentioned, the questionnaire survey was carried out on 12 members of TNU English teaching staff with the purpose of investigating their perceptions of oral language testing. The questionnaire consists of 10 questions, 8 of which help to elicit the staff’s perceptions of oral testing, and the other two indicate the staff’s working experience and their qualifications in language testing. Concerning information elicited about the staff’s perceptions, in particular, questions 1&2 reveal their awareness of the two functions of spoken language, questions 3 of the number of oral test types and elicitation techniques involved in a test, questions 4&5 of communicative stress in tasks suitable to students’ proficiency levels, and question 6 of the procedure for oral test design and operationalization. Meanwhile questions 7&8 elicit the teachers’ reliability degree within their own inferences about students’ oral test performance. This section (1) presents the data collected from the teachers’ responses to all the questions of the questionnaire, and (2) analyses the data to evaluate their understanding of this kind of assessment.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
explain and give four Example hyperbolic function
Lukman Reply
_3_2_1
felecia
⅗ ⅔½
felecia
_½+⅔-¾
felecia
The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
SABAL Reply
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
Pawel
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
Pawel
ok
Ifeanyi
on number 2 question How did you got 2x +2
Ifeanyi
combine like terms. x + x + 2 is same as 2x + 2
Pawel
x*x=2
felecia
2+2x=
felecia
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
Pawel
how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
find the subring of gaussian integers?
Rofiqul
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
hi mam
Mark
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
yes i wantt to review
Mark
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
please help me prove quadratic formula
Darius
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
can you teacch how to solve that🙏
Mark
Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
Brenna
(61/11,41/11,−4/11)
Brenna
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Brenna
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play




Source:  OpenStax, Collection. OpenStax CNX. Dec 22, 2010 Download for free at http://cnx.org/content/col11259/1.7
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Collection' conversation and receive update notifications?

Ask