Characteristics of Communicative Language Testing in Education
Explore the key aspects of communicative language testing in the context of fourth-grade education, emphasizing authenticity, integrated performance, information gap activities, and qualitative assessment methods. Discover the importance of unpredictability, contextualization, and inter-subjectivity in language assessments for effective learning outcomes.
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Presentation Transcript
The characteristics of communicative Fourth grade English department College of Education ((for hum sciences)) Lecture 2 Asst.prof.Dr.Zainab Al-sadi
A language Tests It has been known that language is a means for communication and the main need of most learners is not for theoretical or analytical knowledge of the target language a but for an ability to function effectively through the target language in meaningful settings and contexts. So, this approach to language testing considers language to be interactive and has to be assessed purposive, authentic contextualized and has to be assessed interims of behavioral ontcomes.
The main characteristics are the following: - 1- Authenticity of texts and situations is an important aspect. This means that the testecs must be exposed texts written by real authors for real purposes and appropriate for real situations, we un simplified language nondoctored , genuine texts should be used as inputs. 2. Communicative testing requires an integrated Perform are from the students involving communication under realistic linguistic, situational, cultural and affective constraints. 3.It should involve information gap activities where tastes have to process new information as they might do in real life situation. 4. It has to rely on qualitative not quantitative, modes of assessment. 5. It has to be criterion - referenced based on of tasks to show whether or not or how well a students can Perform a set of specified activities.
6. It has to be unpredictable, purposive and contextualized . 7. The commitment to making tests communicative entails a high degree of explicitness both at the test design stage where one is concerned with the required result and at the evaluation stage where one is estimating the required result. 8. It has to involve inter subjectivity where the task should involve the testee both as language receiver and Producer. it should be noted that the important role of context as a determinant of communicative language ability is stressed and an integrative approach to assessment as against da decontextulised approach is advocated. Language can not be meaningful if it is devoid of ander context (linguistic, discoural and sociocultural).
B - norm-reference & criterion Reference tests: -Norm-referenced Test: The compares students performance to other student in the same group. fest is often used to compare groups of students to all students in a particular school district, State or country. They are indispensable when the aim of fasting is selection or grading results in public examination. So, the students Performance is compared in relation to other students Chorm-groups.
- criterion - referenced Test: It is a mastery test designed to establisha how many learners have achieved a certain Standard or whether an individual has performed a given fast. It develops a set of specific learning objectives and scores. This type of test reflects the number of objectives a test-taker has successfully completed. So, it is used for guidance and diagnosis. The students Performance is compared to a pre-established criterion or a set of objecting to make me a mastery gon-mastery decision.
