Coming to Grips with Progress Testing: Some Guidelines for Its Design

Autor/in	Basanta, Carmen Perez
Titel	Coming to Grips with Progress Testing: Some Guidelines for Its Design
Quelle	In: English Teaching Forum, 50 (2012) 3, S.37-40 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	Language Tests; Testing; Guidelines; Test Construction; Traditional Grammar; Textbooks; Teaching Methods; Validity; Reliability; English (Second Language) + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Testdurchführung; Testen; Richtlinien; Testaufbau; Traditionelle Grammatik; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Reliabilität; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The area of progress testing has been neglected and has lagged far behind developments in language teaching and testing in general. In most classrooms today, English is taught through communicative textbooks that provide neither accompanying tests nor any guidance for test construction. Teachers are on their own in constructing tests to measure student progress and performance. The result is they write traditional grammar-based items in a discrete-point format that does not fit the communicative orientation of the textbook or the underlying teaching principles. Yet progress testing has a crucial role. This article offers a rationale for testing and presents guidelines for designing appropriate tests. (ERIC).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://www.forum.state.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10