Sample Response – Professional
| Considerations for Test Administration |
1. Giving the test. Is it… Individually-administered? Because of limitations on time and staff in some schools, it makes sense for the test to be administered to groups of students. |
2. Directions, examples, questions, and prompts. Are they… _X_ In English? Because teachers will have to start testing students from the first year on, and for consistency’s sake, it’s best for the directions to be in English. Also, teachers are not testing their students’ comprehension of the directions, but rather how well they can perform the tasks. Since it’s an end-of-year test of overall proficiency, it would be best to test multiple language skills. |
3. Student answers and responses. Are they… In English? The test should assess how well students can perform in the target language. Since it is an end-of-year test, it would be best to test multiple language skills. |
| Considerations for Scoring Tests |
4. Method of scoring. Does it involve… _X_ Counting the number correct? Answers should be selected, short answers whenever possible. Due to the large number of students each school will have to test, teachers cannot spend all of their time scoring responses. Scores should be holistic. It gives an overall picture of the students’ proficiencies, which is what Ligang and the Department of Education are looking for. |
5. People and steps involved in scoring. Is the test… Hand-scored? If the test is on the computer, this would save the most time. |
6. Location for scoring. Is it… _X_ Local/On-site? To save on costs and time, it would be better if the schools administer and score tests locally. Then they can report the results to the Department of Education. |
