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A Speaking and Listening Test for 2nd-Grade, EFL, Japanese Learners
I designed an achievement test to measure my primary learners' on their curriculum's major language objectives of intensive speaking, selective listening, responsive listening, and perceptive reading. What makes my achievement assessment innovative is that it is comprised of both summative and formative characteristics. It allowed me to simultaneously understand my students' proficiency in the course's listening and speaking skills and afforded me the ability to provide individualized feedback to my students. The design of my assessment helps to maintain a positive learning classroom ecology.
Video Summary of my Experience Implementing a Self-designed Assessment in the Classroom
The Test and it's Key
Dolehanty_FLT898_Self-designed_assessment_and_key.pdfTest's Holistic Speaking Rubric
Dolehanty_FLT898_HolisticRubric_ResponsiveListening_and_IntensiveSpeakingInterview.pdfThe Summarized Rationale for the Assessment's Design:
The Summarized Rationale for the Assessment's Design:
The use of one rubric's criteria for the interview portion, accounting for intra-rater reliability
The use of extra distractors for item autonomy, which facilitates maintaining test reliability
Only the macro and micro skills associated with the language features addressed on the test are assessed, accounting for construct validity
Integrated items were only those that learners were very familiar with, maintaining face validity
Dolehanty_FLT898_AssessmentDesignReport_Final.pdfSection Headings Included in the Assessment Design and Rationale Report:
Information background
Introduction and Purpose
Target Population
Impact and Consequences
Overall Design
Language Skills
Item Types and Number and Response Formats
Scoring and Rating System and Result Reporting and Feedback
Administration
Time
Proctors
Physical Conditions
Resources
Analysis & Evaluation
The Results
Test Reliability
Test Validity
Test Practicality
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