Presentation
Presentation
Presentation
TAKING
STRATEGIES
Presenter: Nguyen Tan Hai
Backgroun Second language test validation was meant to:
• checking on how tests worked in terms of item
d performance
• test reliability
informatio • the intercorrelation of subtests
research
help us?
Research Areas was provided insight through test-taking
strategy research:
• low-level versus higher-level processing on a test;
• the impact of using authentic versus inauthentic texts
in reading tests;
• whether the strategies employed in L2 test taking are
more typical of first language (L1) use, common to Li
and L2 use, or more typical of L2 use;
• the more effective strategies for success on tests as
well as the least effective ones;
• test takers' versus raters' understandings of and
responses to integrated language tasks; and
• the items on a test that would be susceptible
(sensitive) to the use of test-wiseness strategies
How did
researchers Self-report
get the
information Verbal Self-
? report observation
Self-
revelation
Self-report • Learners describe what they do, characterized by
generalized statements
₋ High-proficiency student:
• Comprehend the text at a global level
• Predicting information accurately in context
• Methods: using lexical and structural knowledge to cope
with linguistics difficulties
(Gordon,1987)
Strategies Some sample strategies for the cloze include the
following:
dealing with • reading the question(s) first and then reading the
passage / portion
comprehension
• performing a mental translation of parts of the text to
see if the material makes sense in the L1, and then
items
summarizing the passage as a check for
comprehension
Strategies in Test-wiseness strategies (based largely on Allan, 1992)
• checking for identical or similar words or phrases in the
reading
alternative matches the stem grammatically
• eliminating several distractors because they
on items
general or too specific
• identifying relevant background knowledge and then
utilizing it in an appropriate way
• when uncertainty prevails, making an educated guess
drawing on a combination of strategies such as those
listed above
What would • Current work on test-taking strategies often involve
highly sophisticated data analysis
two learners.
There is likely to be a qualitative difference in how they
respondents use them.
Language
discipline
• Language teachers are expected to choose or
Assessment
construct, administer, and interpret the results of
assessments designed for a variety of purposes and
and
situations
• Professional groups, government policymakers, and
Professional
practitioners recognize the importance of language
assessment to language teaching.
problems? textbook
• Bachman (2000) reported that only half of the
respondents had completed a course in language
testing in his survey of TESOL organization
membership in 1990s
for materials“
– Richards and Farrell (2005): activities that teachers elect
s nonprofit publishers
WEB- • The World Wide Web has expanded teachers' access to
language assessment resources and professional