Improving test performance through a language test evaluation cycleby Richard Blight (Ehime University) |
even though . . . tests in general performance assessment typically do not make explicit reference to a theory of the underlying knowledge and ability displayed in performance, a theoretical position is implicit in the criteria by which raters are to make judgements. (1996, p. 19)
[ p. 125 ]
[ p. 126 ]
The test evaluation process[ p. 127 ]
Performance Criteria (Adult Migrant Education Service, 1995) | Class Results (N=11) |
follows conventions of layout for formal letter | 100% (N=11) |
stages text appropriately -beginning, middle, and end | 100% (N=11) |
writes paragraphs which clearly express objective information about situations / events | 73% (n=8) |
provides information / supporting evidence to substantiate the claim | 27% (n=3) |
makes a request for specific follow-up action | 27% (n=3) |
uses appropriate conjunctive links e.g., causal, additive, temporal, conditional, as required | 73% (n=8) |
uses appropriate vocabulary to reflect the topic | 36% (n=4) |
uses appropriate politeness / level of formality | 91% (n=10) |
uses grammatical structures appropriately | 64% (n=7) |
[ p. 128 ]
Summary evaluation results[ p. 129 ]
Conclusions[ p. 130 ]