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1) Write the definition by Brown about either principle (Validity, Reliability etc.)

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1) Write the definition by Brown about either principle (Validity, Reliability etc.)

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2) Use your own words to explain/define this term

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2) Use your own words to explain/define this term

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3) Name all the subcategories of this term, mentioned by Brown & define them

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3) Name all the subcategories of this term, mentioned by Brown & define them

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4) Why does this principle support objectivity?

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4) Why does this principle support objectivity?

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5) Write any other important information or come up with examples 

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5) Write any other important information or come up with examples 

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Validity is "the extent to which inferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment" (Gronlund, 1998, p. 226)

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Authenticity is “the degree of correspondence of the characteristics of a given language test to the features of a target language task.“ Authenticity also includes to suggest an agenda for indentifying those target language tasks and to transform them into valid test items (Brown, 2004).

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“A reliable test is consistent and dependable.“

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1)
"[...] washback generally refers to the effects the tests have on instruction in terms of how students prepare for the test." (Brown 24)

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3)
> Student-related reliability (Bad day, anxiety, physical or psychological factors)
> Rater reliability
- Inter-rater reliability (two or more scorers yield inconsistent scores of the same test; lack of attention to scoring criteria, inexperience, inattention, ...)
- Intra-rater reliability (unclear scoring criteria, fatigue, bias towards particular „good“ & „bad“ students, carelessness)
> Test Administration reliability (street noise, bad light conditions, ...)
> Test Reliability (nature of the test itself, e.g. too long, time problems, poorly written test items

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content validity
predictive validity
construct validity
consequential validity
face validity
criterion-related validity

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„...characteristics of a given language test task...“

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A test that should be sufficient under the circumstances that are expected / that the test was designed for.

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Validity is if you actually test the competencies you want test.
For example: If testing writing skills give students the same test shape: write a weather report (at least 30 words or 5 sentences)

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No.4 why does this principle support  objectivity

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No.4 why does this principle support  objectivity

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To achieve reliability, one needs objectivity. Tests need certain criteria to be reliable, lessening the possibility of subjective grading. Also, reliability tries to guarantee the same conditions for all the students (time, handing out the test sheets at the same time, etc.)

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5) Contextualized multiple-choice tasks, Translation/Mediation, Oral exam (dialogue about meaningful topics like hobbys, "real-world-everyday talk")

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2)
-useful diagnoses of strenghts and weaknesses
-constructive feedback
-use washback during a language course rather than at the end to show the students the goals and challenges of the class
-formative and summative tests as requirements for washback

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2) In order to call a test task authentic, it should be...

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2) In order to call a test task authentic, it should be...

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- dealing with real-world topics (for the students). They should be relevant for students.
- formulated in an "authentic" language (appropriate for students)
- it should not be out of context. All test tasks should be linked.

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All students know what to expect and can prepare themselves for the assessment.

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If a test is practical for the teacher and the students the time frame for completing the test and scoring it is fair.

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Objectivity can be supported by washback when
- all students get the same information about what will be tested prior to the test
- all students get the same kind of feedback afterwards (detailed comments on the performance > just letter scores)
- all students have the chance to discuss the feedback or grade with the teacher

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-“Reliability applies to both the test and the teacher.“
-“Reliability can be achieved by making sure that all students receive the same quality of input.“
-“Reliability depends on the physical context.“ (visualisation, sounds, lighting, temperature,..)

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Important information

It is very important that students understand what is being tested.
A valid test measures appropriately the purpose of assessment.

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-how students prepare
-effects of an assessment on teaching
- tests: learning devices
- strategies for students
- comment on test performance
- summative tests
- access to discuss

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Real-world related tasks and exercises can avoid critical opinions of students (“Why do I learn this if I will never use it?).
This means that the “objectivity” lies in the understandment of why these tasks are important and relevant.
Moreover, if authenticity is present in class you have more “neutral” topics so that all students have the “same” access to the situation presented.

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Tips:
- “use test results as a guide to setting goals for future efforts”
- there is positive washback (encourages students) and negative washback (makes students anxious/ nervous)
- use direct testing and criterion-referencedd

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Test is practical when:
- it is inexpective;
- its language proficiency doesn't take a student a lot of time;
- it doesn't require individual one-on-one proctoring;
- it doesn't take several hours for evaluation

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"Practicality is determined by the teacher's (and the students') time constraints, costs, and administrative details, and to some extent by what occurs before and after the test."

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Consists of classroom managment in general, preparation and organisation skills, preparation of reliablematerial

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1. Are all administrative details  clearly established before the test?
2. Can students complete the test reasonably within the set time Frame?
3. Can the test be administered smoothly, without procedural "glitches"?
4. Are all materials and Equipment ready?
5. Is the cost of the test within the Budget Limits?
6. Is the scoring/Evaluation System feasible in the teacher's time Frame?
7. Are the methods for reporting results determined in advance?