Creative Achievement Tests in the Foreign Language Classroom.

Autor/inn/en	Snyder, Barbara; Olsen, Jeanne
Titel	Creative Achievement Tests in the Foreign Language Classroom.
Quelle	(1983), (14 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Achievement Tests; Communicative Competence (Languages); Creativity Tests; Language Tests; Scoring; Second Language Instruction; Secondary Education; Teacher Made Tests; Test Construction; Testing + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Creativity test; Kreativitätstest; Language test; Sprachtest; Bewertung; Fremdsprachenunterricht; Sekundarbereich; Testaufbau
Abstract	Teaching students to use language creatively and for communication requires creative and communicative tests. Creative tests allow students to give divergent answers; communicative tests allow for both meaningful language usage and meaningful contexts. This discussion of creative, communicative tests has four parts: (1) a review of formats that have been recommended, (2) grading the tests, (3) preparing tests, and (4) examples of creative and communicative test items. Section one discusses use of the oral interview, cloze procedure, multiple-choice formats, true-false tests, and essay tests. With the exception of the oral test and the essay, these tests have their place for testing comprehension only. Two options for grading are recommended, namely, idea-based grading and quality-based grading. The latter rates expression of an idea and well-formed sentences on a scale. Considerations on preparing creative and communicative tests cover congruence between teacher and student expectations, rewriting tests that accompany the textbook, having specific directions and limited formats that guide students into giving answers that can be easily graded, and preparing tests using visuals. The examples given concern ways of improving basic question types, preparing personalized textbook questions, providing a realistic context, and using visuals. (AMH)
Anmerkungen	Not available separately; see FL 013 718.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01