This weeks’ reading discuss a topic that is dreaded by
students, teachers, parents, and administrators, but that is also part of the
education life; tests. I would be flabbergasted if anymore made it through
their education years without being presented one them. Brown says, “tests have
become a way of life in the educational world” (466). I believe we just have
come to accept them without any more questions. I have always been one of those
who felt indifferent about standardized test. When it was time to take them, I
do without being over stressed or depriving myself of sleep. I do not know if
this is a result of my confident to take tests or just the fact that after so
many years of being tested, I have become numb to it. The latter one is more
probable. But that still does not remove
the amount of stress and pressure that it put on teachers and students. The idea
of knowing that entrance to the University of your Dream depends on a single score
or knowing that you will be judged based on the scores of your students does
not make it difficult for negative backwash to occur. Now a day, we have been
hearing of the effect standardized tests have on the curriculum, specifically how
teachers are teaching to the test. With the passing of the NCLB,
the negative backwash has only worsened. In his chapters, Brown discusses the
topic of test and assessment and clarifies for the readers that each terms holds
a separate definition. Tests are part of a teacher’s requirements so even
though we may be against tests; we must give them to our students. We cannot
escape that idea, but as teachers what we can do is changes the format of the
tests. Instead of leaning towards the tradition multiple choice pen and paper
test, we can evaluate our students on various occasions and on exams that our
authentic and performance based. There needs to be several evaluating
instruments that allow students to show their skills. I believe the author Assessment Shohamy
would also agree with this.
In her article,
Shohamy, looks at the extent to which different features of discourse affect
test takers language scores depending on what is expected of them. The first
examination explored the effect of subject matter on reading test takers’
scores. The results showed that familiarity with the content affect the nature
and fluency of the communication. When looking at the different question types
and test type, research revealed that the strategies used by test takers for
processing the discourse differed. One can only agree with such findings. Essay
questions and multiple choice questions are separate types of questions
therefore students must use different strategies to answer each question.
Multiple choices most likely call for short term memory while essay not so
much. The research that convinced me even more on the concept of using
different type of test was the study done by Shohamy and Inbar in 1991. The researchers investigated
the effect of different genres along the oral-literate continuum on test
takers' scores on a listening comprehension test. The topic was kept the same
for the three types of discourse, interview, lecturette, and a news broadcast.
The results from this research opened my eyes to how much different tests had
different results. The results revealed substantial difference among the test
takers’ scores for each discourse type. The interview had the highest listening
comprehension, followed by the lecturette and then the news broadcast. This made me realize the importance of including
a variety of discourse types
on tests since it is not possible to draw the same conclusions about language
proficiency across discourse types. Students respond different to different
situations, therefore it is important for teacher to gives ample opportunity to
the students to show when they know. In another research,
the researchers looked at how students tests scores differed, especially with
oral tests, when speaking to a human versus a machine or when they were part of
a discussion, role-play, or giving a report. All the different styles revealed
something new, and sometimes contradicting. The most important information we
as teachers can take from this week’s reading is that we should evaluate our
students knowledge in various ways, with various instrument, and at various
time. As teachers we must be creative and devise evaluating tools that are authentic
for the students.