SLS 490 Analysis of Test Development Project

December 16, 2022

SLS 490 Analysis of Test Development Project

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

SLS 490 Analysis of Test Development Project

SLS 490, Analysis, Test, Development, Project

Introduction

The purpose of this project was to create a language test from the ground-up, grounded in ESL pedagogical theory and based on a defensible construct. Our project began with a brief needs analysis of the population to be tested in the context of the language course that that population is taking, which led to the formation of a construct for testing, the writing of test item specifications, and ended with the piloting of our test on an equivalent population.

Briefly, the context of our test is an end-of-unit, reading comprehension and vocabulary achievement test for ESL students in the US who want to enter an American university. It is a criterion-referenced test that focuses on two constructs, reading comprehension skills and vocabulary retention

The purpose of our test is to evaluate students on their mastery of new vocabulary from a language unit that they have recently studied as well as their comprehension of a reading passage with the same theme, length, and difficulty as other passages from that same unit.

Our test includes a reading passage where the students have to demonstrate reading comprehension and two vocabulary sections, one matching and one productive, where students have to demonstrate their knowledge of the meanings of words presented and taught in the unit.

From the results of the unit test, test administrators will be able to make diagnostic decisions regards the students’ mastery of learner objectives. If the test shows that the students have not mastered the tested objectives, those students will be given further supplemental instruction and ultimately re-tested.

Overall, while the purpose of our test is to assess what the students have learned from one unit, it, along with other unit tests within the context of the entire course, will not only provide the teacher a basis for making decisions about the students’ learning, but also give feedback to the teacher about their own teaching, e.g., pace, delivery, methods, etc., across the entire term.

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SLS 490 Analysis of Test Development Project

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.