Classroom-based assessment for ESL: Writing items for Vocabulary, Reading and Speaking
Included are assignments for E634 Assessing Second Language Skills, which were designing test items for assessing vocabulary, speaking and reading. Through developing test items in each section, I had an opportunity to apply the concepts and theories I had learned in the course. Furthermore, we reviewed the test items with other classmates in class. I got
feedback about the test items I developed and it was believed that it might contribute to improving my future writing test item knowledge and skills.
Included are assignments for E634 Assessing Second Language Skills, which were designing test items for assessing vocabulary, speaking and reading. Through developing test items in each section, I had an opportunity to apply the concepts and theories I had learned in the course. Furthermore, we reviewed the test items with other classmates in class. I got
feedback about the test items I developed and it was believed that it might contribute to improving my future writing test item knowledge and skills.
- Writing Items for Vocabulary
I have developed three multiple-choice vocabulary items according to the concepts that I had learned. With regard to the construct, I included which aspects of word knowledge (form, meaning, use) I aimed to test, whether the item was involved with vocabulary breath (explicit use of words) learning or depth (implicit use of words), and whether the test was monolingual or bilingual. In addition, directions, an answer key, and a scoring guide as well as test items provided in the test sample below.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
writing_vocabulary_test_items.pdf | |
File Size: | 228 kb |
File Type: |
- Writing Items for Reading
I have developed five objective interpretive-type reading items. The target test takers were Korean high school students with an Intermediate level. The reading source was from an actual English text book (High School EnglishⅠ) that I used in Korea. The construct I aimed to test is recognizing inferences based on global reading comprehension. The estimated difficulty of input was Flesch-Reading Ease 61.5 (easily understood by 13 to15-year-old students) and Flesch-Kincaid Grade 9.0 (appropriate level for 6th-8th or 9th-10th grade). Below is a sample of reading items I wrote, and directions, reading passage, answer key, and scoring guide as well as test items are included.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
writing_reading_test_items.pdf | |
File Size: | 226 kb |
File Type: |
- Writing a Prompt for Speaking
I developed a prompt for speaking test and a scoring rubric for the task. The target test takers were 17-year-old Korean high school students with an advanced level. The construct I aimed to test was language use (grammar and vocabulary),
topic development (transition words, connected ideas) and delivery (pronunciation, fluency). The task was independent and the scoring rubric was analytic; the rubric includes score and descriptions of abilities in each score. Below is a sample of a prompt for speaking and a scoring rubric I created; directions and a score reporting form are included.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
writing_a_prompt_for_speaking.pdf | |
File Size: | 106 kb |
File Type: |