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Designing Classroom Language Tests

The document discusses two taxonomies for classifying learning: Bloom's Taxonomy and SOLO Taxonomy. Bloom's Taxonomy classifies learning into cognitive, affective, and psychomotor domains from simple to complex. SOLO Taxonomy also classifies learning from simple to complex into five stages: prestructural, unistructural, multistructural, relational, and extended abstract. The document also provides guidelines for constructing test items, such as ensuring items measure the test objectives, cover the prescribed topics and skills, use a consistent format, have an appropriate level of difficulty, and avoid cultural bias.

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Dharshini Krishnan Morthy
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56 views14 pages

Designing Classroom Language Tests

The document discusses two taxonomies for classifying learning: Bloom's Taxonomy and SOLO Taxonomy. Bloom's Taxonomy classifies learning into cognitive, affective, and psychomotor domains from simple to complex. SOLO Taxonomy also classifies learning from simple to complex into five stages: prestructural, unistructural, multistructural, relational, and extended abstract. The document also provides guidelines for constructing test items, such as ensuring items measure the test objectives, cover the prescribed topics and skills, use a consistent format, have an appropriate level of difficulty, and avoid cultural bias.

Uploaded by

Dharshini Krishnan Morthy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

DESIGNING CLASSROOM

LANGUAGE TESTS

Blooms Taxonomy
Blooms Taxonomy (1956) is a systematic
way of describing how a learners
performance develops from simple to
complex levels in their affective,
psychomotor and cognitive domain of
learning.
The original taxonomy provided carefully
developed definitions for each of the six
major categories in the cognitive domain
and it was revised in 2001.

Blooms Taxonomy
Anderson and Krathwohl

Blooms Taxonomy

SOLO Taxonomy
SOLO (Biggs & Collis, 1982), which stands for
the Structure of the Observed Learning
Outcome, taxonomy is a systematic way of
describing how a learners performance develops
from simple to complex levels in their learning.
There are 5 stages, namely Prestructural,
Unistructural, Multistructural, which are in a
quantitative phrase and Relational and Extended
Abstract, which are in a qualitative phrase.
Students find learning more complex as it
advances.

SOLO Taxonomy
SOLO is a means of classifying learning outcomes
in terms of their complexity, enabling teachers to
assess students work in terms of its quality not
of how many bits of this and of that they got
right.
At first we pick up only one or few aspects of the
task (unistructural), then several aspects but they
are unrelated (multistructural), then we learn how
to integrate them into a whole (relational), and
finally, we are able to generalise that whole to as
yet untaught applications (extended abstract).

SOLO Taxonomy

Figure 1.0

SOLO Taxonomy

The SOLO taxonomy maps the complexity of a students


work by linking it to one of five phases: little or no
understanding (Prestructural), through a simple and
then more developed grasp of the topic (Unistructural
and Multistructural), to the ability to link the ideas and
elements of a task together (Relational) and finally
(Extended Abstract) to understand the topic for
themselves, possibly going beyond the initial scope of
the task (Biggs & Collis, 1982; Hattie & Brown, 2004).

In their later research into multimodal learning, Biggs &


Collis noted that there was an increase in the structural
complexity of their (the students) responses (1991:64).

Guidelines for Constructing Test


Items
Aim of the test: measure the objectives
prescribed by the blueprint and meet
quality
standards.
Range of topics to be tested: measure
the test-takers ability or proficiency in
applying the knowledge and principles on
the topics that they have learnt.
Range of skills to be tested: measure
higher levels of cognitive processing.

Guidelines for Constructing Test


Items
Test format: follow a consistent design so that
the questioning process in itself does not give
unnecessary difficulty to answering questions.
Level of difficulty: plan number of questions at a
level of difficulty and discrimination to best
determine mastery and non-mastery performance
states.
Internal and cultural considerations
(biasness): refrain from the use of slang,
geographic references, historical references or
dates (holidays) that may not be understood by an
international examinee.

Test Format

Refers to the layout of questions on a test.

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