The Efficacy of Dictocomp as a Testing Tool

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EFFICACY OF DICTO – COMP AS A TESTING TOOL
V.Arthy , Assistant Professor in English
Humanities Department
Coimbatore Institute of Technology
Coimbatore – 641 014
Email: arthyvj@gmail.com
Mobile: 98944 09924

ABSRACT
In the past twenty years, language testing research and practice have witnessed the refinement of a rich variety of approaches and tools for research and development. While this research has deepened the understanding of the factors and processes that affect performance on language tests, as well as of the consequences and ethics of test use, it has also revealed lacunae in our knowledge, and pointed to new areas for research. This article reviews one such development in language testing – Dicto-comp. The method adopted engages students in the learning difficulties and also helps to identify the requirements in grammatical patterns and structures. This method is not only an effective classroom assessment method but becomes an integrated part of the learning process within and beyond the classroom.

EFFICACY OF DICTO – COMP AS A TESTING TOOL
V.Arthy , Assistant Professor in English
Humanities Department
Coimbatore Institute of Technology
Coimbatore – 641 014
Email: arthyvj@gmail.com
Mobile: 98944 09924

Language involves the ability to expose and receive information in a meaningful way. Language assessment and testing is one way to determining the level of academic and cognitive functions. Language assessment is the process of using language tests to accomplish particular tasks in language classrooms. Indeed, the ultimate goal of language assessment is to use tests to better inform on the decisions to be made and the actions to be taken in language education. Language teachers are often faced with the responsibility of selecting or developing language tests for their classrooms. However, deciding which testing alternatives are the most appropriate for a particular language education context can be daunting, especially given the increasing variety of instruments, procedures, and practices available for language testing. Such alternatives include not only test types with long traditions of use—such as multiple choice, matching, true-false, and fill-in-the-blank tests; cloze and dictation procedures; essay exams; and oral interviews—but also tests differing in scope and structure from these well-known options. Within the language classroom we use tests to diagnose areas of learner need or sources of learning difficulties, reflect on the effectiveness of materials and activities, encourage student involvement in the learning process, track learner development in the L2, and provide students with feedback about their language learning progress for further classroom-based applications of language tests (Brown 1998; Cohen 1994). A good test should objectively, accurately and consistently measure indicators of students’ “understanding”. In addition, a good test needs be graded in a realistic time frame. Construction of a good test takes careful planning. You must design the instrument to measure the objectives you have established for a specific unit of work. The objectives are •The particular skills you want the students to perform.

The level of knowledge you desire your students to achieve. •The attitude or value you want your students to acquire. In the past twenty years, language testing research and practice have witnessed the refinement of a rich variety of approaches and tools for research and development. While this research has deepened the understanding of the factors and processes that affect performance on language tests, as well as of the consequences and ethics of test use, it has also revealed lacunae in our knowledge, and pointed to new areas for research. This article reviews one such development in language testing – Dicto-comp

There are two types of composition techniques that can be used for testing. 1.Free Composition...
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