INSPT - LICENCIATURA LENGUA INGLESA - TRABAJOS FINALES

Permanent URI for this collectionhttp://48.217.138.120/handle/20.500.12272/971

Browse

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Assessing vocabulary: does test format influence test results?
    (2011-12-13) Castino, Mariana Vanesa; Quinterno, Mariano
    Assessment has become a relevant part of the teaching and learning process in the past few decades. However, much less importance has been given to the assessment of vocabulary than to other components of the language, such as grammar. As a consequence of this, little attention has been paid to the influence that the methodology used in a vocabulary test can actually have on the results obtained. This study is aimed to explore to what extent test format influences test results in the assessment of vocabulary. For this purpose, First Certificate in English (FCE) students were given three vocabulary tests and an interview was also given to those students who showed some divergence among the results of the three tests. The results indicate that test format can greatly influence the results obtained in vocabulary tests. The findings also suggest that the successive task administrations, evaluating the same key words, do not lead to a better test performance.
  • Thumbnail Image
    Item
    The influence of written items in the construction of grammar tests
    (2011-12-15) Buedo, Jimena; Quinterno, Mariano
    Testing, as McNamara (2000) expresses, is a universal feature of social life and as such it attempts to examine how people perform in relation to others to make decisions about their social roles. This concept also applies to language testing, which involves gathering information and making judgement within a context of specific purposes and goals (Frendo, 2009). Testing is of critical importance in shaping the teaching process and the decisions about the students‟ performance. Therefore, this research aimed to find out to what extent the test results obtained by in-company intermediate students were influenced by the type of written item chosen by the teacher in the construction of grammar tests. The study also explored whether previous training in class affected the test takers‟ performance. The difference between closed-items and open tasks, between items presented in isolation and in context was also highlighted in the hope of raising awareness of the range of results that might be attained with different test formats. Findings showed that the type of test item chosen to evaluate in-company intermediate students‟ knowledge of grammar in the written medium appeared to have influenced their test results.