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Assinale a assertiva que apresenta de forma correta um dos princípios da segurança da informação.
Marque a alternativa que não contém erro de pontuação:
Complete as lacunas abaixo corretamente:
Eu aspiro ___ cargo de Presidente.
Aspirei ____ ar da montanha.
TEXTO II
O primeiro professor que encontrei estava numa sala muito grande, com quarenta alunos em torno dele. Depois das saudações, tendo observado que eu olhava com curiosidade para um painel, /.../, disse ele, que “talvez eu pudesse gostar de vê-lo utilizando um projeto para a melhoria do conhecimento especulativo, por meio das operações práticas e mecânicas.”
/.../ Todos sabiam como era trabalhoso o método atual para a conquista das artes e das ciências, ao passo que, graças às suas ideias, a pessoa mais ignorante, a um custo acessível, e com pouco esforço físico, poderia escrever livros de filosofia, poesia, política, direito, matemática e teologia, sem necessidade de recorrer ao auxílio de um gênio ou através de estudo.
Ele então me conduziu até o painel, /.../. As superfícies eram compostas por vários pedaços de madeira, aproximadamente do tamanho de um dado, porém alguns eram maiores que os outros. Todos eles eram ligados juntos por meio de finos arames. Esses pedaços de madeira eram cobertos, em cada quadrado, com papéis colados a eles, e sobre estes papéis estavam escritas todas as palavras do idioma deles, em seus mais diversos modos, tempos e declinações, porém sem nenhuma ordem.
O professor então quis que eu “observasse, porque ele iria colocar seu mecanismo em funcionamento.” Os alunos, sob sua direção, seguravam cada um deles uma alça de ferro, das quais havia quarenta fixadas em torno das extremidades do painel, e, dando-lhes uma volta súbita, toda a disposição das palavras se modificava totalmente. Pediu então para que trinta e seis dos garotos lessem vagarosamente as diversas linhas, à medida que elas apareciam no painel, e, quando eles encontravam três ou quatro palavras juntas que pudessem fazer parte de uma sentença, eles ditavam para os quatro garotos restantes, que eram os escreventes.
/.../ Esta operação foi repetida três ou quatro vezes, e em cada volta, o mecanismo era tão bem planejado, que as palavras se moviam para novos lugares, à medida que os pedaços de madeira quadrados se movimentavam de cima para baixo.
Seis horas por dia eram empregadas pelos estudantes para a realização desta tarefa, e o professor me mostrou vários volumes em grande formato, já colecionados, de frases incompletas, as quais ele pretendia montar, e além dessa riqueza de material, com a finalidade de oferecer ao mundo uma obra completa de todas as artes e ciências, as quais, todavia, poderiam ainda serem melhoradas, e em muito aceleradas, se o público criasse um fundo para construção e utilização de quinhentos painéis como aquele em Legado, e obrigasse os diretores a contribuírem conjuntamente com suas inúmeras coleções.
Ele me garantiu que naquela invenção havia utilizado toda a inteligência da sua juventude, que ele havia esgotado todo o vocabulário com o seu painel, e havia feito um cálculo rigoroso da proporção geral que havia nos livros entre os números de partículas, substantivos e verbos, e outros componentes de uma oração.
TEXTO II
O primeiro professor que encontrei estava numa sala muito grande, com quarenta alunos em torno dele. Depois das saudações, tendo observado que eu olhava com curiosidade para um painel, /.../, disse ele, que “talvez eu pudesse gostar de vê-lo utilizando um projeto para a melhoria do conhecimento especulativo, por meio das operações práticas e mecânicas.”
/.../ Todos sabiam como era trabalhoso o método atual para a conquista das artes e das ciências, ao passo que, graças às suas ideias, a pessoa mais ignorante, a um custo acessível, e com pouco esforço físico, poderia escrever livros de filosofia, poesia, política, direito, matemática e teologia, sem necessidade de recorrer ao auxílio de um gênio ou através de estudo.
Ele então me conduziu até o painel, /.../. As superfícies eram compostas por vários pedaços de madeira, aproximadamente do tamanho de um dado, porém alguns eram maiores que os outros. Todos eles eram ligados juntos por meio de finos arames. Esses pedaços de madeira eram cobertos, em cada quadrado, com papéis colados a eles, e sobre estes papéis estavam escritas todas as palavras do idioma deles, em seus mais diversos modos, tempos e declinações, porém sem nenhuma ordem.
O professor então quis que eu “observasse, porque ele iria colocar seu mecanismo em funcionamento.” Os alunos, sob sua direção, seguravam cada um deles uma alça de ferro, das quais havia quarenta fixadas em torno das extremidades do painel, e, dando-lhes uma volta súbita, toda a disposição das palavras se modificava totalmente. Pediu então para que trinta e seis dos garotos lessem vagarosamente as diversas linhas, à medida que elas apareciam no painel, e, quando eles encontravam três ou quatro palavras juntas que pudessem fazer parte de uma sentença, eles ditavam para os quatro garotos restantes, que eram os escreventes.
/.../ Esta operação foi repetida três ou quatro vezes, e em cada volta, o mecanismo era tão bem planejado, que as palavras se moviam para novos lugares, à medida que os pedaços de madeira quadrados se movimentavam de cima para baixo.
Seis horas por dia eram empregadas pelos estudantes para a realização desta tarefa, e o professor me mostrou vários volumes em grande formato, já colecionados, de frases incompletas, as quais ele pretendia montar, e além dessa riqueza de material, com a finalidade de oferecer ao mundo uma obra completa de todas as artes e ciências, as quais, todavia, poderiam ainda serem melhoradas, e em muito aceleradas, se o público criasse um fundo para construção e utilização de quinhentos painéis como aquele em Legado, e obrigasse os diretores a contribuírem conjuntamente com suas inúmeras coleções.
Ele me garantiu que naquela invenção havia utilizado toda a inteligência da sua juventude, que ele havia esgotado todo o vocabulário com o seu painel, e havia feito um cálculo rigoroso da proporção geral que havia nos livros entre os números de partículas, substantivos e verbos, e outros componentes de uma oração.
Criado robô que escreve poesia desenvolvida por Inteligência Artificial
Este robô utiliza um modelo sofisticado de linguagem, uma base de dados de palavras e uma análise de padrões de fala.
A apresentação do Ai-Da realizou-se no Ashmolean Museum na Universidade de Oxford na passada sexta-feira, tendo o robô feito parte de uma exposição em homenagem ao 700º aniversário da morte do poeta Dante Alighieri. Além de escrever poemas, através do recurso à Inteligência Artificial, o robô consegue ser capaz de pintar, desenhar e esculpir.
Dado o crescente avanço dos modelos linguísticos, Aidan Meller [criador do Ai-Da] acredita que, em breve, “serão completamente indistinguíveis dos textos humanos”. /.../ Na verdade, em entrevista à CNN, o criador do Ai-Da disse que o robô é capaz de imitar tão bem a caligrafia de um humano que, se lermos, não saberemos que não foi escrito por um. Meller acrescentou ainda que, embora não veja a poesia de Ai-Da como uma real competição com os poetas humanos, ele admite que é “fundamentalmente perturbador”, tendo em conta a qualidade de trabalho apresentada pelo robô.
“Embora os robôs sejam criados para realizar tarefas muito específicas e mecânicas, os avanços na tecnologia permitiram que eles aprendessem sobre suas habilidades particulares.”
Os elementos coesivos são classes morfológicas usadas para auxiliarem na construção de sentido entre as ideias presentes em um texto. A partir disso, entende-se que os vocábulos em destaque expressam o respectivo valor semântico de.
I- O desenvolvimento da capacidade de expressão oral do aluno depende consideravelmente de a escola constituirse num ambiente que respeite e acolha a vez e a voz, a diferença e a diversidade.
II- As situações de comunicação diferenciam-se conforme o grau de formalidade que exigem. E isso é algo que depende do assunto tratado, da relação entre os interlocutores e da intenção comunicativa. Considerar objeto de ensino escolar a língua que elas já falam requer, portanto, a explicitação do que se deve ensinar e de como fazê-lo.
III- É preciso que as atividades de uso e as de reflexão sobre a língua oral estejam contextualizadas em projetos de estudo restritos ao ensino da área de Língua Portuguesa, como rodas de leitura e aperfeiçoamento literário.
IV- A prática de leitura tem como finalidade a formação de leitores competentes e, consequentemente, a formação de escritores, pois a possibilidade de produzir textos eficazes tem sua origem na prática de leitura, espaço de construção da intertextualidade e fonte de referências modelizadoras. A leitura, por um lado, nos fornece a matéria-prima para a escrita: o que escrever. Por outro, contribui para a constituição de modelos: como escrever.
Pode-se afirmar que, segundo os PCNs na parte de Língua Portuguesa, está correto o que se afirma em:
( ) Para os PCNs, o texto é o produto da atividade discursiva oral ou escrita que forma um todo significativo e acabado, qualquer que seja sua extensão. Dessa forma, um texto só é um texto quando pode ser compreendido como unidade significativa global, quando possui textualidade. Caso contrário, não passa de um amontoado aleatório de enunciados.
( ) O discurso possui um significado específico: o de transmitir a expressividade linguística conforme o conjunto de normas e regras da variedade formal como exemplo último de preparo linguístico dos falantes em sociedade, sem considerar aspectos como origem e condição socioespacial.
( ) Intertextualidade é a relação entre diferentes textos, como resultantes da atividade discursiva, os quais estão em constante e contínua relação uns com os outros.
( ) Os gêneros são determinados historicamente. As intenções comunicativas, como parte das condições de produção dos discursos, geram usos sociais que determinam os gêneros que darão forma aos textos. Exemplos disso são as expectativas geradas nos ouvintes ao ouvirem expressões como: “era uma vez”, indicando se estar diante de um conto; ou então a expressão “senhoras e senhores”, comum a um anúncio de espetáculos. Do mesmo modo, o ouvinte/leitor pode reconhecer outros gêneros como cartas, reportagens, anúncios, poemas, etc.
Considerando V para as afirmativas verdadeiras e F para as falsas, pode-se apontar, respectivamente, em relação ao que foi dito acima, a seguinte ordem
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
What is Validity?
by Evelina Galaczi
July 17th, 2020
The fundamental concept to keep in mind when creating any assessment is validity. Validity refers to whether a test measures what it aims to measure. For example, a valid driving test should include a practical driving component and not just a theoretical test of the rules of driving. A valid language test for university entry, for example, should include tasks that are representative of at least some aspects of what actually happens in university settings, such as listening to lectures, giving presentations, engaging in tutorials, writing essays, and reading texts.
Validity has different elements, which we are now going to look at
in turn.
Test Purpose – Why am I testing?
We can never really say that a test is valid or not valid. Instead, we can say that a test is valid for a particular purpose. There are several reasons why you might want to test your students. You could be trying to check their learning at the end of a unit, or trying to understand what they know and don't know. Or, you might want to use a test to place learners into groups based on their ability, or to provide test takers with a certificate of language proficiency. Each of these different reasons for testing represents a different test purpose.
The purpose of the test determines the type of test you're going
to produce, which in turn affects the kinds of tasks you're going
to choose, the number of test items, the length of the test, and so
on. For example, a test certifying that doctors can practise in an
English-speaking country would be different from a placement test
which aims to place those doctors into language courses.
Test Takers – Who am I testing?
It’s also vital to keep in mind who is taking your test. Is it primary
school children or teenagers or adults? Or is it airline pilots or
doctors or engineers? This is an important question because the
test has to be appropriate for the test takers it is aimed for. If your
test takers are primary school children, for instance, you might
want to give them more interactive tasks or games to test their
language ability. If you are testing listening skills, for example,
you might want to use role plays for doctors, but lectures or
monologues with university students.
Test Construct – What am I testing?
Another key point is to consider what you want to test. Before
designing a test, you need to identify the ability or skill that the test
is designed to measure – in technical terms, the ‘test construct’.
Some examples of constructs are: intelligence, personality,
anxiety, English language ability, pronunciation. To take
language assessment as an example, the test construct could be
communicative language ability, or speaking ability, or perhaps
even a construct as specific as pronunciation. The challenge is
to define the construct and find ways to elicit it and measure it;
for example, if we are testing the construct of fluency, we might
consider features such as rate of speech, number of pauses/
hesitations and the extent to which any pauses/hesitations cause
strain for a listener.
Test Tasks – How am I testing?
Once you’ve defined what you want to test, you need to decide how
you’re going to test it. The focus here is on selecting the right test
tasks for the ability (i.e. construct) you're interested in testing. All
task types have advantages and limitations and so it’s important to
use a range of tasks in order to minimize their individual limitations
and optimize the measurement of the ability you’re interested in.
The tasks in a test are like a menu of options that are available to
choose from, and you must be sure to choose the right task or the
right range of tasks for the ability you're trying to measure.
Test Reliability - How am I scoring?
Next it’s important to consider how to score your test. A test needs
to be reliable and to produce accurate scores. So, you’ll need to
make sure that the scores from a test reflect a learner's actual
ability. In deciding how to score a test, you’ll need to consider
whether the answers are going to be scored as correct or incorrect
(this might be the case for multiple–choice tasks, for example) or
whether you might use a range of marks and give partial credit,
as for example, in reading or listening comprehension questions.
In speaking and writing, you’ll also have to decide what criteria
to use (for example, grammar, vocabulary, pronunciation, essay, organisation in writing, and so on). You’ll also need to make sure
that the teachers involved in speaking or writing assessment have
received some training, so that they are marking to (more or less)
the same standard.
Test Impact - How will my test help learners?
The final – and in many ways most important – question to ask yourself is how the test is benefitting learners. Good tests engage learners in situations similar to ones that they might face outside the classroom (i.e. authentic tasks), or which provide useful feedback or help their language development by focusing on all four skills (reading, listening, writing, speaking). For example, if a test has a speaking component, this will encourage speaking practice in the classroom. And if that speaking test includes both language production (e.g. describe a picture) and interaction (e.g. discuss a topic with another student), then preparing for the test encourages the use of a wide range of speaking activities in the classroom and enhances learning.
Adapted from: https://www.cambridgeenglish.org/blog/what-is-validity. Acesso em:
15 dez. 2023.
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