I hate them… I’m not that fussed…

You’re born, you pay taxes then…

Today millions of people sat exams, tests, quizzes, or whatever you want to call them. In general, it is fair to assume that given the choice these people wouldn’t have opted to have neither their skills nor their knowledge tested.

Tests are an incontrovertible part of being. JenSim think that the answer to success in tests  is quite obvious and simple. Unfortunately, it also means a solution would be different for different people; complex.

An example of the complexity would be to see some candidates as individuals who never feel like they know enough whilst others, although confident in their knowledge base, are poor performers and struggle to show that ‘I can do this’ the examiners are looking for.

Questions now arise…

What…When…Who…How much…How many…Why…

I am sure the point doesn’t need to be laboured any further. The

From 1st principles

Large testing bodies such as Cambridge Assessment (inc. the IELTS syndicate), ETS,  CET, EIKEN, and so on have a single commonality in that their resources for test construction are limited. They do in their way offer the documentation that can allow readers to extrapolate nuggets that can be used in spheres of teaching and learning.

Our journey is going to start at the building blocks of each assessment and unpick it according to the assessment culture, purpose of test usage, and the underlying validity frameworks to produce insights into test production and preparation material development.

The premise of this site is to offer up logical pathways from the fundamentals of what makes up assessments, using their syllabus documents, guidelines, specifications and validation theory that underpins the creation of tests. These may answer some questions and will certainly provide a framework for material design and learning in general.

 

 

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