An Introduction to English Language Testing Definition of terms: measurement, test, evaluation
Measurement: the process of quantifying the characteristics of persons according to explicit procedures and rules.
Test: a procedure designed to elicit certain behavior from which one can make inferences about certain characteristics of an individual.
Evaluation: the systematic gathering of information for the purpose of making decisions.
Approaches to language testing
The essay-translation approach: the subjective judgment of the teacher is considered to be of paramount importance. Tests usually consist of essay writing, translation, and grammatical analysis, have a heavy literary and cultural bias.
The structuralist approach: characterized by the view that language learning is chiefly concerned with the systematic acquisition of a set of habits, identify and measure the learner?s mastery of the separate elements and skills of the target language. It is considered essential to test one thing at a time.
The integrative approach: involve the testing of language in context and is thus concerned with meaning and total communicative effect of discourse. Designed to assess the learner?s ability to use two or more skills simultaneously, and concerned with a global view of proficiency.
The communicative approach: concerned with how language is used in communication. Success is judged in terms of the effectiveness of the
communication which takes place rather than formal linguistic accuracy. Based on precise and detailed specifications of needs of the learners. Difference between approach and method
Approach: theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to testing.
Method: the way in which language or knowledge of language is elicited from a test taker. Test methods
A framework of test method facets Test environment
Familiarity of the place and equipment Personnel Time of testing Physical conditions Test rubric Test organization Time allocation Instruction Facets of the input Format
Nature of language
Facets of the expected response Format
Nature of language Restrictions on response
Relationship between input and response Reciprocal Nonreciprocal Adaptive
Characteristics of individuals Personal characteristics
Age Sex Nationality Resident status Native language
Level and type of general education Type and amount of preparation
The topical knowledge that test takers bring to the language testing situation Their affective schemata Their language ability
Communicative language ability
A theoretical framework of communicative language ability Language knowledge Organizational knowledge Grammatical knowledge Textual knowledge Pragmatic knowledge Functional knowledge Sociolinguistic knowledge Strategic competence Goal setting Assessment Planning Execution
Psychophysiological mechanisms
Uses of language tests
Uses of language tests in educational programs
The information regarding educational outcomes is essential to effective formal education, to make decisions
To improve learning and teaching through appropriate changes in the program, based on feedback
To measure educational outcomes Research uses of language tests Research on language proficiency
Research on the nature of language processing Research on the nature of language acquisition Research on the nature of language attrition
Investigation of effects of different instructional settings and techniques on language acquisition
Classifying types of language tests according to intended use Selection: whether or not the students should enter the program Placement: placing students into appropriate groups
Diagnosis: diagnosing students? areas of strength and weakness in order to determine appropriate types and levels of teaching and learning activities Progress and grading: providing continuous feedback to both the teacher and the learner for making decisions regarding appropriate modifications in the instructional procedures and learning activities. Classifying types of language tests according to content Proficiency tests: measuring general ability or skill
Aptitude tests: measuring capability or potential related to language acquisition as well as the use of language
Achievement tests: measuring the extent of learning of the material presented in a particular course, textbook, or program of instruction Classifying types of language tests according to format
Direct tests: measuring ability directly in an authentic context and format Indirect tests: fostering inference about one kind of behavior or performance through measurement of another related kind performance.
Classifying types of language tests according to complexity of response Discrete-point tests: employing items measuring performance over a unitary set of linguistic structures or features
Integrative tests: measuring knowledge of a variety of language features, modes, or skills simultaneously
Classifying types of language tests according to scoring
Objective tests: scored with reference to a scoring key and not requiring expert judgment in the scoring process
Subjective tests: depending on impression and opinion at the time of scoring Classifying types of language tests according to norm of reference Norm-referenced tests: evaluating ability against a standard of mean or normative performance of a group, implying standardization through prior administration to a large sample of examinees
Criterion-referenced tests: assessing achievement or performance against a cut-off score that is determined as a reflection of mastery or attainment of specified objectives.
Classifying types of language tests according to time limit
Speed tests: limiting time allowed for completion so that the majority of examinees would not be expected to finish it, containing so easy items that, given enough time, most persons would respond correctly.
Power tests: allowing sufficient time for nearly all examinees to complete it, but
An Introduction to English Language Testing
