More Related Content
Similar to Different Kinds of Test & Testing in Language Teaching.pdf (20)
Different Kinds of Test & Testing in Language Teaching.pdf
- 2. 1. Proficiency Test ❑ To measure people’s general ability in a language regardless of any language courses/trainings that the candidates may have followed in the language. ❑ Examples?
- 3. 2. Achievement Test ❑ To measure how far/successful individual students, groups of students, or the courses themselves have been in achieving the objectives of a lesson/ course/program. ❑ Two kinds of achievement test: formative (check progress of learning) and summative (end of program check)
- 4. 3. Diagnostic Test ❑ To identify or diagnose students’ strengths and weaknesses: to identify what they know and what they don’t. ❑ To benefit future instruction
- 5. 4. Placement Test ❑ To assist placement of students by identifying the stage or part of a teaching program most appropriate to their abilities. OR ❑ To assign students to classes/ programs appropriate to their level of proficiency.
- 6. 5. Aptitude Test To predict someone’s future success in learning a foreign language; it is taken before actual learning begins.
- 7. 6. Admission Test To provide information about whether a candidate is likely to succeed
- 8. 7. Language Dominance Test To assess bilingual learners’ relative strength of the two languages.
- 9. Direct Testing Testing is said to be direct when it requires the testee to perform precisely the skill we wish to measure. Direct testing is easier to carry out when it is intended to measure the productive skills of speaking and writing.
- 10. Indirect testing Testing is said to be indirect when it attempts to measure the abilities which underlie the skills in which we are interested to measure. Example: A writing test that requires students to identify grammatical errors found in sentences.
- 11. Discrete point test This test attempts to focus on measuring one of the language components/elements at a time, item by item. It tends to be indirect. Assumption: language can be broken down into separate elements.
- 12. Integrative test This test attempts to measure not only the learner’s knowledge of the language components/elements but also the learner’s ability to use two or more language skills simultaneously in a context. It tends to be direct, e.g.: composition, dictation, cloze tests, note taking
- 13. Norm-referenced testing To show how one individual’s performance is compared with that of other individuals: How is the individual student’s performance compared with that of other students.
- 14. Criterion-referenced testing This test classifies students according to whether or not they are able to perform some tasks or set of tasks satisfactorily. Whether or not the students have met the established standards.
- 15. Objective testing Method of scoring in which there is no judgement is required on the part of the scorer. Examples?
- 16. Subjective testing Method of scoring in which judgement is called for on the part of the scorer. Examples?
- 18. Five Criteria to Classify Testing and Tests 1. Purposes/ Content proficiency, achievement, diagnostic, placement 2. Types/ Techniques multiple choice, completion, matching, T - F, etc. 3. Scoring objective vs. subjective 4. Interpretation of scores norm-referenced vs. criterion-referenced 5. Approach discrete point vs. integrative
- 19. Computer Adaptive Testing (CAT) It saves time and efforts. It starts with average level of difficulty, then lower or increase levels of difficulty according to test taker’s performance. It needs a bank of test items graded by difficulty.
- 20. Communicative Language Testing A test is said to be communicative when it can mirror real-world tasks that language learners are called upon to perform. Many test tasks tend to be artificial, contrived, and unlikely to mirror language use in real life situation.
- 21. Performance-Based Assessment It involves oral production, written production, open-ended responses, integrated performance, group performance, and other interactive tasks. It is time consuming and expensive. It is more direct testing because students are assessed as they perform actual or simulated real-world tasks.