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By: Jennefer L. Edrozo
BSEd- English-4
What is testing???
What is a Test?
“A test is an assessment intended to measure a test-
taker's knowledge, skill, aptitude, physical fitness, or
classification in many other topics .
A test may be administered verbally, on paper, on a
computer, or in a confined area that requires a test taker
to physically perform a set of skills.
In general, testing is finding out how well something
works.
Testing tells what level of knowledge or skill has been
acquired.
Teaching vs. Testing
Both testing and teaching are so closely
interrelated (or the relationship between
them is as a partner)
The test is geared to the teaching that has
taken place, whereas in the latter case the
teaching is often geared to the test
Functions of Testing
 a device to reinforce learning and to motivate the
student
a mean of assessing the student’s performance in
the language
 information tool for teacher to know about where
the students are at the moment, to help decide
what to teach next
information for students to find about what they
know, so that they also have an awareness of what
they need to learn or review
 Diagnoses students’ strengths and
weaknesses, to identify what they know and
what they don’t know
 Gets students to make an effort (in doing
the test itself), which is likely to lead to
better results and a feeling of satisfaction
 Gives students tasks which themselves may
actually provide useful review or practice, as
well as testing
 Provides students with a sense of
achievement and progress in their learning.
Five Kinds of Language Tests:
Proficiency Test
Achievement Test
Diagnostic Test
Placement Test
Direct & Indirect Test
Proficiency Test
Proficiency tests are designed to measure
people’s ability in language, regardless any
training they may have in that language.
The content of a proficiency test is not based
on the content of the objectives of language
courses. It’s based on a specification of what
candidates have to be able to do in the
language in order to be considered proficient.
Achievement test
The content of the course in achievement
tests are directly related to language course.
The purpose is being able to establish how
successful individual students, group 0f
students and the course in achieving the
objectives.
There are two kinds of achievement tests:
Final achievement test
Progress achievement test
Final achievement test:
It’s administered at the end of a course of
study
The content of the test must be related to the
courses with which they are concerned, but
the nature of this relationship is a matter of
disagreement amongst language testers.
In the view of some testers, the content of a
final achievement test should be based
directly on a detailed course syllabus or the
books and other materials used.
Progress Achievement Test:
as the name suggests, are intended to
measure the progress that students are
making. They contribute to formative
assessment. Since 'progress' is towards the
achievement of course objectives, these
tests, too, should relate to objectives.
What are the
disadvantages
of final
achievement
test???
Disadvantages
If the syllabus, the books and other
materials are badly designed, the result
of a test can be very misleading.
Successful performance on the test may
not truly indicate successful
achievement of course objectives.
For example:
A course may have an objective to
develop conversational abilities, but
the course and the test require
students only to utter statements about
certain topics.
A course may aim to develop a reading
ability in German, but the test limits to
the vocabulary the students have to
meet.
Diagnostic Test
It’s used to identify learners’ strength and
weaknesses.
It’s intended primarily to ascertain what
learning still needs to take place.
Placement Test
It’s intended to provide information
that will help to place students at the
stage of the teaching programme most
appropriate to their abilities.
Typically it’s used to assign students to
classes at different level or sectioning.
Thank you for
Listening 

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Kinds of Language Tests

  • 1. By: Jennefer L. Edrozo BSEd- English-4
  • 3. What is a Test? “A test is an assessment intended to measure a test- taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics . A test may be administered verbally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. In general, testing is finding out how well something works. Testing tells what level of knowledge or skill has been acquired.
  • 4. Teaching vs. Testing Both testing and teaching are so closely interrelated (or the relationship between them is as a partner) The test is geared to the teaching that has taken place, whereas in the latter case the teaching is often geared to the test
  • 5. Functions of Testing  a device to reinforce learning and to motivate the student a mean of assessing the student’s performance in the language  information tool for teacher to know about where the students are at the moment, to help decide what to teach next information for students to find about what they know, so that they also have an awareness of what they need to learn or review
  • 6.  Diagnoses students’ strengths and weaknesses, to identify what they know and what they don’t know  Gets students to make an effort (in doing the test itself), which is likely to lead to better results and a feeling of satisfaction  Gives students tasks which themselves may actually provide useful review or practice, as well as testing  Provides students with a sense of achievement and progress in their learning.
  • 7.
  • 8. Five Kinds of Language Tests: Proficiency Test Achievement Test Diagnostic Test Placement Test Direct & Indirect Test
  • 9. Proficiency Test Proficiency tests are designed to measure people’s ability in language, regardless any training they may have in that language. The content of a proficiency test is not based on the content of the objectives of language courses. It’s based on a specification of what candidates have to be able to do in the language in order to be considered proficient.
  • 10. Achievement test The content of the course in achievement tests are directly related to language course. The purpose is being able to establish how successful individual students, group 0f students and the course in achieving the objectives. There are two kinds of achievement tests: Final achievement test Progress achievement test
  • 11. Final achievement test: It’s administered at the end of a course of study The content of the test must be related to the courses with which they are concerned, but the nature of this relationship is a matter of disagreement amongst language testers. In the view of some testers, the content of a final achievement test should be based directly on a detailed course syllabus or the books and other materials used.
  • 12. Progress Achievement Test: as the name suggests, are intended to measure the progress that students are making. They contribute to formative assessment. Since 'progress' is towards the achievement of course objectives, these tests, too, should relate to objectives.
  • 13. What are the disadvantages of final achievement test???
  • 14. Disadvantages If the syllabus, the books and other materials are badly designed, the result of a test can be very misleading. Successful performance on the test may not truly indicate successful achievement of course objectives.
  • 15. For example: A course may have an objective to develop conversational abilities, but the course and the test require students only to utter statements about certain topics. A course may aim to develop a reading ability in German, but the test limits to the vocabulary the students have to meet.
  • 16. Diagnostic Test It’s used to identify learners’ strength and weaknesses. It’s intended primarily to ascertain what learning still needs to take place.
  • 17. Placement Test It’s intended to provide information that will help to place students at the stage of the teaching programme most appropriate to their abilities. Typically it’s used to assign students to classes at different level or sectioning.
  • 18.