2. WHY WE STUDY LTA
 The purpose of the subject is to enable the student
to become competent in administering language
tests.
THE USE OF TEST
 Being competent in language testing will help us to
develop a set of reasonable expectation for any
given language test we may need to use
 Language Tests can be a valuable tool for providing
information that is relevant to several concerns in
language teaching.

3. • They can provide evidence of the results of
learning and instruction, and hence feedback on
the effectiveness of the teaching program itself
• They can also provide information that is
relevant to making decisions about individuals,
such as determining what specific kinds of
learning materials and activities should be
provided to students, based on a diagnosis of
their strengths and weaknesses, deciding
whether individual students or an entire class
are ready to move on to another unit of
instruction.

4.  Testing can also be used as a tool for clarifying
instructional objectives and for evaluating the
relevance of these objectives and the
instructional materials and activities based on
them to the language use needs of students
following the program of instruction.
 The Focus of Language Test Administration :
1. Administering the test
2. Collecting Feedback
3. Analyzing the test
4. Archiving

5. 1. Administering a test involves :
 Preparing the testing environment
 Arranging the place of testing
 Materials and equipment
 Personnel characteristics
 Time of testing
 Physical condition
 Communicating the instructions
 Collecting test materials
 Training examiners
 Giving the test

6. 2. Collecting Feedback
 obtained from test takers
 obtained from test administrators
 obtained from test users
3. Analyzing the test scores
 describing test scores
 reporting test scores
 item analysis
 estimating reliability of test scores
 investigating the validity of test use
4. Archiving

7. GROUP ASSIGNMENT : contains 5 members
“ Procedures for Administering the Test in SD/SMP/SMA…”
The steps of description :
1. Introduction
2. Administering the test
 Preparing the testing environment
 Communicating the instruction
 Collecting test materials
 Training examiners
 Giving the test
3. Collecting Feedback
4. Analyzing the test
5. Archiving

8. Communicating the instructions
To give the instructions in such a way that they will be
understood by all test takers
The primary purpose of the test instruction is to
assure that the test takers understand the exact
nature of the testing procedure and of the test tasks,
how they are to respond to these tasks, and how their
responses will be evaluated.
How extensive should instructions be?
 they are simple enough for test takers to understand
 they are short enough not to take up too much of the
test administration time
 they are sufficiently detailed for test takers to know
exactly what they are expected to do

9. Collecting test materials
The Proctor (Project Director) collects test materials
from the test writers. Test writers in general sense to
refer not only to writing per se but also to other test
development tasks such as collecting materials
already written, editing, recording, etc
Test materials include whatever the test itself is made
of and whatever may be used in the process of taking
the test. This may include test booklets, answer
sheets, pencils, computer disks, videotapes, audio
tapes, etc.

10. Training examiners
Test examiners carry out the process of giving the
test. For some tests, little training may be required to
administer the tests. Administrator will still need to be
coached on how to interact with the test takers. Face-
to-face oral interview tests, much more training may
be necessary.

11. Giving the test
1. After greeting the test takers and explaining the
purpose of the test, the examiner determines topics.
They are told that there will be an oral interview test
conducted by two of their teachers.
2. The examiner gives the students the overview of
the task. Tell them there are four parts :
Part 1 : fill in the blank with a proper word
Part 2 : complete a dialog
Part 3 : do a listening test
Part 4 : read a short text and answer the questions

12. Collecting Feedback
Collecting Feedback involves obtaining qualitative and
quantitative information on usefulness from test takers
and test users. Feedback is collected during try-out
and later during operational test use.
The purpose of collecting feedback is to provide
information relevant to evaluating the qualities of
usefulness and making revision in the test.
Kinds of Feedback
 Feedback about test takers’ language ability
 Feedback about the testing procedure itself

13. Where to get the Feedback
Feedback can be obtained from test takers, test
administrators and test users.
 Test Takers can provide feedback on their
performance.
 Test Administrators/Proctor can provide feedback on
the degree to which the administration procedures are
conducive to the test takers’ performing at their best.
 Test Users can provide feedback on the usefulness of
the scores with respect to their particular needs.

14. Methods for obtaining feedback
A, Questionnaires
- Multiple-choice Questionnaires
can be used to obtain quantitative feedback.
- Rating Scale
can be used to obtain feedback from stakeholders
on the strength and direction of their feelings
about test-related issues.
- Open-ended Questions
test taker is asked to provide feedback by means
of a free response to a question.
B. Think-aloud protocols
C. Observation and Description
D. Interviews

15. Analyzing the test scores
- Describing test scores : using descriptive statistics to
characterize the quantitative characteristics of test
score.
- Reporting test scores : using statistical procedures for
determining how to report test scores most effectively
both to test takers and other test users.
- Item Analysis : using various statistical procedures for
analyzing and improving the quality of individual test
tasks, or items

16. Archiving
Archiving involves building up a large pool, or bank, of
test tasks so as to facilitate the development of
subsequent tests. Archiving makes it possible to make
the test potentially more adaptable or appropriate to
specific kinds of test takers. Typically, archiving
procedures are designed to allow easy retrieval of
tasks and important information about the task.
Archiving also facilitates the maintaining of test
security. Finally, archiving procedures may be used to
facilitate the selection of tasks with particular
characteristics.