This document contains an analysis of language assessment principles and examples. 1. It defines qualities of test usefulness according to Bachman and Palmer like reliability, construct validity, and practicality. It also compares their definition of validity to Brown's, who defines different types of validity. 2. A speaking test asking about a train timetable is analyzed for validity and reliability. It is found to be valid but not reliable due to vague instructions. 3. A cartoon showing different animals taking the same tree climbing test is critiqued. It lacks validity since skills tested don't match abilities. However, it has reliability and practicality. One strong quality is reliability, and one weak quality is authenticity since tasks

1. Principles of language assessment test
Assessment 2012
Name: Ingrid Bello Acuña date: April 04, 2012
1. Name and define (in not more than three lines) 3 Bachman and Palmer`s
qualities of test usefulness and 3 Brown`s. (2 points each) Compare 1 quality in
both models (3 points)
2. Analyze the test item below. a) What aspect(s) of language knowledge/ability is
it testing or claiming to be testing? (2 points) b) Is it valid and reliable test item?
Back up your answers. (4 each quality)
Test of spoken English
Look at the timetable below and tell your teacher about it
British Rail Timetable
Leeds London
07:00 09:05
07:20 09:35
07:38 10:05
08:05 10:35
09:05 11:37
10:05 12:30
3. Analyze the cartoon in terms of test qualities. Identify and explain 1 weak and 1
strong test quality of this testing situation. (4 each)
Total score: 33 points
RC/GS
2012

2. 1: According Bachman and palmer`s there are seven qualities of test usefulness such as,
Reliability, constract validity, practicability, wash back, impact, transparency and so
on. In the case of practicability refers to manage the time , administer management and
ease to check it e.g. a test too which is difficult to check is impractical, other side
Impact is refer different levels for example macro levels which are society and
educational minister are involved and micro level which is an individual agent, other
quality is transparency which indicates that the format should be clear, effective
instructions, score visible for each exercise or in the case of an oral presentation to show
before the rubrics which you will evaluate.
While Brown said that there are five qualities of test usefulness, reliability, validity,
practicability, wash back and so on. According to Brown reliability is consistency of
measurement; test what I will teach and how I will teach! If I apply the seem test in one
group of student in one similar context. I will have the same score if the test has
reliability. In the case of validity Brown said there are different kind of validities, such
as content validity, constract validity and face validity. I will assess for example
communicative approach my assess should be a communicative assessment. And wash
back refers to feedback students in order to improve strength and the weakness is
known by students
In comparison validity is a quality that Bachman and Palmer define as constract validity
where as teacher and student give this quality while Brown presents kinds of validity
which forms or are relevant in the measurement.
2: This test is testing “Speaking” skill, the ability to communicate something. I think
this kind of test is valid because It is a test of spoken English, the instruction said “tell
your teacher about it” not writing something etc.; nonetheless. It isn`t reliable because it
isn`t consisted, the instruction only said “tell….about it” but what?
3: The cartoon shows a kind of judge and different kinds of animals such as elephant,
dog, penguin, monkey, fish and so on. The test pretends to select the animals and for
that they have to take the same exam: “climb the tree”.

3. As we know, “An useful test provides one kind of metric which we can evaluate not
only the test that we develop and use but also all aspects of the test development and
use” In the case of the cartoon, we can know that the aim of the test is to select animals
but we can not know what are the reasons or for what to select. It has not validity
because valid refers to test what you teach and how you teach it, for instance the test
should be assesses the course content and results using formats familiar to the animals;
nonetheless it is illogical to climb a tree for an elephant.
In contrast, it has reliability which requires consistency of measurement it would offer
similar results in different situations. It is probable that the same animals can climb the
tree in the first time they could climb in the rest of the opportunities. In terms of
practicality, in one hand the test might involve too much time depends on the how
many animals are but on the other hand it could have practicality because the judge
decide who can or can not quickly.
I think that it has not authenticity because it involves language learners are motivated
to perform when they are faced with tasks that reflect real world situations and contexts,
thus each animals have different contexts of life not all of them know how to climb a
tree and it is not real world for each one while transparency is present because judge
said to animals that they were selected by the same exam.
Finally, Wash back refers to the perception of the students about their progress toward
the sense of accomplish of their outcomes. I think it could be presented in the test;
nevertheless depend on the each animal.
One strong quality is reliability because as I mentioned before the results will be the
same in other time but with the same context and same group of animal so judge will
have the selection quickly whereas the weak quality is authenticity because it is unreal
for some animals which can not climb a tree, it is not their natural context.