This document discusses monitoring progress, testing reliability and validity, and types of listening and speaking tests for ESL/EFL students. It provides guidelines for teachers to monitor student progress through checklists, self-assessments, and completing activities. Reliable tests are unaffected by conditions and can be replicated, while valid tests accurately measure the intended skill. The document also explores factors that increase reliability and different types of listening and speaking tests commonly used to evaluate ESL/EFL students.

1. Chapter 10.
Monitoring and Testing
Progress
Nation & Newton. (2009). Teaching ESL/EFL Listening and Speaking.
Routledge.
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2. Monitoring Progress
1. Where possible, get learners to keep a record of their
performance on regular classroom activities.
2. The teacher uses simple observation checklists when
learners are performing listening and speaking activities.
3. The teacher gets learners to do regular self-assessment of
their progress.
4. The teacher crosses items off a syllabus list when satisfied
that the learners are able to cope with that part of the
syllabus.
5. The learners build up a sequenced portfolio of completed
activities and feedback.
6. The teacher does regular testing.

3. Reliability
1. A reliable test is one whose results are not greatly affected
by a change in the conditions under which it is given and
marked.
2. How to secure reliability: test/retest / split halves / two
equivalent forms of the same test
3. A reliable test is not necessarily a valid test, but an unreliable
test cannot be valid.

4. More reliable tests
1. A listening test will be more reliable if the material that the
learners listen to is on tape.
2. A test is more reliable if it has several points of assessment.
3. A test is more reliable if it can be marked in relation to a set
of correct answers or if the marking is based on clearly
understood criteria.
4. A test will be more reliable if the learners are all familiar with
the format of the test.

5. Brainstorming on Content Validity
• What components of listening are not included in dictation?
What are the components of dictation which are not typically
part of the listening skill? Is the process of listening to a
dictation like ordinary listening?

6. Validity
1. Face validity
2. Content validity
3. Ecological validity
See 168 for an example

7. Practicality
1. Tests have to be used in the real world where there are
limitations of time, money, facilities and equipment, and
willing helpers.
2. Considerations: (1) economy of time, money, and labour; (2)
ease of administration and scoring; (3) ease of interpretation.
• It is not easy to meet all these requirements and still have a
reliable and valid test.
• Most tests are a compromise between the various criteria.
When making the compromise it is important that validity is
not lost.

8. “Washback” Effect
• the influence of the form and the content of the test on the
classroom
• Positive/Negative washback

9. Types of Listening Tests
• Dictation
• Partial Dictation
• Text with Questions
• Responding to Statements
• Three Choice True-false
• Recorded Cloze
• Information Transfer
• Rating Scales and Lists

10. Example: The Australian Second
Language Proficiency Ratings
Source: http://www.apec.edu.tw/research/eng_3_1.php

11. Types of Speaking Tests
• Interviews and Scales
• Group Oral Exam
• Dycoms (Split Information)
• Describe and Draw
• Conversational Cloze
• Multiple-choice Speaking Tests
• Imitation
• Role Plays