The document discusses various methods for testing language skills like listening, reading, speaking and writing. It provides analyses of different testing formats and their advantages and disadvantages in terms of reliability, practicality, validity, authenticity and washback effect. Some of the testing methods discussed are cloze tests, impromptu reading with comprehension questions, short answer tasks, editing longer texts, scanning, ordering tasks and information transfer. For each method, the document considers factors like whether the method is reliable, practical to administer, valid for the construct being tested, authentic in assessing real-world skills, and whether it has a positive washback effect on teaching and learning.

1. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
ACTIVITY 1
Language Testing
“Listening is the communication skill most of us use the
most frequently.”
Throughout all my fourteen years of teaching, I have fully
read about the four skills for learning a language and
listening hasbeenthe one withlessavailabilityfor training
even some studies stress the importance of listening as a
communication skill. Accordingly to these, almost the half
of communicationsactivitieswe do,are basedon listening.
However, we appreciate better a good speaker rather than
a good listener.
One way or another, we need listening to develop the
otherskills,evenwhen reading, the micro and macro skills
are undoubtedlylinkedtolistening,butinthe whole world,
all we do, when visiting other countries is ask: do you
speak….? In addition, it is just for this reason we found,
find, and will find more tests for speaking rather than for
listening,because the ulteriorgoal of learninga language is

2. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
to speakthat language fluently and comprehensibly when
sending a message with our words.
We found that many of the teaching ways is done by
speaking if a teacher, and listener if a learner. Another
motive for reduced listening skills is that some people are
able to think faster than someone else can speak. It is
demonstrated that the majority of us speak at the rate of
about 125 words per minute. Conversely, we got the
mental gift to understand someone speaking at 400 words
per minute in the case that this could be possible.
Indeed, it is humanly necessary to make a real exertion to
listen carefully and concentrate more of our mental
capacityon the listeningact.Moreover,as we learnt in this
subject, we have to be careful when testing a skill:
reliability, practicability,validity,authenticity, among other
issues, and listening is difficult to match them easily. In
most people, listening skills decay, as humans get older.
All the above is for me the why we have more speaking
rather than listening tests.

3. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
ACTIVITY 2
CLOZE TASK
It has an elevatedpotential for RELIABILITY, yet under less
than desirable testing conditions. It may be even more
reliable than tests which our learners are frequently
exposed to.
A conventional use of the” selective deletion cloze” may
perhaps provide teachers with a time-saving method of
testing their learners. Learners could be guaranteed that,
despite the brevity of the test, their level of reading
competence in the target language is being, to a certain
degree,reliablymeasured.Bothteacherandlearnersmight
thengetfree fromthe needlessquantityof time in general
spent on testing, and more time could be committed to
studyingthe targetlanguage,inadditiontothe insertion of
AUTHENTIC material to be worked with.
To score a cloze test, every blank is considered an item.
Along with many on hand techniques, two methods are
quite PRACTICAL: exact word method (EWM) and
acceptable word method (AWM).

4. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
Under myperspective,Iconsiderthistype of test may have
a beneficial WASHBACK due to the simplicity for both,
learners and teachers, because the use of the target
language isonthe table when the test is taken, some time
post evaluation can be used to discuss the “whys” for
wrong or incomplete answers..
IMPROMPTU READING PLUS COMPREHENSION
QUESTIONS
Due to the fact reading is not a passive skill, as a result
studentsrequire tobe engagedwith the readingobjectand
tasks should focus on content, not just on language, in a
text. Thistype of evaluation includesawide setof features
in just one test, making it reliable for being an assessing
instrument, despite of being the oldest form to asses this
skill. Inthe same wayit isreally practical andfeasible when
applying, the results convey to a true display of the
progress learners got, and permits reinforce and feedback
which areas are not strong enough in the process of
language acquisition. The language used in the text can be

5. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
adequate tothe audience itispropose,itsitemscangreatly
have a context among them, and the tasks are related to
whatin furtherstudiesorreal life piecesof informationthe
learner is going to be exposed to.
SHORT- ANSWER TASKS
Following as possible it could be the same design and
specifications the TOEFL TEST questions have, a test with
this short answer tasks type must be built seriously,
because youare able to difficultly they reach the intended
criterion for the evaluation. This is why, it may be
consideredimpractical intwoways,the learner’s response
time andthe evaluator’s correctingtime,howeverit can be
valid if students have the opportunity to create their own
answers. Besides it can be authentic giving the actors a
great opportunity to enjoy the reading process and also a
chance to discuss the answers after the reading test gets
scored and checked by the test takers.
EDITING LONGER TESTS

6. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
This kind of test assures authenticity due to the smooth
way to keep on reading learners have in longer passages,
making them move into harder mental processes to find
errors or contextualized vocabulary; on the other hand,
content validity as well as face validity is upon the
contrived format of unconnected sentences provokes
students willingness to invest their time working on it.
Speechlessly the washback here takes place making
students-teacher approach even much greater in the
desirable context for learning the target language. Since it
preventslearner s’ fatigue from reading several sittings, it
contains a great portion of consistency, and gets a
guaranteed score at the end of it, it has a considerable
practicability for all the actors in the testing process.
SCANNING
Thistesttype can be identifiedas reliable if the purpose of
it conveys the test taker to a rapid and accurate answer,
including the time consuming for learners as well as for
evaluators.In fact, it contains a significant authenticity if a

7. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
natural language is given as much as possible, including a
sequence test taker may follow without confusion, and
finallyitispractical when the investedtime bytesttakersis
appropriate and according to the suggested time the
evaluator has considered previously. Yet the washback
cannot be put apart, the test results provide examiners a
good asset to adequate or redirect language learner’s
bearing. And at the end, it is valid due to the relevance of
the questions if related to specific objectives clearly
identified since the beginning.
ORDERING TASKS
It is clearly established that this procedure create
difficultiesinassigningscoresdue to the easiness a learner
can work with them, their creativity is challenged and our
perspective about them as well. For this reason the
washback is evidently pointed at this procedure, not
counting reliability, that in this case and for the above
details, it may not be so due to the fact they leave a little
debate about correctness of an answer. Authenticity on

8. References
Alderson, J.C. (1979). "The cloze procedure and proficiency in English as a second language." TESOL Quarterly,
13, 219-226.
Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Bachman, L. (1982). "The trait structure of cloze test scores. TESOL Quarterly, 16, 61- 70.
Bowen, J.D., Madsen H, and Hilferty, A. (1985). TESOL: Techniques and Procedures. Rowley, MA: Newbury
House Publishers.
Brown, J.D. (1983). "A closer look at the cloze: Validity and reliability." In J.W. Oller, Jr. (Ed.) Issues in
Language Testing Research. (p. 237-250). Rowley, MA: Newbury House.
Brown, J.D. (1993). Understanding Research in Second Language Learning. New York: Cambridge University
Press.
the other hand, has noticeably been stated due to the fact
our life isfull of sequences to be followed and sometimes
adequate toour circumstances. Lettingalone practicality,it
isperfectlymatchedinthe timingbudgetandthe scoring is
set before taking it, administrative details are not so
stressful.
INFORMATION TRANSFER
As everypersonwhohasreceivedsome educationmust be
able to interpret a symbol or a sign, this method has
significantly a real meaningful application to develop
productive performance. Even though the words used to
expressthe ideaaboutthatgraph are not exactlythe same,
the message is clearly identified. For this reason we can
have a great opportunity to discuss the correctness of the
answersprovided.Theyare fullyauthenticandreliable due
to the universality of reading nonverbal information.
Administrative procedures and invested time are
appropriate for the execution of the test using these
materials.