The document discusses various types of language tests that teachers may design or utilize, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. It provides details on the purpose and objectives of each test type, as well as considerations for designing, administering, and scoring the tests. Specific examples discussed include the Modern Language Aptitude Test and Pimsleur Language Aptitude Battery, as well as components of sample language tests like their format, scoring criteria, and feedback approaches.

1. Advanced Assessment in Language Teaching

2. There are several steps which the teachers need to consider to
design a test.

3. The purpose
of the test
The objective
of the test
How the test
reflect on both
purposes and
objectives
Selecting the
task and
arrange the
items
Scoring,
grading,
and/or
feedback
This is the first step
in constructing the
tests.
You need to
questions
yourselves these
critical questions in
order to design or
revise the tests.

4. A teacher may not have chance to
create
Language
Aptitude
Test
Language
Proficiency
Test
A teacher needs to create
Placement
Test
Diagnostic
Test
Achievement
Test

5. A Language Aptitude Test is designed to measure capacity or
general ability to learn a foreign language and ultimate
success in that undertaking. Language aptitude tests are
ostensibly designed to apply to the classroom learning of any
language.
Brown, 2004
 To predict a person’s future success in learning a (any)
foreign language
 Taken before actual learning

6. Modern Language
Aptitude Test
(MLAT)
Pimsleur
Language Aptitude
Battery (PLAB)
USA has two
standardized aptitude
test. Both are English
language tests and
require students to
perform a number of
language related
tasks.
The MLAT and PLAB
show some significant
correlations with
ultimate performance
of students in
language courses.
(Carroll, 1981)

7. Test overall ability
Standardized multiple
choice of items on
grammar, vocabulary,
reading
comprehension, and
aural comprehension

8. Provide the
form of single
score
The results are
the gate
keeping
Perform
legitimate
samples of
English
Time
consuming and
costly process

9. A sampling of the
material to be
covered in the
various courses in a
curriculum.
To assign students
to classes or
programs
appropriate to their
level of proficiency.
Assessing comprehension and production
Responding through written and oral performance
Open-ended and limited responses
Multiple choices and gap filling formats

10. A diagnostic test is designed to show what skills
or knowledge a learner knows and doesn’t know.
E.g. A test in pronunciation might diagnose the
phonological features of English that are
difficult for learners and should therefore
become part of a curriculum.
Identify a students’ strengths and weaknesses
To benefit future instruction

11. Midterm examination outline, high intermediate
Section A. Vocabulary
Part I (5 items): match words and definition
Part II (5 items): use the word in sentence
Section B. Grammar
(10 sentences): error detection
Section C. Reading Comprehension
(2 one-paragraph passages): four short answers
Section D. Writing
Closely related to the
content of a particular
lesson/course/
curriculum.
To determine whether
course objectives have
been met – and
appropriate knowledge
and skills are
acquired – by the end
of the period of
instruction.
The tests are often
summative.

12. The specification for an achievement test should be
determined by:
1. the objectives of the lesson, unit, or course being
assessed.
2. the relative importance (weight) assigned to each
objective.
3. the tasks employed in classroom lessons during the
unit of time.
4. practically issues, such as the time frame for the test
and turnaround time.
5. the extent to which the test structure lends itself to
formative washback

13. Assessing Clear, Unambiguous Objectives
Drawing up Test Specifications
Devising Test Tasks
Designing Multiple-Choice Test Items

14. Examine the
objectives of the unit
you are testing.
Each objective needs
to be stated in terms
of the performance
elicited and the target
linguistic domain.

15. These informal,
classroom-oriented
specifications give you
an indication of:
• The topic (objectives)
you will cover
• The implied
elicitation and
response formats for
items
• The number of items
in each section
• The time to be
allocated for each

18. In revising the draft, the teachers should consider these
questions:
 Are the directions to each section absolutely clear?
 Is there an example item for each section?
 Does each item measure a specific objective?
 Does each multiple-choice item have appropriate distractors;
that is, are the wrong items clearly wrong and yet sufficiently
alluring that they aren’t ridiculously easy?
 Is the difficulty of each item appropriate for the students?
 Do the sum of the items and the test as a whole adequately
reflect the learning objectives?

19. Hoghes (2003:76-78) cautions against a number of
weaknesses of multiple – choice items:
The technique tests only recognition knowledge
Guessing may have a considerable effect on test scores.
The technique severely restricts what can be tested
It is very difficult to write successful items
Wash back may be harmful
Cheating may be facilitated

20. 1. Multiple choice items are all receptive, or selective, response
items in that test-taker chooses from a set of responses
(commonly called a supply type of response) rather than
creating a response. Other receptive item types include true-
false questions and matching lists.
2. Every multiple choice item has a stem, which present
stimulus, and several (usually between three and five) options
or alternatives to choose from.
3. One of those options, the key, is the correct response, while
the others serve as distractors.

21. Revised
Voice:
Where did George go after the
party last night?
S reads:
a. Yes, he did.
b. Because he was tired.
c. To Elaine’s place for another
party
d. Around eleven o’clock
Flawed
Excuse me, do you know ______?
a. where is the post office
b. where the post office is
c. where post office is

22. My eyesight has really
been deteriorating lately. I
wonder if I need glasses. I
think, I’d better go to the
_______ to have my eyes
checked.
a. pediatrician
b. dermatologist
c. optometrist
We went to visit the
temples. ________
fascinating.
a. which were beautiful
b. which were especially
c. which were holy

23. Voice:
Where did George go after the party last night?
S reads:
a. Yes, he did.
b. Because he was tired.
c. To Elaine’s place for another party
d. Around eleven o’clock

24. General Overview

25. Percent of Total
Grade
Possible
Total Correct
Oral interview 40% 4 scores, 5 to 1 range x 2 40
Listening 20% 10 items @ 2 points each 20
Reading 20% 10 items @ 2 points each 20
Writing 20% 4 scores, 5 to 1 range x 2 20
Total 100

26. The country, culture, and context of English
classroom.
Institutional expectations
Explicit and implicit definitions of grades that you
have set forth.
The relationship you have established with this
class.
Student expectations that have been engendered in
previous tests and quizzes in the class.

28. The appropriate form of feedback on tests will vary,
depending on the purpose.
For every test, the way results are reported is an
important consideration.
Under some circumstances, a letter grade or score
may be appropriate.
Other circumstances may require that the teacher
provide detailed feedback to the students.