The document outlines different types of language tests: proficiency tests measure general language ability regardless of training; achievement tests relate to language courses and assess whether objectives were achieved; diagnostic tests identify strengths and weaknesses; placement tests determine what language level is appropriate. It also distinguishes between direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, and objective and subjective scoring. The document concludes by mentioning computer adaptive testing and communicative language testing.

1. KINDS OF TESTS AND
TESTING
PAOLA ENRÍQUEZ D.
2.10.13

2. OUTLINE
• Tests according to the information they provide
• Proficienccy tests
• Achievement tests
• Diagnostic tests
• Placement tests
• Direct VS. Indirect testing
• Discrete point VS. Integrative testing
• Norm-referenced VS. Criterion-referenced testing
• Objective VS. Subjective testing
• Computer adaptive testing
• Communicative language testing

3. PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objectives of lang. courses
• Based on -> specification of what to be able to do
?
PROFICIENT

4. PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objectives of lang. courses
• Based on -> specification of what to be able to do
• Having sufficient command
of the language for a
particular purpose
PROFICIENT

5. PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objectives of lang. courses
• Based on -> specification of what to be able to do
• E.g. whether someone can
function successfully as a
UN translator.
PROFICIENT

6. PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objectives of lang. courses
• Based on -> specification of what to be able to do
• Standard with respect to a
set of abilities
• No particular purpose for
the language
General
PROFICIENT

7. PROFICIENCY TESTS
• Measure -> people’s ability in language
• Regardless of any training
• Not based on content or objectives of lang. courses
• Based on -> specification of what to be able to do
• E.g. TOEFL, FCE, etc.
General
PROFICIENT

8. PROFICIENCY TESTS
Not based
on courses
that
candidates
may have
taken
previously

9. ACHIEVEMENT TESTS
• Related to language courses
Final achievement tests
Successful
in achieving
objectives
Progress achievement
tests

10. FINAL ACHIEVEMENT TESTS
• At the end of the course of study
• Content related to the course

11. FINAL ACHIEVEMENT TESTS
• At the end of the course of study
?
• Content related to the course
Syllabus-content approach
What if the syllabus was
badly designed?
Base it on the objectives
• Compels course designers to
be explicit about objectives
• Performance on the test ->
how far objectives have been
achieved

12. PROGRESS ACHIEVEMENT TESTS
• Formative assessment
• Measure the Ss’ progress
Objectives
Short-term
• ‘Pop quizzes’

13. DIAGNOSTIC TESTS
• Identify learners’ strengths and weaknesses
• What learning still needs to take place?
PROFICIENCY
TESTS
• Few tests for purely diagnostic
purposes

14. PLACEMENT TESTS
• Place Ss at a stage (level) -> abilities
• No placement test will work for every
institution
• Tailor-made -> constructed for
particular situations

15. DIRECT VS INDIRECT TESTING
Direct
• The candidate
performs exactly the
skill being measured
Indirect
• Measure the abilities
that underlie the
skills

16. DIRECT VS INDIRECT TESTING
Direct
Indirect
• Clear about the abilities to
assess
• Easier to construct
• Test a sample of a finite
number of abilities which
underlie an indefinite number
of manifestations of them

17. DIRECT VS INDIRECT TESTING
Direct
Indirect
•Clear about the
abilities to assess
•Easier to construct
•Results are more
generalisable

18. DISCRETE POINT VS INTEGRATIVE TESTING
Discrete
Point
Integrative
• Testing one element
at a time – item by
item
• Combination of many
elements in the
completion of a task

19. DISCRETE POINT VS INTEGRATIVE TESTING
Discrete
Point
Integrative
•e.g.
•e.g.

20. NORM-REFERENCED VS CRITERIONREFERENCED TESTING
NORMREFERENCED
• Relates Ss’ performance to that
of other Ss
• Does not tell what the Ss are
able to do
CRITERIONREFERENCED
• Shows what the Ss can actually
do
• Does not compare to other Ss’
performance

21. NORM-REFERENCED VS CRITERIONREFERENCED
NORMREFERENCED
CRITERIONREFERENCED
• e.g. The S is in the top 10% of
Ss who took the test.
• e.g. The S is able to greet, to
exchange information on
personal background, home,
school life and interests

22. OBJECTIVE VS SUBJECTIVE TESTING
• Methods of scoring
OBJECTIVE
• No judgement required for scoring
• Greater reliability
• Easier to agree when more than
one scorer
• Judgement called for scoring
SUBJECTIVE

23. COMPUTER ADAPTIVE TESTING
ITEM OF AVERAGE DIFFICULTY
MORE DIFFICULT ITEM
MORE DIFFICULT
EASIER
EASIER ITEM
MORE DIFFICULT
EASIER

24. COMMUNICATIVE LANGUAGE TESTING
• Ability to take part in acts of communication
http://www.youtube.com/watch?v=DeFjGWp_8v0

25. REFERENCE
• Hughes, Arthur. Testing for Language Teachers. New
York: Cambridge UP, 2003.