Testing and evaluation are important concepts in education. Testing is used to measure students' language proficiency, knowledge, or performance in a given subject area. There are different types of tests, including achievement tests which measure how much students have learned in relation to a course of study, and diagnostic tests which identify students' strengths and weaknesses. Evaluation refers to assessing students' achievement of instructional objectives and can take different forms, such as formative evaluation used during instruction to provide feedback or summative evaluation used after instruction to assign grades. Characteristics of good tests and evaluation include reliability, validity, usability, and suitability for measuring student learning.

2. TESTING AND EVALUATION
BY..ADNANBALOCH

3. TESTING AND EVALUATION
Definitions of testing
 Hughes (2003) stated that a test is a tool to measure students’ language proficiency.
 Brown (2004:3) stated that a test is a method of measuring a person’ s ability,
knowledge or performance in a given domain.
Azwar (2005) stated a test is a systematic procedure for observing a person’ s
behaviour and describing it with the aid of a numerical scale or category system.

4. BACKGROUNDOF TESTING
Background of Testing
Testing is a very old concept. In the Old Testament, Jephthah (Judg.12:5) ordered that all those who
approached the Jordan fords unable to pronounce the word ‘shibboleth’ should be killed. By doing so, he
distinguished between his own men and those of the enemy, who could not say the word ‘sh’. Thus those
who came with the password pronounced as ‘shibboleth’ failed a very effective, early, criterion-referenced
achievement test and received immediate feedback (Micheels & Karnes, 1950)
The ancient Chinese used an examination that tested knowledge of the classics to determine who would be
admitted to civil service (Phillips, 1968), and students were given performance tests on spelling,
composition, grammar, and handwriting as early as Colonial times in the United States (Hodges, 1977)

5. TYPES OF TEST
1) Achievement Tests
 Jack C. Richard (1992:3) said that an
achievement test is a test which measures how
much of a language someone has learned with
reference to particular course of study or
programme of instruction.
 Achievement or progress tests measure the
students’ improvement in relation to their
syllabus.
2) Diagnostic Tests
 It’s used to identify learners’ strength and
weaknesses. It’s intended primarily to ascertain
what learning still needs to take place.
 This type of tests are very useful to find out
areas where learning should occur by a
diagnostic test. We find out the strengths and
weakness of the students because we want to
work with the weaker areas of the students.

6. 3. Achievement Test
 These tests only contain items which the
students have been taught in class.
 Progress tests can also be structured as quizzes,
rather than as tests. They can be answered by
teams of students, rather than individuals. They
can be formulated as presentations, posters,
assignments, or research projects.
4. Diagnostics Test
 Diagnostic tests are primarily designed to assess
students knowledge and skills in particular areas
before a course of study is begun.
 So through this method teachers can work with
the weak points of the students to overcome the
problems.

7. 6. FORMATIVE TESTS
Formative assessment is also used to provide
ongoing feedback to both teachers and students.
Teachers can then improve their teaching while
students can improve their learning based on their
achievement.
i. Questioning
ii. Listening or Observation

8. 7. SUMMATIVE TESTS
The goal of summative assessment is to evaluate
student learning at the end of an instructional unit
by comparing it against some standard or
benchmark.
Examples of summative assessments include:
i. A midterm exam
ii. A final project
iii. A paper

9. CHARACTERISTICS OF GOOD TEST
Some of the characteristics of good test are briefly
mentioned as under:
Reliability
Validity
Usability
Suitability
Motivationality

10. EVALUATION
Definitions of Evaluation
According to Gronlund (1985), Evaluation usually
refers to the process where a teacher collects,
analyzes and interprets data to determine the extent
to which students are achieving instructional
objectives.
It is the process of making overall judgment about
one’ s work or a whole school’ s work.

11. TYPES OF EVALUATION
1. FORMATIVE EVALUATION
• Formative evaluation is used during the
teaching learning process to monitor the
learning process.
• Formative evaluation is developmental in
nature. The aim of this evaluation is to
improve student’s learning and teacher’s
teaching.
2. SUMMATIVE EVALUATION
• Summative evaluation is used after the
course completion to assign the grades.
• Summative evaluation is terminal in
nature. Its purpose is to evaluate
student’s achievement.

12. • The test items are prepared for limited
content area.
• Only few skills can be tested in this
evaluation.
• It is a continuous and regular process.
Example
• What strategies can we use to improve
this program?
• The tests items are prepared from the
whole content area.
• Large number of skills can be tested in
this evaluation.
• It is not regular and continuous process.
Example
• Should funding continue for this program?

13. 3. PROCESS EVALUATION
Definition
• Focuses on programme implementation
• Determines whether specific programme strategies were implemented as planned
Uses
• To determine why an established programme has changed over time
• To address inefficiencies in programme delivery
• To accurately portray programme operations to outside parties (e.g., for replication elsewhere)

14. 4. OUTCOMES EVALUATION
Definition
• Focuses on the changes in comprehension, attitudes,
behaviours, and practices that result from programme
activities
• Can include both short- and long-term results
Uses
• To decide whether an activity affected participants’
outcomes
• To establish and measure clear benefits of the programme

15. 5. IMPACT EVALUATION
Definition
• Focuses on long-term, sustained changes as a result of programme activities, both positive and
negative and intended and unintended
Uses
• To influence policy
• To see impact in longitudinal studies with comparison groups.
Examples
• What changes in your programme participants’ behaviours are attributable to your programme?
• What effects would programme participants miss out on without this programme?

17. CHARACTERISTICS OF EVALUATION
• Continuous process:-Evaluation is a continuous process. It leads together with Teaching-learning
process.
• Comprehensive:-Evaluation is comprehensive as it includes everything can be evaluated.
• Cooperative process:-Evaluation is a cooperative process involving students, teachers parents, and
peer-groups.
• Multiple Aspects:-it is concerned with the total personality of students.