Theme 2 - Standarized tests

1. The primal pursuit that the standardized-testing movement has
been after over time refers to the ease by which comparison
between the competences and aptitudes from an assorted
population of individuals with disparate backgrounds in terms of
education may be brought to fruition.
It is truly worth explaining what the conditions of a standardized
test should be since based on these, in a manner of speaking,
regular guidelines with which standardized tests comply, the
develop of the test caters to the milestones devised prior to its
design. In this sense, three overall bases are outlined.
THEME 2
Standarized tests
It finds very inception in China (1880) as a feasible alternative for the
government to assess expertise of government job applicants in
terms of Confucian philosophy and poetry (Fletcher, 2009). L
Nowadays, standardized tests are seen as procedurally fitting
benchmarks or as per it is stated in (Herman & Golan, 1991)“an
appropriate measure of student’s, teacher’s and school’s
performance”.
In order to homogenize the
students mass population in terms
of scoring or marking, standardized
tests empower that objectivity does
not fall into whether pondering an
A in one class could likely depict a C
in another (Churchill, 2015).
The student-related reliability it is
known to be a decisive aspect when
taking standardized tests, since
inner factors in the form of anxiety,
dexterity at taking tests and fatigue
are being steadily managed
throughout the curriculum practice
within classrooms (Berwick, 2019).
As the bulk of the overhauled literature states, the undertaking of
arranging, designing and selecting test items has been framed as a
valuable
stage at the moment of devising classroom examinations (Marso,
1970).
The foundation stone for designing a classroom language tests is
disaggregated into five aspects that the test-developer should pay
attention when devising a test (Brown, 2004)
Among the varying language tests, they fall into five widespread
types:
• Language aptitude tests
• Language proficiency test
• Placement tests
• Diagnostic tests and
• Achievement tests
One of the concerns with which the development of language test
has encountered has been how may be attainable to get
information that enables examiners to come to inferences
regarding test-takers language ability in terms of a reliable and
highly evaluated grammatical frame (Bachman & Palmer, 1996).

2. The comprehension of reading comprises the addition of varying
subskills and in turn linguistic knowledge bases (Grabe, 2009). By
measuring comprehension of reading does not entail the core of
reading assessment (Brown, 2004), as a matter of fact a reading
test is to be gradable regarding the level of the test-taker as well as
what competences are expected to be developed by learners.
Among the indicators that a reading test encompasses are: word
recognition efficiency; vocabulary knowledge; morphology, syntax
and discourse knowledge; and strategic processing. All together are
distributed along the items of the reading test
The comprehension of reading comprises the addition of varying
subskills and in turn linguistic knowledge bases (Grabe, 2009). By
measuring comprehension of reading does not entail the core of
reading assessment (Brown, 2004), as a matter of fact a reading
test is to be gradable regarding the level of the test-taker as well as
what competences are expected to be developed by learners.
The outline of a listening test, for the most part, happens to be
controversial as some regard that the listening competence
involves an extended repertoire of aspects such as cognitive
process, knowledge of the sources used and the unique feature of
interactive listening.
The outline of a listening test, for the most part, happens to be
controversial as some regard that the listening competence
involves an extended repertoire of aspects such as cognitive
process, knowledge of the sources used and the unique feature of
interactive listening.
In this sense, there are two of the most acknowledged types of
listening tests that have gained traction at the time of assessing
listening. Proficiency tests aim to evaluate an exhaustive listening
competence that provides information to place learners on a
particular courses matching their level. Largescale standardized
tests such as TOEFL or IELTS seek to establish a common scale so
that the results can be compared regardless of the place they were
taken since the conditions under which they are assessed pursue to
be as uniform as they do not affect the test-takers performance.
Speaking is often perceived as the aspect most difficult to master
given that the level of interaction required demands strenuous
control of the language (Brown Yule, 1997).
Over the last century, particular prominence has been placed on
speaking testing which has led the focus of how speaking is
assessed to a more precisely outlook in terms of the construct of
speaking, the construct of the task, the criteria of performance, and
the construct of oral development (Bygate, 2009)
A writing test or rather the writing part of a either proficiency or
standardized test mostly pursuit the assessment of a cognitive
problem-solving process without neglecting for the sociocultural
context in most cases. (Pogner, 2013).
The process of writing finds its very roots at two primordial
guidelines, as an exploratory and recursive undertaking in which the
structure of pre-set texts are overtly accepted and rhetorical
devices can be put together randomly while fulfilling standards
conventions in terms of coherence and cohesion. (Polio Williams,
2009