Glossary of L2 evaluation terms

1. UNIVERSIDAD SIMÓN BOLÍVAR
COORDINACIÓN DE POSTGRADOS EN LINGÜÍSTICA APLICADA

2. achievement test
A test designed to measure how much of a language learners have successfully learned with specific reference to a particular course, textbook, or program of instruction. It is typically given at the end of a course and its results are often used to make advancement or graduation decisions regarding learners or judge the effectiveness of a program, which may lead to curricular changes(Richards & Schmidt, 2002).

3. criterion-referenced test
A test that measures a test taker’s performance according to a particular standard or criterion that has been agreed upon. The test taker must reach this level of performance to pass the test, and a test taker’s score is interpreted with reference to the criterion score, rather than to the scores of other test takers(Richards & Schmidt, 2002).

4. diagnostic test
A test that is designed to provide information about L2 learners’ strengths and weaknesses. Diagnostic tests may be used to find out how much L2 learners know before beginning a language course to better provide an efficient and effective course of instruction(Richards & Schmidt, 2002).

5. discrete-point test
A test that measures knowledge of individual language items, such as a grammar test with different sections on tenses, parts of speech, etc. They are based on the theory that language consists of different parts and skills and these are made up of elements that can be tested separately (Richards & Schmidt, 2002).

6. The systematic gathering of information for purposes of decision making. Evaluation may use quantitative methods (e.g. tests), qualitative methods (e.g. observations, ratings), and value judgments (Richards & Schmidt, 2002).
evaluation

7. formative evaluation
The aim of formative evaluation is to give feedback on the extent to which students have mastered the course materials. Examples of this type of evaluation include achievement tests and mastery tests(Coombe, Folse& Hubley, 2007).

8. high-stakes test
High-stakes tests are those where the results are likely to have a major impact on the life of large number of individuals, or on large programs (Coombe, Folse& Hubley, 2007).

9. integrativetest
An integrative test is one that requires a test taker to use several language skills at the same time, such as a dictation test, which requires the learner to use knowledge of grammar, vocabulary, and listening comprehension (Richards & Schmidt, 2002).

10. low-stakes test
Low-stake tests are those where the results have a relatively minor impact on the lives of the individual or on small programs (Coombe, Folse& Hubley, 2007).

11. measurement
Theprocess of quantifying the characteristics of persons according to explicit procedures and rules. Measurement involves assigning numbers to mental abilities which can only be observed indirectly. Because they are based on the same criteria, they may be replicable (Bachman, 1990).

12. norm-referenced test
A test that measures how the performance of a particular test taker or group of test takers compares with the performance of another test taker or group of test takers whose scores are given as the norm. A test taker’s score is therefore interpreted with reference to the scores of other test takers or groups of test takers, rather than to an agreed criterion score(Richards & Schmidt, 2002).

13. objective tests
A test that can be scored objectively (i.e. scored without the use of the examiner’s personal judgment). Tests that consist of True-False and Multiple-choice items are examples of objective tests (Richards & Schmidt, 2002).

14. placementtest
A test that is designed to place test takers at an appropriate level in a program or course. Various types of test or testing procedure (e.g. dictation, an interview, a grammar test) can be used for placement purposes(Richards & Schmidt, 2002).

15. proficiencytest
A proficiency test is not linked to a particular course of instruction, but measures the learner’s general level of language mastery. Although this may be a result of previous instruction and learning, these factors are not the focus of attention. Some proficiency tests have been standardized for worldwide use(Richards & Schmidt, 2002).

16. progress test
A test linked to a particular set of teaching materials or a particular course of instruction. For example, tests prepared by a teacher and given at the end of a chapter, course, or term are progress tests. Progress tests are narrower and much more specific in scope than achievement tests. They help the teacher to judge the degree of success of his/her teaching and to identify the weakness of the learners(Richards & Schmidt, 2002).

17. subjective tests
A test that is subjectively scored (i.e. scored according to the personal judgment of the marker), such as an essay examination (Richards & Schmidt, 2002).

18. summative evaluation
The aim of summative evaluation is to give the student a grade that represents his/her mastery of the course content (Coombe, Folse& Hubley, 2007).

19. test
Measurement instrument designed to elicit a specific sample of an individual’s behavior (Bachman, 1990).
Method of measuring a person's ability, knowledge, or performance in a given domain(Brown, 2004).

20. testing
The use of tests any procedure for measuring ability, knowledge, or performanceor the study of the theory and practice of their use, development, evaluation, etc. (Richards & Schmidt, 2002).

21. References
Bachman, L. (1990) Fundamental Considerations in Language Testing. Oxford, UK: Oxford University Press.
Brown, H. D. (2004) Language Assessment Principles and Classroom Practices. White Plains, NY: Longman.
Coombe, C., Folse. K, & Hubley, N. (2007) A Practical Guide to Assessing English Language Learners. Ann Arbor, MI: University of Michigan Press.
Richards, J. & Schmidt, R. (2002)LongmanDictionaryof Language Teaching and Applied Linguistics.London: Pearson EducationLtd.

22. UNIVERSIDAD SIMÓN BOLÍVAR
COORDINACIÓN DE POSTGRADOS EN LINGÜÍSTICA APLICADA
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PROF. YRIS CASART ycasart@usb.ve