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Chapter Two: Language Test Functions
1. TWO MAJOR FUNCTIONS OF LANGUAGE TESTS
1.1. Evaluation of attainment tests
Measure to what extent examinees have learned the intended skill, performance, knowledge, etc.
1.1.1. Achievement tests
Directly related to classroom lessons, units, or even a total curriculum.
General achievement tests deal with a body of knowledge
The content is based directly on a detailed course syllabus syllabus-content approach
It is a fair test.
The results of a test can be very misleading.
The is based on the objectives of the course
It compels course designers to be explicit about objectives.
It shows how far students have achieved those objectives.
Tests based on objectives work against the perpetuation of poor teaching practice,
something which course-content-based tests fail to do.
It is unfair.
Diagnostic tests measure the degree of students’ achievement on a particular subject/topic
Criterion-Referenced
Test Qualities
Achievement Diagnostic
Details of Information Specific Very specific
Focus Terminal objectives of course Enabling objectives of courses
To determine the degree of learning To inform students and teachers of
Purpose of Decision
for advancement or graduation objectives needing more work
When Administered End of courses Middle of courses
1.1.2. Knowledge tests
Used when the medium of instruction is a language other than examinees’ mother tongue
1.1.3. Proficiency tests
Tap the overall language ability, i.e. global competence
Not limited to any one course curriculum, or single skill in the language
Measure:
degree of his capability to demonstrate his knowledge in language use
degree of capability in language components
Note: Difficulty centers on the complexity of defining ‘proficiency’
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Note: Gate-keeping role for accepting or denying someone passage into the next stage
1.2. Prognostic tests
Not related to a particular course of instruction
Predict and make decisions about future success and actions of examinee based on present capabilities
1.2.1. Placement tests
Used to determine the most appropriate channel of education
Measure the capabilities of an applicant in perusing a certain path of language learning
Note: No pass or fail
Note: The length of instruction vs. the intensity of instruction
Note: Teachers benefit homogeneous ability levels
Note: Mismatch between the placement test and what is taught in a program?!?!
1.2.2. Selection tests
Provide information on acceptance or non-acceptance
Note: Pass or fail
Note: May turn into competition tests
1.2.3. Aptitude tests
Predict applicants’ success in achieving certain objectives in the future
2. CONTRASTING CATEGORIES OF LANGUAGE TESTS
2.1. Knowledge vs. performance tests
Knowledge tests show how well students know facts about the language
Performance tests involve people in actually performing the behavior that we want to measure
authenticity
2.2. Speed vs. power tests
Speed tests items are within the ability level of the test but the time limit is too short
Power tests items are too difficult for anyone to solve so that no one can get a perfect score
2.3. Direct vs. indirect tests
Direct tests require the candidate to perform precisely the skill we wish to measure
Indirect tests measure the abilities which underlie the skills in which we are interested
Ease of construct;
Authenticity
Reliability
Positive backwash
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Interpretable results
2.4. Discrete-point vs. integrative tests
See chapter 7
2.5. Norm-referenced vs. criterion-referenced tests
See chapter 1
2.6. Teacher-made vs. standardized tests
See chapter 1
2.7. Proficiency vs. achievement tests
See above
2.8. Subjective vs. objective tests
See chapter 3
2.9. Productive vs. receptive tests
See chapter 3
2.10. Alternative vs. traditional assessment
See chapter 3
3. COMPUTER-ADAPTIVE TESTING (CAT)
A specific type of computer-based test
Starts with questions of moderate difficulty the computer scores the computer determines which
question will be presented next a dependable estimate is arrived at based on Item Response Theory