Post on 06-Jul-2015
description
UNIVERSIDAD SIMÓN BOLÍVAR
COORDINACIÓN DE POSTGRADOS EN LINGÜÍSTICA APLICADA
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).
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).
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).
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).
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
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).
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).
integrative test
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).
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).
measurement
The process 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).
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).
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).
placement test
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).
proficiency test
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).
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).
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).
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).
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).
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).
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) Longman Dictionary of Language
Teaching and Applied Linguistics. London: Pearson Education
Ltd.
UNIVERSIDAD SIMÓN BOLÍVAR
COORDINACIÓN DE POSTGRADOS EN LINGÜÍSTICA APLICADA
ID7756 EVALUACIÓN DEL APRENDIZAJE DE IDIOMAS
ESPECIALIZACIÓN EN ENSEÑANZA DE IDIOMAS EXTRANJEROS: INGLÉS
PROF. YRIS CASART ycasart@usb.ve