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Uses of Language Tests
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Two Major Uses of Language
Tests 1. education: as sources of information for
making decisions within the context of
educational programs.
2. research: as indicators of abilities or
attributes that are of interest in research on
language, language acquisition, languageteaching.
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Education: Assumptions The use of tests as a source of evaluation
information requires 3 assumptions.
1. Information regarding educational outcomes is
essential to effective formal education:accountability and feedback are essentialmechanisms for the continued effectiveness of anyeducational program.
2. It is possible to improve learning and teachingthrough appropriate changes in the program.
3. The educational outcomes of the given programare measurable.
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Education: Considerations
The amount and type of testing: depends on
the decisions to be made and the type of
information for the correct decisions.
The quality of the information: reliable and
valid, cost effectiveness
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Types of Decisions
Selection: tests and other measurement devices
may be used to help decide who will be accepted
or rejected by an institution. Placement: tests are used to identify a particular
performance level of the student and to place him
or her at an appropriate level of instruction. The
test content may be based on either a theory oflanguage proficiency or on the learning objectives
of the syllabus to be taken.
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Types of Decisions
Diagnosis: to determine a person's strengths
and weaknesses in order to improve
performance. Diagnosis test is either theoryor syllabus based.
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Types of Decisions
Progress and grading: provide information about
the effectiveness of programs of instruction.
The aptitude test :the aptitude test is conceived asa prognostic measure that indicates whether a
student is likely to learn a second language readily.
It is generally given before the student begins
language study, and may be used to select studentsfor a language course or to place students in
sections appropriate to their ability.
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Types of Tests
Objective vs Subjective Tests
Direct vs Indirect Tests
Discrete-Point vs. Integrative Tests
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Objective vs Subjective Tests Usually these types of tests are distinguished on the basis
of the manner in which they are scored. An objective test is
said to be one that may be scored by comparing examinee
responses with an established set of acceptable responses
or scoring key. A common example would be a multiple-choice recognition test. Conversely a subjective test is said
to require scoring by opinionated judgment, hopefully
based on insight and expertise, on the part of the scorer.
An example might be the scoring of free, writtencompositions for the presence of creativity in a situation
where no operational definitions of creativity are provided
and where there is only one rater.
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Direct vs Indirect Tests
It has been said that certain tests, such asratings of language use in real and
uncontrived communication situations, aretesting language performance directly;whereas other tests, such as multiple-choicerecognition tests, are obliquely or indirectly
tapping true language performance andtherefore are less valid for measuringlanguage proficiency.
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Discrete-Point vs. Integrative Tests
Discrete-point tests, as a variety of diagnostic tests, aredesigned to measure knowledge or performance in veryrestricted areas of the target language. Thus a test of abilityto use correctly the perfect tenses of English verbs or to
supply correct prepositions in a cloze passage may betermed a discrete-point test. Integrative tests, on the otherhand, are said to tap a greater variety of language abilitiesconcurrently and therefore may have less diagnostic andremedial-guidance value and greater value in measuring
overall language proficiency. Examples of integrative testsare random cloze, dictation, oral interviews, and oralimitation tasks.
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Illustrative Example
Problems
1.appropriateness of the program:
too advanced or too elementary
2.no feedback about the learning
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Illustrative Example
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Illustrative Example
Solve the second problem
Create a new problem: Where can failures
go?
Fig. 3.3
Solve the first problem
The problem for failures still exits.
Fig. 3.4
Ideal model
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Illustrative Example
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Illustrative Example
Solve the first problem
The problem for failures still
exits.
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Illustrative Example
Ideal model
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Research Uses of Language Test Language proficiency
Identify and verify various components of languageproficiency: sensitivity to cohesive relationships, discourse
organization, and differences in register.
Language processing
Identify processing errors, elicit information about languageprocessing.
Language acquisition
Research on the nature of language acquisition: indicators or
variables of different components of communicative languageability.
Language attrition
Language teaching
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Features for Types of Language Test
Language tests can be classified
according to five distinctivefeatures:
Purpose & use
Content
Frame of reference
Scoring
Procedure technique
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Purpose & Use In research, tests are used to provide
information.
In educational settings, tests are
classified according to the type of
decision to be made:
Admission decision: selection, entrance,
readiness
Identification of instructive levels:placement, diagnostic
Objectives of the program: progress, achievement,attainment, mastery
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Content The content of language tests are either theory based
or syllabus based.
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Frame of Reference
The result of language tests can be
interpreted in two different ways,
depending on the frame of reference.
Norm-referenced test: test scoresare interpreted in relation to the
performance of a particular group
of individuals. Criterion-referenced test: with respect to a
specific level of domain of ability.
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Norm-referenced Test
Frequently used norms: mean x-, standard
deviation s
Standardized test: based on a fixed or
standard content, standard proceduresfor administering and scoring the test,
and has been thoroughly tried out.
NR tests are designed and developed to maximize
distinctions among individual test takers. Items ofsuch tests are selected according to how well they
discriminate individuals.
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Norm-referenced Test
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Criterion-referenced Test
The necessary condition: the
specification of a level of ability
or domain of content. CR tests are designed to be representative of
specified levels of ability or domains of
content, and the items are selectedaccording to how adequately they represent
these ability levels.
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Scoring & Procedure Technique
Subjective vs. objective
Test method facets: multiple choice,
fill-in, cloze, dictation, oral
interview, essay
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