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INTRODUCTION
Basic Terminology. Match each term-to its definition. Cloze test ry

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o EvnLUATIoN

is designed to test the ability of students with different language

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Diagnostic test
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training show if students are able to use a language in a specific area.

been been

Proficiency

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X test /! J- designed to provide information 'about specific strengths and weaknesses of \ne test taker. It is usually designed to guide remedial instruction. \
is Fn array of similar tests intended for use together,

# one that requires filling in the blanks in a passage from which there have word has fiystematic or random deletions. Usuaily every fifth or sevenlh from the passage beginning at a randomized starting point. qfpoeA

Standardized test

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Test

Battery

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one that fias 6een administered to a large group of exarninees from a target i-boputation, often more than 1000 persons, and has been analyzed and normed "$0, ,r" with other samples from that population. responses which can be scored separately and to the skills the test is measuring as a whole. gelated

Test Item
,.?

pny unit of a test that elicits

t'

a
Define "fluency".

Selecting, rejecting
examination

or

Erouping

(of people, objects, ideas) by

systematic

Do you find the following definition from Random House Webster's appropriate? Can you lmprove it?
"^t, "1 "fluency = ability to speak or write smoothly, easily, oi readily"

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1:

According to research, less than haif of the variability of academic achievement is explicable in terms of cognitive aptitude. (Sarah Zafar Khan, 1969). What does this entail?

The number of types of language tests is directly proportional to the number of purposes for which language tests are developed, Some tests serve a variety of purposes while others are more restricted in their applicabilily. There are a lot of brgad categories of tests, rnany of which stand in opposition to one another, but they are at the same lime bi- or muiti-polar, which indicates few of them are entirely
adequate in and of

themselves. .

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BASICS ON TEST COFESTRUCTTON

What factors influence test construction?
- THE PURPOSE
-DIAGNOSIS AND FEEDBACK
-scREENTNG AND -PLAcEMENT

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- f'"af1oe'-n & -pRocRAM EVALUATIoN AJu'tt"**-*J ItA

- WHAT SHOULD BE TESTED AND TC WHAT STANDARDS
-WHO IS THE TARGET POPULATiON -INSTRUCTIONS FOR EXAMTNEES AND FOR EXAMINTRS
.FOLLOW-UP/INTERPRETING TEST SCORES

BROAD CATEGOREES SF TESTS

-CRITERlON- or DOMAIN-REFERENCED vs NORM-REFERENCED or STANDARDIZED TESTS

'1
JSPTTO VS POWER TESTS

A check!ist for test evaiuation

i{ame of iest
Purpose intendeci

EVALUATION OF TESTS
-THE PURPOSE OF THE TEST

Tst Characteristic

/ /

1. VALIDITY

-CHARACERISTiCS OF THE EXAMINEES

2. DIFFICULTY
3. RFLIAB]LiTY 4. APPLICABlLITY 5, RELEVANCE

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-ACCUMCY OF MEASURFMENT /
-THE SU]TABIL]W OF FORMAT AND FEATURES/ -THE DEVELOPMENTAL SAMPLE

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-AVAILABILITY OF

EQU

TVALENT/

6,

R.EPLICABILITY

-SCORING AND REPORTING OF SCORES -THE COST

7, INTERPRETABILITY

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ECONOMY

.THE PROCUREMENTi -THE POLITICAL ACCEPTABILITY

9. AVAILABILIW

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I"O, ACCEPTABILITY

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The text used i*r tl-ie cioze iest shouid be lons e nci-:gh to aiiorv a reasonable number of eieietions - icieaiiy 4* cr 5*-bia;:kslfn* :licrc bianks contained in ihe text, the more reiiabie ihe ricz* iesi1!'iil qerzernilY p{cVr. There are tlvo :-nelnCdS *f sccring a ci*zt ltsi: ci.re n-rark mav be arvarde'j t"cr e ach arce ptsbis afiswer or els* c'i':e i::aik :-nat' be a*'ardeLj icr each e.rlct answer, *cli: r:leihcGs ha-'ts been l-*un{i rei!a!rle : 30;'*e ai-quc that ths fcrrner mrthoii is verrv litt!e b*ri-*i thai: ihe iaiter an'j d*es n*t reallv justiiy thc adCiticila! \."'Grk Ei:la!led ii: definir-lg what cc11.5iil;itc:c 3n acceprabie un.trer f*r eacl: item. ld-*ver:hel*-cs. it appeais a. itirrr it:t Ncr the stucient if anv reasanable eQui'raie*i is acc*:;i*i. in arlditi*n' nc stucjenr shci.lici be penalised fcr rniss*eiiir:gs x*l*ss a wcrd is sc cacl!','sp*lt that it j1inilOf 'ne underuiO**. Gramnia:ical errcrs. h*'"veve r, Shcuid be penali:*C i;: ihcse ciaze i*sis lvhich are cicsig:.red lo. {Eeasi-irc lamiiiariti rvith thc granimar of tiie lane',.:age ralher than re arilng' \\'he*re poss!b!e , siuicnis shculd be requirei t* fiii in each biank in lh'; rcxr ir>clf. Tirs pr*cedure approximatcs !-nl}tr cir;s*l,t t* the reai-iife,iasks involr.c.i rhan an1,rneth*d which r.--quires therri i,.> wrii*:he deilted iiems On a Sr.ir:lritlc an:\\,er -sheei or llst. lt f he te xt;h*s*r fcr a ci+zc lesi cclniain: I itt{ i;f iacis r:r ii it c,.xiccilrs 3 parlicuiai subject. sorfie stuCeit"t: may bt lble it': n:ak-e 'rhc;*quirccl ccrnPlet-i+;:s frorn rh*ir backgrcund kno11'ie,.jee riiihui-i: uncerslanding miieh ai the iexi" Cct:Sequentl)/. ii !s essenti.rllR cittzc irsii {'ds in clher ivpe: r:f re aCing iestsi l*'iraw uF*n it subjccr r.r'*icn is n:,:ti:ii in batli cCfiIsnI and la*guag* ve;le t'i.used". F!naiir ' it is ahiuv-c i,.dvaniagr-ous t* provide a'!ead-ir:': thus *c deieti*ns shcuic n-' maijc in inc fir-st fc.'v seniCn.cs:c ihai ihe :iuder:i-q have a chencE t* beconic iarniliar iviih ihe .:rutiror"s siv!e and aupr*ach ia ihe si;bjett *i thc

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as it iltfasure

oi i-eadine difficuily

anC iei;'Cing

comprchcn,t!r--n u,iii le ircatec briefiy in the ieieva*: secii*n <;f ti:e chaptc:cln t.lsiing reading c,Jn,Frehe r.sion. *.estaich stuGi*s" h*ws';el" hai'e sh{rtr.n thar pciforman.. on cioze ies-is ccrreiai*s i":ighiv rvitn li-:e iist*aing" rvritirrg anct ipeaking ah:iiries. !r: cther w*rcS, c!*z* ie:i:ng is a gcod indiealcr cf gcneral linguis-tic abiiitv. i;rciuding ti:e ability lo use iai:gi-:age arprcpriate ir iccurciing io pariicuiar l:s.:g"L:islic and sit*at!*i:ai c**lrxis, 1t ls arg'tiec-{hrt three i-.,'pes oi k*i:vyie dge ar* reqr:ireci in ,:rd*r t* perl*:r* silce*ss{":iir"- on a cloze trir: iinguislir kn*wierlge, :*xtual kn*rviedge . and kncv;itCge E",-i ihe wOrld.: As ir resuit *isl-:iir*seareh fi;.iringS. ei,;z*:fSiS ar* n'+ii/ uSCf nCi Oniy in ge ncral achicvc;-*e::i a*d pra*cie :-:c1' :*StS b*i aisc il-: scrfl* classrcom piace me -t ies:s anri diagnosiic iests. Dictaticn, ai!$Lhci ;najcr ivpe *f inlegraiivc ifsi. r.'as previcusiv regarcied suici'v e: a i-niiils Of rneasur'ir:g stude*is'skills cf llste::ing

+tg:g:l-i::glv*i _g.e*1plebgq-*rq+. grated skliis lnvoivei r*eer:liy. were larqe iy cve rlc*ked until tairiy rcar:tti. Tfi.F;::Geraied-s^ffi1sTnvof6 in tests or ciiciati':* !nciude a'*ditcry dis;rr:-et!n,;iice-r. lhe audiic-:r].' fi:rffis]r3' Span. spe liing, t.hr ree*g::igio* *f s*ui:d sf,gIl"i*i:is, a fan:iliaritV wiqh tne grammatical a*d l*>:icalpatlelning of thrc iang*age, arld *v*rali iextual Iomprehension. Ur:f*rtunately, hc*-\'er" ther* is nc re liable way cf asscssing the re lar!";* imFarlance cf ihe diffe re nt abiiilics requir*d, a:td each e :-ror in the <iicta'ii*l-r is usuaily penaiis** ir: exeetiy :he sarn* waY" Dictaticr: r*sts ean prave ga*d predi*t*rs cf gi*bai lang"'-lag* a*iiity Cven tholigh s*rr:e rcfent r*searenz i:as f*r':qtd that dieqatlc:: t=*gids i* measufe iower-*rd*r ianguag* ski{!s s::13: as siraighEf**;aard

1;re

T"L+t,

in t*sts of diciaticr;

comprel]eftsicir :"ati:cr tlian the i:ig]:er-*r*9er ski!!s sr:*h as rnferer:ce. The dictatiq:n *f l*nser p:cees cf cllsc*urse {i"*. ? t* i* iv*rds at a tin're} is recorilme nded as b*ing preferabi* i* thc dicsaai** *i shcrter wcrd gr*L:ps (i.e. three tc flve w*rcis at a iime i as ir: ihe traditi*nal diclarians *f the past. Used in lhis wa_n*. cictatio* lr:v*lves a riynanlic process of ar:alysis b3, synthesis. Cra*'ir:g *sl a Learner's'grairlmar cf expectancv'r and resulting in the construct!ve pr*e*ssi*g *f thc rc'!essagf h*ard" if ther* is s:* ci*se relati*nshil betv*cen ihe s*uiiels cf a ianguage anc the symbcis r*pr*sests;cg thern" it r:;*y b* **ssibi* i* u:":rj*istand ivhat is beingspcken wilh*ut be!*g abie :* +;riie lt d*w;":* F*n"'rever. in F,*giish, whe re there is a iairi3,' ei*se r*laiic:r:ship b*twee* :i:e s,}u*ds asid ih* spelllng systr*, rt is s*n:*tin":cs p*ssible t* r*r*g*ise ti:* is:diviCual scur:d eleme nts v''itt":*r-it fxiii' a:ncierstandi::g ih* crlcaning +f v;har is spoken. Indeed" s#$le ag:pli*ei ii-i:guists..and t*achr*rs arg** tha" dict:ation cncourages rh* siuel*nt tc facus his *r h*r ali*:'lti*:-: a** rnuch *n th* indivicjual s*Ll*ds raihcr lhan *n ii"i* mea::!ng cf ti:c text as 3 "rr':i11;ig" Sr:ei-i conccr:iratio:"i *n sing!* scunci segffiei-!is ici Eise li is guff,cient tc i:=apair the auditcr3r *1e:r:Liril spa*" thius rnaking !l iiiff,cuEt f*r th* st*d*nts tc r*iain everything thev h*ar" Wiren dielaii*;: !s given. i: is advlsilbi* t* iead ti:r::r:gh the whci* dictaiicn pas$age at appr{.}achi*g i:*rir:a! c**vcrs*ti*nii sp**d first *t aii. Next, the teac*;r sh*uld begln t* iiietai* {eichcr *nc* ':r t*'ie*} in meanimgf*l u;"airs *f sulfieieni ie*qrh t* eliailr:r:g* rh.s s;ud*: :'g sl:*rt-t*rr:: memory span" {S*rc"e* leachers r::islal:*niv ie*i ghat :he '; *a:: rnake ih* dictati*r: easi*r l;y l*adil:g oL:i the i*x-' .'-r,*rd b:.' rE*r,J: ihis Frccedure ,;a* be extremeiS;1*.*fr-:l ar:d *nl3 seivri l* i-';reas* i?r* iiffir*ity +f ihs dictarrc:: b'v *bsrurii-:s ti:* mcar";ing *i e ::e h *hras*.; Fi*aii"v. afte r lhe dictaei*::. the rvhuie passaEe ls r*ad *i:c* i{r*r* a: siightiy si*wer thar: norr*al spced The falic.,r'i;:g is an exampl* *f part *f a dietati*n pa"ssage, suitabie f*r use at a:: inte rsneC:aie Lrr fairlv ;riivanceri i*ve l" Tlle cbiique strck*s d*n*ie the u::its tvhlci: ih* examiner r*usi Lr'bsflrv* "uvhen ciietatir:g"
Before th* seccr:C haif of the n!n*t**nih .:enturyr / the ta;i*st *iseks *f cffices .l wei'* **i5, thre* *r faur s?-.=i=*y= hrgh il A-s bi-:sincss expand*c;t and the *s*d fcr off!*s ace*rnm***i!+n g:"*rtu' ru:*rc and rn*re acui.*; erchiie*t* b*San i* rBa* ta!ie r"bi.:i1cir-'gs. -,'f W**d *r"rd ir*s-:, hcuvever. ir w*re ri*l srr*r:* *ne LFgh rn*qerlals fr*r* u.'n;cL i.r rcnstr***i tal! buiidi;:g;"'!' Fr-.irth*rrc'l*t"s, :h* iriventi*n *f *?*el fi*'va.' med* it p*ssibi* ltc c*r:str*ct frantes sc str*n*;rth*? th'V w'*i:i,j eir-p*ri the ver',u'galiest nf br":i!din#s"lil

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EXAMPTE OF TEST DESCRIPTISNS {quaiitative modes cf assessinent, perfcrmance levels, etc}

WnlTfEN
Paper
1
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Ei\jGl-151-i
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- Am*rrg tht iterns te be tesied are: writlng nfnfcrma{finformal g t* th erci ; v,'r!t! g ** n:tecte d n iti ati i{efi * rs a d'resp* nd n ffi f*rn'r *f proSe, Sfr tcpics rele',i*sti {C anY C=r:dldei*'s sitr-:sti*n, i* th*
r-:

messages, ncticas, signs, p*Stc*rds' lists' *t*" us* *f a dieti*l-:e ry; Paper 2 - Amang th* iten-rs to b* tesied are: th* far"thc auiiltv {"c fill in r*rn':s; e bility tc fciicro instructior':s, to r*cd i*fcrmaiion general r-Irani*g *f * tc>:i" tc read i* *rde r t* se!set specifie
SPOKEN Ei\JC;-]--qF,

Section i *Scciai EnGi;sh Candidates t-nus: re :*ie tc(a) ftead and write nurnbers, leit+r's, anfi eCrnr:':*r.t **hreviati*s:s" p*ssibiy using tb) Partlcipaie E* sh*1i and simpie cued r*ilvers6t!*;-c, visuai sti:nu11d*scc-ibed in very {c} Respand appr*prietely ta everyday si:uatians simPle tei'ri^,s. {d} Answer quest;ans i* a ciireeted sltuaii*n" Sectian 2 * Coryglghensi*n Ca"aidet"-s rt=t:sg b el-:i* {t::

{ai undersl*nd th* *xfi{:

i

me ening

*f a sEmpi* *F"cs *f spe***, a*d

--.**-4hrs0-qfu1+he;::c*s1apprc.p;.ieta-*f-.gS,*-f drllqrigi=;-** * stating wl-leih*r" or R*:, or h*..eJ, t!'t* *'..:l*i st!n:uir-:s reiaies t* the visual; - answering si:nri* questicns" piece *f s$*ech ib) Understanitf-u *asie and *sssntic: rr:eanis"rg *f e diffie uit t*- L,* unii*rsi**d *crr'p:*t*iv

ndic*te this coi-:-:rr*heilsisn bY ; - r-lrarking a fi:#P, Pien, cg griri;

t**

e#Hffi

Sectian 3 - Exte nded SPeaxirrg

*t thEs ievei' situatie ns iik*ly tc b* aprr*pr!aie !* re*E li* f*r a sp*ak*r *tc" n'*t tcvii! This nray ine iudc *xpi*neti*n, adv;C*, rsq**s?s, *ry*lcgi*s, tn'** nt**decle anc nCIt dfifi":er:d any e-:s* cf the le*gr.rage i* *ih*r

i* spc*xf*r 45*** =ee*s:ds

ic":

*it**ti*n *r

pressing ei:-eum*iairces. 9t is assum*d * this 1*vei lhai: r':* cand:e ate would speak at !*ir6th !i-i r*ai iife u*E**; ir *v*i* r*aiiv n*ee=s*rY. sil t:14*t, far exampl*, n*rr*iiv* qrs*uirj net he expeeib* exe*pi in he e*nt*xt *f someti-ring ilke *n *Npian*ti*n *;'ap*i*gy.

11

EXAMPLE OF OPERATISNS, TEXT TYPES AND FORMATS W'{iCq-I FORM Th{ BASES OF A TEST
{BASTC TEVETTESTS OF READTNG AilrD SPEAKING}

TESTS OF READING

Operations * Basic level a. Scan text to tocale specific information' b. Search through text to decide whether the whole or part is re!evant to an established need. c. Search through text ta estabiish which pari is relevant tc an established need. d. Search through text to eveiuate the content in te:"ms of previously received !nforrnati o n. Text Types
Form Leaf let Guide
an_Q

Tcpics

- Easic Level
XnGu, nce rn eni n^-^.;^+;^luLrulJ I'JC-Jur
-frrno ' YPU

Adver-tisemeRt
Letter
Postcar-d

f'iarration Com ment

Anecdote!oke
Beporr/Summary

Form Set of instruciions Diary entry

Timetable MaplFlan
Forlnqt a. One paper of 1 frcur. in eCditior:, candirjates ai-e allo'uved ten minuts before the start ci ihe examinatlon t* familierise ihenrselv*s with the contents cf the scuree material' The q:Jest;CIn paDer musl not be looked' at during th!s timeb. Candidates w!li be provicied with scurce rnatsr"ia! in the fcr*r cf authentic booklets, brcchures, ete. This materi*i may be the sarne at all levels. c. Ouestions wll! be cf the following forms. i) Multiple chcice

ii] True Faise

iii) Write-in {single wcrd or ph:'ase} d. Mcnoiingr.:al *r biiingual-dictionaries

maY be used freely'

*)

TEST OF ORAL IT.JTERACTICN Onerations * Basic Levei

Expressing:

Narrattng: Elicitir:g:

thanks requirements ooinions ccmment attilude confirmatisn apology wantlneed information sequence of evenis

infcrmaticn
directions service {ancj all areas abcve}

Types of Text tctaka part in dialogue and ,4t all level"s canciidats rnay be expected mu lti-pa r-tici pa nt i nteractions' neture but telephone The interactions will narmally be oi a {aee-to-face conversations are n+t exciucied' of any The candidate may be asked tc taks parl in a slmulaticn cf language use' interacticn derived frorn the list of generai areas ar fantasy e"oles' Howeve;-, he'will nst be asked io assume speciaiised
Format The farmat wi{l ne-iire same at each levei' by an a. -lesrs are divided into three parts. Each part isobserved and scsr assessor ncnrinetec bg 15* Bcerd. Ths assesscr evaluates .bui, takes no parl in the conduct of the the candidar,e's perfci-mance tpct an b. Part lconsists cf an :nteracti0n between the candidate and schacl or interlocutor';"*h* will nornraiiy be a rFresentetive *f ihe krrown t* the centres where the test is hetd and wi!{ normally be -l-his interacti*n w!il norri-:ally be faee-to-face but teiephc* candidate.

formatsarenotexcluded.TinreapprcximstelYSmiE:t":tes. c. Part i1 canslsts cf an interacti*n between eandidates in pairs {or exceptionaiiy in thr*es or w'ith cne *f tne pair a ncn-xarninatisn but teiephone candidatel. Again tl-ris will ncrmally be face-tc-face forrnats uru nlt exclucied. Tinre approximately 5 nrinutes" ate s t c t h e i n te rl o cu tc r c -*_J,* p-ag-tu*q-o + *iqi1-ql-gJgpgfggi*I1 ',If id Pa"rrit-iwho has b;;;;E;;nt frcmTlte rc Ti.nre aPPrcxinratelY 5 minutes'

SprctrrcnloNs

FOR

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1.

What is the purpase of the test? Look at the fciiowing examples:

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2.

What sort of learner wii! be-taking the test? iConsider age, sex, level of proficiency/stage of learning, first ianguage, culturai background, eountry of crigin, level and nature cf edueation, reason for taking ihe test, professional interests, iikely levels of background {wonld} knowledge) should the iest have?

3. How many seetiotls/papers

4.
5. 6.

What target language situaiion is envisaged fsr the test?

What text tyBes should be chosen length, functions)

* written *nd/*r sBaken?

iConside r sources, difficulty,

What language ski//s shoulei be tested? What language elernenfs should be tested? What sort of f*sks is required?

7. 8.

9. How many items are requir'Ed

for eaeh section and what is their relative weight?

10.What test methads are to be used? {eonsider multipie clrciee, gap filling, matching, transformation, short answer questisn, piciure deseription, role play with cue cards, essay, structured writing)
11,What rubries are to be used as instruetions

f*r

candidates?

12.What criteria wi!l be used for assessmnt by markers?

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