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LANGUAGE PROFICIENCY TESTING A Critical Survey Presented by Ruth Hungerland, Memorial University of...
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Transcript of LANGUAGE PROFICIENCY TESTING A Critical Survey Presented by Ruth Hungerland, Memorial University of...
LANGUAGE PROFICIENCY
TESTING
A Critical Survey
Presented by Ruth Hungerland, Memorial University of Newfoundland,
TESL Newfoundland and Labrador
Please God may I not failPlease God may I get over sixty per
centPlease God may I get a high placePlease God may all those likely to beatme get killed in road accidents and may they die roaring.
Irish novelist McGahern
Overview Types of language tests Ways of describing tests Evaluating the usefulness of language
tests Overview of common language tests:
TOEFL, TOEIC, IELTS, and CAEL Impact of testing on learning and teaching Critical use of language tests Testing Questions
Testing Questions What is actually being tested by the
test we are using? What is the“best” test to use? What relevant information does the
test provide? How is testing affecting teaching and
learning behaviour? Is language testing “fair”?
Types of Language Tests
Achievement test associated with process of instruction assesses where progress has been made should support the teaching to which it
relates Alternative Assessment
• need for assessment to be integrated with the goals of the curriculum
• learners are engaged in self-assessment
Proficiency test aims to establish a test taker’s
readiness for a particular communicative role
general measure of “language ability” measures a relatively stable trait used to make predictions about future
language performance (Hamp-Lyons, 1998)
high-stakes test
Some ways of describing tests
Objective Subjective
Indirect Direct Discrete-point Integrative Aptitude/ Achievement/ Proficiency Performance External Internal Norm-Referenced Criterion-
Referenced
Evaluating the usefulness of a language test
Usefulness= reliability+validity+ impact authenticity+interactiveness+practicality
(Bachman and Palmer, 1996)
TESTUSEFULNESS
RELIABILITY VALIDITY
Impact Authenticity
Practicality Interactiveness
Evaluating the usefulness of a language test
Essential measurement qualities reliability construct validity
Evaluation: test taker - test task - Target Language Use (TLU)
TLU
Test TaskTest Taker
Overview of common language proficiency tests
TOEFL TOEIC
IELTS
CAEL
ETS, US
UK
CDN
Test of English as a Foreign Language
One million test takers per year
P&P 310-677/ CBT 0-300 Three sections:
Listening Structure and Written
Expression Reading Comprehension TWE
Test of English as a Foreign Language
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievement discord between test and understanding of
language and communication passive recognition of language cutoff scores are very problematic general proficiency academic proficiency
Test of English for International
Communication TOEFL equivalent for workplace setting
two sections, 200 q. listening reading
entertainment, manufacturing, health, travel, finance, etc.
“objective and cost-efficient”
Test of English for International
Communication
Objective SubjectiveDiscrete-point IntegrativeProficiency Achievement lack of correspondence with TLU narrow construct test content is extremely broad
International English Language Testing System
Academic/General Results reported
in band scores 1-9
Listening
G.Reading A.Reading
G.Writing A.Writing
Speaking
International English Language Testing System
Objective SubjectiveDiscrete-point IntegrativeProficiency
Achievement test tasks reflective of academic tasks score reporting is diagnostic need for reliability research
Canadian Academic English Language
Assessment Mirrors language use
in university Topic-
based,integrated reading, listening, and writing tasks
provides specific diagnostic information
scores are reported in bands 10-90
Canadian Academic English Language
AssessmentObjective SubjectiveDiscrete-point IntegrativeProficiency Achievement tests performance and use diminished gap between test and
classroom validity is supported by teacher
evaluations studies on predicting academic success
Washback: The Impact of Tests on Teaching and
Learning “The power of tests has a strong
influence on curriculum and learning outcomes” (Shohamy, 1993)
good test positive washback form of test impact depends on
antecedent: educational context and condition
process consequences (Wall, 2000)
Critical Language Testing Focus on consequence and ethics of
test use Tests are embedded in cultural,
educational, and political arenas whose agenda?
Questions traditional testing knowledge English proficiency= academic success? English: got it or get it!
Responsible test use (Hamp-Lyons, 2000)
Testing Questions What is actually being tested by
the test we are using? What is the”best” test to use? What relevant information does
the test provide? How is testing affecting teaching
and learning behaviour? Is language testing “fair”?